Chapter 8 Preschool Curriculum: Ages 3 to 5 Language and Cognitive Development by Rina Lestari S 69080059.

Chapter 8Preschool Curriculum: Ages 3 to 5

Language and Cognitive Development

by Rina Lestari S

69080059

INTRODUCTION

In 1930s to the 1970s, educators believed that the learning process to read began in the first grade (at 6 years old) using Gesell’s maturational theory.

In 1950s and 1960s children play an active role in oral language acquisition.

Piaget (1955): language development is similar to cognitive development.

INTRODUCTION

Bloom, Brown, Cazden, Chomsky: the child construct language as the child construct knowledge.

Dyson, Goodman, Snow & Tabors, Sulzby, Barnhart & Hieshima: understanding how young children learn to talk helps us to also understand how they learn to write and read.

CURRICULUM FOR LANGUAGE DEVELOPMENT

I. How young children develop language - Skinner: the behaviorist position is that

language is learned through reinforcement.

- Slobin, McNeil, Chomsky: human are biologically equipped for language acquisition have an innate/natural capacity to learn language.


- Jewell & Zintz, Spodek: the rules for the language are finite/limited, but children can generate an infinite number of sentences using the rules.

- Piaget: language development parallel the child’s ability to use thought they use their own style of thinking & language interaction to learn language.

- Vygotsky: human consciousness is develop through words.

- Genishi & Fassler: communicative competence includes the ability to speak appropriately in different social situations and to use knowledge of linguistic rules to communicate.


II. Forms of Language There are certain elements of languagethat all children acquire:- Phonology: the sound system- Syntax: the grammar- Semantics: the meaning of the communication- Pragmatics: refers to what the speaker intends

to communicate. It is related to effective communication. (the preschool child learns how to communicate politely & properly)


III. Language differences in the Preschool Years

By 4 or 5 years, young children have acquired a

basic mastery of the language spoken at home.

According to Genishi & Fassler:- Language is an enormously complex system through

which people construct & convey meaning.- Imitation is not the key to acquiring language.- All normal children develop communicative

competence within their own communities.


Important to remember:

Many children come from

different cultures and communities.

(Those could be problems to teachers to treat those children)

PLANNING FOR LANGUAGE DEVELOPMENT

The first purpose is to extend the child’s

acquisition of oral language the most

active period of development of

communicate through speech 3 through

5.

In planning for language program, teacher

oral & written literacy.


I. The Role of Play in Language Development

Language important in play, but play equally important role in the development of

language.

According to Frost cited Levy’s:

- Play stimulates innovation in language

- Play introduces & clarifies new words & concepts

- Play motivates language use and practice

- Play develops metalinguistic awareness

- Play encourages verbal thinking


II. The Role of the Teacher in Language Development and Literacy

For Language development: teacher facilitator,

instructor, and model.- Facilitator: setting up the indoor & outdoor environment

to support children’s play.- Instructor: teacher-direct activities and structured

experiences (concept, vocabulary, development written language)

- Model: for language development through all verbal interaction with children.


III. The Role of Parents in Language DevelopmentParents major role in their child’s development oflanguage.Strategies to facilitate language development:1. Get your children talk!2. Help your children understand the story3. Praise your children4. Relate the book to your life5. Ask your children good question during storybook reading.6. Wait for answer7. With your younger children, point to words when you read8. With older children, point to words when you read9. Choose books carefully10. Have fun!


IV. The Role of the Environment in Language and LiteracyThe preschool classroom inviting environment for youngchildren.The class has both social (includes teacher) & physical(space & materials) aspects.According to Ostrosky & Kaiser in arranging language

environment:1. Focus on making language a part of children’s routines.2. Provide access to interesting materials & activities.3. Provide adult & peer models who will encourage children to

use language & respond.4. Establish a contingent relationship between access to

materials.


Language environment print-richEnvironment everywhere in the form oflabel, lists, signs, charts, and posters.The teacher’s role:1. Read to the children2. Engage in conversation3. Discuss and share books and stories4. Use poetry and finger plays


The child’s role:

1. Write on a daily basis

2. Explore new books

3. Review familiar books

4. Listen to stories

5. Engage in drama/role play

DESIGNING CURRICULUM FOR LANGUAGE DEVELOPMENT

Aware of activities that will facilitate the transition into

written language.

The curriculum for oral language development to

promote the child’s expressive and receptive language.(expressive combination of the phonetic, syntactic, semantic,

pragmatic;

receptive elements that the child has heard & understood, but

cannot yet use in the expressive language.)

Literacy is develop when the child is able to use written

language that includes writing and reading.


I. Experiences That Promote Expressive Language

Expressive language development oral

language.

Morrow has developed objectives for the

development of expressive language:

1. Give children opportunities to use their language freely.

2. Encourage children to pronounce words correctly.

3. Help children to increase their speaking vocabularies


4. Encourage children to speak in complete sentences.5. Give opportunities to expand their use of various

syntactic structures.6. Encourage children to communicate with others so

that they can be understood.7. Give children the opportunity to use language socially

and psychology8. Give children opportunities to develop language that

involve mathematical and logical relations.9. Give children the opportunity to talk in many different

settings.


Classroom setting centers for learningand play.Children use expressive language todiscuss activities with teachers and peers.It occurs when children interact in themanipulative or science-math centers,asking for directions, giving suggestions,and describing activities.


II. Experiences That Promote Receptive Language

The child’s receptive language will reflect the

nature of the adult language that is heard.

Objectives for receptive language (by Morrow):

1. Provide children with an atmosphere which they will hear the language frequently.

2. Children associate what they hear with pleasure and enjoyment.


3. Children discriminate and classify sounds they hear.

4. Children hear a rich source of new words

on a regular basis.

5. Children listen to others & demonstrate that they understand what it said.

6. Provide children with opportunities for following directions.


Telling and reading stories are major activities used with young children to help them develop listening skills and receptive vocabulary. Not only are the children being exposed to new words,

but they are also acquiring new information (Genishi & Fassler, 1999)

DEVELOPING FOUNDATIONS FOR LITERACY

Literacy is a continuous process thatbegins at birth and develops as childrenstrive to understand and use oral andwritten language.Interest in books and stories and usingConversations to communicate process.Adult facilitators for oral & writtenliteracy for children.

DEVELOPING FOUNDATIONS FOR LITERACY

I. Resolving the Issues in Beginning LiteracyInstructionEmergent literacy: children begin the processbecoming literate very early in life.The role of the teacher: to guide, to instruct, andScaffold.The role of the children: to encounter,experience, represent accomplishment inbeginning literacy.

GOALS FOR LITERACY

1. Rich teacher talk2. Storybook reading3. Phonological awareness activities4. Alphabet activities5. Support for emergent reading6. Support for emergent writing7. Shared book experiences8. Integrated, content-focused activities

DESIGNING LANGUAGE CURRICULUM FOR CHILDREN WITH DISABILITIES AND LANGUAGE DIFFERENCES

Emergent literacy is a process of literacyacquisition that is flexible and adaptable tovarious levels of development. Its flexiblenature is applicable to children who havespecial needs for learning in the preschoolyears. Little modification is needed inmany classroom experiences because noset level of participation is required.

CURRICULUM FOR COGNITIVE DEVELOPMENT

Young children are developing their

cognitive capacities in problem solving,

reasoning, and abstract concept

formation during the years from

age 3 to 5

(Bredekamp & Copple, 1997).


I. How Young children Develop Concepts

Between ages 3 to 5 children develop

their schema concepts repeated

experiences with variety materials explore.

Piaget disequilibrium/cognitive conflict:

will challenge the child’s understanding.


II. Planning for Cognitive DevelopmentInformation sequence of concepts through manipulation, observation, &discovery.In setting curriculum educators familiar with nature of progress toorganize instruction, goals, & objectives forpreschool children.


The child’s ability to understandmathematics & science preoperationalperiod discrimination, classification andone-to-one correspondence.Math for preschool children should see:1. Child’s cognitive limitation2. Minimum of perceptual difficulties.According to Dutton and Dutton concretematerials must be available to manipulate, act on,arrange, and classify.


Concepts of learning science:understanding the relationship betweenobjects, events, or situations (environment) generalization.3 process of forming concepts:1. Differentiating2. Grouping3. Labeling


III. Goals for Cognitive Development Mathematics and Science

The National Council of Teachers of Mathematics(2000) has develop standard for prekindergartenthrough 2nd grade:1. Numbers and operation2. Patterns, functions, and algebra3. Geometry and spatial sense4. Measurement5. Data analysis and probability


Cognitive development in science slightly different process:

1. Observing

2. Thinking

3. Reflecting


On experiences they have engage in with

phenomena in the environment: Hypotheses Collect data Make decisions about the hypotheses Make generalization


IV. The Role of the Teacher in Cognitive Development

The adult’s role making plans for teacher

directed and child-directed activities &

experiences.

The teacher’s role supporting/scaffolding see children’s ZPD.

The ZPD: independent & needs assistance.


Support setting up the environment can assist the child. In working with concepts in science teacher will include many opportunities forchildren sequence of experiencing &representing firstly, directly experience the concept.Teacher consider how best to organizelearning experiences.


V. The Role of the Environment and Play in Cognitive Development

Classroom centers of math and science materials.

Math centers object for working with numbers.

Science centers insect cages, small animals cages,

magnifiers, etc.

Children need to explore physical properties explorations of water, sand, things that roll, and blocks

(Sprung, 1996).

THE INTEGRATED CURRICULUM

The curriculum exemplify the content of

language and cognitive development for

preoperational children.

The activities require active interaction on

the part of the child manipulative/experiences meaningful

context.

DESIGNING COGNITIVE CURRICULUM FOR CHILDREN WITH DISABILITIES

The nature of cognitive development forpreschool children: adaptable to a range ofdevelopment levels.Children who are developmentally delayed interactions opportunities to use theirsenses & cognitive abilities to learn.The teacher should be sensitive adaptations necessary for children who have specialneeds.

Thank You for listeningmy loooooooooonggggg

presentation…

Chapter 8 Preschool Curriculum: Ages 3 to 5 Language and Cognitive Development by Rina Lestari S 69080059.

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