CREATIVE LANGUAGE EXPERIENCES

1. CREATIVE LANGUAGE EXPERIENCES DEVELOPMENT OF LANGUAGE • Language is part of a child’s total development. • Distinct skills involved in the development of language • Speaking • Listening • Writing • Reading • Developing skills that are related to reading and writing help prepare a child for more formal instruction in these skills in later years.

2. DEVELOPMENT OF SPEECH • Speech is a form of language in which words or sounds are used to convey meanings. The ability to speak is not necessarily related to the ability to understand. • There are differences among children in the age at which they begin to learn to speak and the rate with which they achieve competence. • The child’s speech at first consist of sounds that are vague and difficult to understand and then to clear distinct words that carry specific meanings (known as controlled verbal communication).

3. DEVELOPMENT OF RULES OF SPEECH • Children begin to put words together in patterns and gradually learn the grammatical rules of their language. • Children usually learn the names of objects first and gradually make finer discrimination. • Children draw generalizations about how words come together to form sentences. Then they over-generalize, not realizing that there are exceptions to rules. • Children should be encouraged to talk and not be restrained by criticism or corrections. • Child who has many verbal interactions with adults is likely to develop greater verbal proficiency and confidence.

4. LITERACY • Is a mastery of language- speaking, listening, writing and reading. • To help children develop literacy, we must respect the language the child brings to school and use it as a base for language and literacy activities. • A child’s literacy grows when we encourage children to see themselves as people who can enjoy exploring oral and written language. • ENHANCING LANGUAGE DEVELOPMENT • A true mastery of language requires social interaction. • A classroom in which children are given many opportunities to interact with others is one in which language development is fostered.

5. UNDERSTANDING BILINGUAL/BICULTURAL YOUNG CHILDREN’S LANGUAGE DEVELOPMENT • The rich cultural mix in a school is an exciting opportunity for children and teachers to learn about other cultures on a daily basis. • The early childhood teacher plays a critical role in the lives of linguistically and culturally diverse young children. • A teacher’s attitude and knowledge base is crucial in making the early childhood program accepting and appreciative of diversity.

6. Teachers of young children are currently implementing a variety of educationally sound strategies for this special population. • Accepting individual difference with regard to language-learning time frames. • Accept children’s attempt to communicate. • Maintain an additive philosophy by recognizing that children need to acquire new language skills instead of replacing existing linguistic skills. • Provide a stimulating active, desire linguistic environment with many opportunities for language use in meaningful social interaction.

7. Incorporate culturally responsive experiences for all children. • Use informal observations to guide the planning of activities, interactions, and other conversations for speakers of other language. • Provide an accepting classroom climate that values culturally and linguistically diverse young children.

8. THE ANTI-BIAS CURRICULUM (ABC) • Creative teacher promote an inclusive environment, one which addresses both the daily life realities of cultural diversity as well as the potentially biased attitudes and behaviors that are part of this reality. • The anti-bias curriculum (ABC) developed by the NAYEC’s ABC Task Force and Louise Derma-Sparks ( Derma-Sparks ABC Task Force, 1989) • Teachers of young children need to select literature that reflects the perspectives, experiences, and values of all ethnic and cultural groups.

9. DEVELOPMENT OF LISTENING • Good listening involves receiving and processing incoming information. • Good listeners are active that is they get involved with what they hear, both intellectually and emotionally. • Abstraction is beyond the thinking capabilities of the young child in preschool and early elementary years and teachers need to be aware of these language limitations. • Physical conditions affecting the listener can impair the listening process or influence the quality of listening. • The environmental climate or atmosphere in the early childhood program should motivate listening.

10. EMERGING LITERACY • Not all children should be expected to learn to read in the same way, at the same rate, or at the same age. • Children begin by reading pictures, taking great delight in recognizing objects with which they are familiar. • As adult read to children, thereby exposing them to words in the books they read, children begin to understand that printed words say something.

11. EMERGENT READING • During pretend reading- also called emergent reading or reenactment, children practice readinglike behaviors that build their confidence in themselves as readers. • Independent emergent reading starts when children participate in adult read-alouds. • Both participation in read-aloud sessions and emergent reading give children opportunities to learn about the language and the meaning of reading in natural setting

12. PRE-WRITING SKILLS • In the preschool and early childhood period, a child is developing the physically skills needed to write later on in schools. • The goal is to provide young children with opportunities to practice the hand-eye coordination and small muscle skills needed to be able to write. • Use children’s artwork in conjunction with reading and writing. • Asking children if they would like to give their work a title reflects the teacher’s valuing their work. • Young children can also use photographs to tell stories that the teacher writes down. • Using cartoon board and cartoon balloons enhances writing and reading motivation. • Various language experience approaches encourage literacy

13. POETRY EXPERIENCES • Poetry is part of the magic that motivates children to love reading. Benefits of poetry: • Poetry’s often playful approach to language helps children think about language forms as well a meaning. • Children take pride in learning to recite short poems • Fingerplays, or poems recited and accompanied by appropriate body movements, help develop coordination and muscle tone. • Acing out poetry can be fun and beneficial drama and speech activity for children of all ages. • Children can be encouraged to illustrate favorite poems to display in the classroom or to take home, thus stimulating artistic expression and development while aiding language development. • Smooth, natural transitions from one activity can be made through the use of carefully selected poems.

14. SELECTING APPROPRIATE POEMS • Poem selection need to be made carefully with children’s interests and needs in mind. • Choose poetry that meets all developmental levels in the group. • Criterions for selecting poetry • Teacher should like the poem. • When selecting, think about what the children are likely to find appealing. • Focus on popular topics.

15. CHILDREN’S BOOKS • Books must be right for the developmental level of the child. • The pictures should be easily seen; the story easily understood by young listener. • Very young children need simple, uncluttered alphabet books. • Illustrations must be obvious and straightforward. • Emergent readers depend on illustrations to create meaning.

16. THE BOOK CENTER • A library or book center is an important pat of every early childhood classrooms as well as elementary classrooms. • Reading center needs to be away from more active goings – on in the room. • Create unusual seating place. • Place certain kinds of books on the shelves so that they are readily available at all times, such as Mother Goose books, poetry books • Books reflecting ethnic diversity should always be available for children’s use.

17. The variety of subjects available for use with older children reflects their expanding interests and personalities. • Guidelines for story groups • Select a suitable spot-one that is quiet away from distracting nose and activities. • There is no law saying that reading aloud is always a large group activity. • See that everyone is seated comfortably. • If using a book, be sure to hold it so that all can see it. • Be sure you like the story you read. • Know your story well. • Read the story unhurriedly with an interesting well-modulated voice. • Do not comment so much throughout the story as you read it or point out that you break the thread of the story and spoil its effect. • Encourage comments and questions, but not to such a degree that it interrupts the flow of the story.

19. Guidelines for reading to toddler age group. • While you read, follow the line with your fingers. • Give toddlers a choice of books. • Choose interactive books. • Use books that toddlers can carry. • Show your pleasure.

20. STORYTELLING • In storytelling, the teacher weaves the story using his or her voice and expression to compel the child’s attention and interest. • When you develop storytelling curriculum be sure to include a good variety of these story types: • Fables • Fairy tales • Legends • Folk tales • Poetry

21. Tips for storytelling • Discover the right story to tell. • Learn the story. • Speak naturally. • Use simple, natural gestures. • Polish the story. • A puppet is a natural prop and a multisensory vehicle for story telling. • A flannel board or story board is another excellent addition to your storytelling.