1. In literate behavior, as developed and expressed through play, children are introduced to language as the medium through which all humans construct a personal identity and participate in the social forms of their culture. Discuss the six ways the authors suggest that this occurs.
Literate behaviors deal with communication. Children express themselves through play. Communication expresses a child thoughts or feelings. These behaviors can be verbal or non-verbal through play. Literate behavior may be expressed in different cultures. For instance, children from different cultures can play and learn how to communicate while they are playing. Let’s say that one student speak very little English. After, the student started making friends and playing the student learned how to communicate better and learn how to speak English more.
Literate behavior also includes learning language. As children learn to communicate they learn how to speak words clearly. For instance, the child had a hard time communicating. The more he played in a group he learned how to communicate in a non-verbal way. For example, he did not need to say that his head was hurting. He just learned to hold his. Through play children learn how to build relationships. Children learn how to work together through play.
“Language in play enable children to share and exchange their knowledge about literacy skills” (Hoorn, Nourot, Scales & Alward, 2011, p.180). Children develop certain skills when they interact with each other. Children are able to convey and communicate in different ways. They may use hand gestures, facial expressions, or evening through writing. Play base curriculums helps children learn language. Children are introduced to language through play. Play helps foster communicate whether in a verbal or non-verbal way. Children also participate in the social form of their culture. “Through a play-centered language arts curriculum, we tap into the richness of the full range of diverse cultures and languages in our classrooms and communities” (Hoorn, Nourot, Scales & Alward, 2011, p.205).
2. Compare the consequences of arranging the arts environment so that it provides cues to children for the kinds of play that are expected to occur, versus environmental arrangements that primarily facilitate teacher-directed activities and convenient storage of supplies.
Art environment should be arranged so that children can play and learn at the same time. Teachers might provide children with music. An art environment must contain material for children to paint and draw. An art enviroment should have different pictures to show children artwork.
The second area is cognitive development, and "there are basic operations as- sociated : (1)observing; (2)comparing; (3)classifying; (4)hypothesizing; (5)organizing; (6)summarizing; (7)applying; and, (8)criticizing. Children's literature is especially effective for developing these operations."(Norton,13)
For example, this theory relies heavily on Piaget’s stages of cognitive development, which does not consider cultural differences. According to the contextual approach, when studying children across cultures it must be done in the context of their “family history, economic circumstances, and degree of comfort in the current social setting” (Hughes, 2006, p.23). The cultural influence on children must be accounted for when interpreting their play behavior. For example, cultures differ on the importance of independence and interdependence on the group. In Euro-American society children are encouraged to be unique individuals and to think for themselves. When children demonstrate this behavior during play they are reinforced. In contrast, Eastern societies encourage a collectivist mentality that stresses group cohesion and interdependence. These cultural differences greatly impact the development of children as well as their play behavior (Hyun, 1998). The cognitive development theory does not account for these differences and suggests that children develop in the same way across cultures, which is not necessarily
Thinking back on my childhood, I first remember all the times I played outside in my backyard. I would pretend to dig up dinosaur bones or create imaginary realms of ancient lands; there I would perform diplomatic services for the people in need. I was usually alone, and those are some of my fondest memories. When I first decided to become a teacher and thought about what is important to my philosophy on how children learn, I immediately knew I was a strong believer in play. Although, many decision makers such as legislators and school district leaders believe in more academic types of learning styles, my paper will discuss why play is so powerful and important to children.
Socio-dramatic play benefits children by developing social and oral interaction with peers, and extending their vocabulary with topic related language. Educators can set up socio-dramatic play areas so that they contribute to developing the children’s emergent literacy skills. Fellowes and Oakley state that educators can facilitate emergent literacy learning in a socio-dramatic play area by including writing materials that can be easily included in play, for example, note pads and clipboards. Another way to facilitate emergent literacy is to include real texts such as signs in the play area, but these texts must be relevant to the experiences of the children (2011). An example of a socio-dramatic play area that helps develop emergent literacy skills is a restaurant or café. To allow the children to have opportunities to develop their emergent literacy knowledge while playing in this socio-dramatic play centre, the educator could add these literacy related
“Every student in the nation should have an education in the arts.” This is the opening statement of “The Value and Quality of Arts Education: A Statement of Principles,” a document from the nation’s ten most important educational organizations. The basic message is that music and art programs in the schools help our kids and communities in real and substantial ways. There is an abundant amount of facts and information that supports this statement. The benefits of arts education can be narrowed down into 4 basic categories: success in developing intelligence, success in ...
Art education is defined as a specific occupational area where the subject art is taught within a public or private school system. Because art classes are publicly funded, classes are provided to students who show artistic talent and those who do not (Salmon 103). The use of art can be dated back to the days of the Neanderthal, and until the Italian Renaissance, art was only considered culturally important and was not taught (DeHoyas). At the birth of the United States of America, male and female students were taught different forms of art, where the boys’ art was typically more functional. The teachings of art were ofte...
Art history is also a component of art education. This component includes teaching children ...
One of the most often over looked yet essential part of literacy development is developing a child’s speaking and listening skills. If a child has a very limited vocabulary it will be harder for him or her to express what happened in a story. Being able to hear the play on words in rhyming a book, or noticing the subtle differences in word choice can change how a book is enjoyed.
The aim of this essay is to explore language acquisition and compare and contrast different theories of language acquisition and language development. Language in its most basic form is used to communicate our needs and wants. It encompasses a range of modes of delivery including signing, spoken and written words, posture, eye contact, facial expressions and gestures. So how do we learn ‘language’? Are we born with the skills for communication, or is it something that we have to learn or have taught to us? Four theories are looked at in this essay to determine how children acquire and then develop language. These theories include behaviourist, nativist, cognitivist and sociocultural. This essay will highlight some similarities and differences in each theory and what impact these have on a child’s acquisition and development of language. Lastly we will look at the implications of these theories when working with children. Can a classroom teacher deliver a quality literacy program based on just one of these theories or does it need to incorporate components of all four? Sims, (2012) pp. 21 states ‘’High-quality learning experiences in the early years of life enhance children’s cognitive and language skills’’. This places a great responsibility on educators and teachers alike to provide an environment which is rich in learning opportunities that will encourage both the acquisition and development of language.
Language plays a major role in a child’s life, because some children will dialogues with themselves through how they engage with themselves or other children through imaginative play. Vygotsky explains this as how they will make up their own story and give their characters different names, and also changing the voices of each character. This helps children with their vocabulary skills, in which it will help them in the long run to name, and negative the different things that they will start to come into connect with as they get older. Language is also known as a symbolic system of communication and a cultural tool transmit play, and cultural history both play a big part in language development, and understanding the world around them. And also
Furthermore, the library center, dramatic play center, and the block center help expand a child’s imagination by allowing children to create as they go. With added guidance from the teacher the sky is the limits for literacy acquisition in young children. Overall, all centers throughout the classroom should boost language development through a child friendly environment that is labeled to enhance self-motivation, pride in ones accomplishments, and generate friendships and positive peer interactions.
...l K-12 but if they cannot be , then they should be integrated into the other subjects. Without art in schools it could hurt a child’s early and late deployment. Art integration has shown that it helps with creating ideas, thinking with a new mind set, and process new challenges that they will face as they grow and see things that they have not seen yet. Many people believe that art integrated with the other subjects would not help students I disagree with that, art can help with many subjects and help students understand them.
In Kindergarten school, some parent believes play is the best way for young children to learn the conceptions, skills, and set a solid foundation for later school and life success. In the other hand, many parents disagree and believe play is a waste of time, messy, noisy, and uneducationall. I believe play is not waste of time, but it something worth to fight for, in this presentation I would show parent the main importance of some of the numerous kinds of play, and why play is a fundamental basis for improving children’s ability to succeed in school and life.
Vygotsky believed that children use language to plan, guide and monitor their behaviour. (Santrock, 2011, p.220)
Language is the basis of human communication. It is a cultural and social interaction, and the way language is used is influenced by the circumstances in which it takes place (Emmitt, 2010, p. 49; Green, 2006, p. 2). Children become aware that there are different types of language, including languages used at home, at childcare and at school, as they observe and participate in various language situations (Fellowes & Oakley, 2014, p. 39). Some of these languages may be unfamiliar, and children will need to learn the different roles and uses of language. The different roles of language in a child’s life are, therefore, part of their growing understanding of how to behave in society and in a particular context. As they experience different types and uses of language, children develop an understanding of how to use language appropriately for any given situation.