Please provide two references.Part A You are the teacher in an early childhood classroom that includes eight 3- and 4-year-olds. Two of the children demonstrate highly developed language skills and speak in complete sentences. Four of the children use phrases and are still developing basic vocabulary and conversation skills. Two of the children exhibit language delays and speak in one or two word sentences, if at all.Describe a small or large group activity that promotes language development and meets the needs of all the children in this group. Please include:
a. Purpose/objective of the activity
b. Appropriate age level
c. Necessary materials
d. Instructions for implementing the activity
e. How the activity promotes expressive and receptive language development
f. Cite two sources/resources Part B I need about 200-250 words for start here.
Watch the video, Stuart Brown: Play is More Than Fun. Then, consider the following scenario: Jacqueline is a 3-year-old who has recently been diagnosed with a speech delay and her language skills resemble those of a 15-month-old. She is shy, withdrawn, and rarely speaks or interacts with the other children. She struggles with sharing, resolving conflicts, and taking turns. Her parents want to pull her out of class during centre time so she can receive intense speech therapy. The teacher suggests that they try to do this after school, but the parents insist that she isnt really learning anything during that time anyway. Imagine you are Jacquelines teacher. In your post, describe how you would explain the situation to her parents, and share your opinion about what is best for their child. Remember to include possible social and language benefits she might gain from participating in centre time and provide some strategies that you would utilize to promote Jacquelines language development in your classroom.Part A The following is the activity which I would choose for the four year olds. I would make it a game which would go like the following: First of all everyone would sit around in a circle and take turns describing different things this would be accomplished by having the children draw, act out and state the things they were describing. The teachers would participate in this fun and exciting learning activity as well. Each time everyone in the group finished with the assigned topic they (each child as well as all of the adults) would go on to the next assigned topic). People would raise their hand and wait for the child to pick them if they could guess what it is. But, the guessing wouldnt occur until they were finished with at least the verbal explanation of the item that belongs to the particular assigned classification that was assigned. Since this is done level, it is appropriate for both expressive and receptive language skills. Also everyone participating will be positive and encouraging, this also helps with positive verbal learning as well as costiveness in general. The materials would be a white board, several dry erase markers, an eraser and mats for the kids to sit on in the classroom as they observed or guessed. The object of the game would obviously be to express the thing from the assigned category the best one could as well as work on ones receptive skills with others. The material will be displayed at levels they all can comprehend (by the teachers, they will do this); also an aide can help those at the lower levels succeed with both expressive and receptive skills and the building of them. The television also can serve as a valuable tool. Talk about what the child is watching. Have him or her guess what might happen next. Talk about the characters. Are they happy or sad? Ask your child to tell you what has happened in the story. Act out a scene together, and make up a different ending.References:
1. http://www.asha.org/public/speech/development/parent-stim-activities.htm
2. http://www.perpetualpreschool.com/languageideas.htmlPart B I would tell this girls parents that according to real studies and research the importance of socialization cannot be understated at all. This includes being around others her own age (besides being around those who are good, educated adult role-models). Furthermore, these studies have shown that physical play in learning (which our classroom definitely does have and loves to promote) has done lots for learning and it still does lots for real, true learning. This is because it is good, it gets their neurons going, this is real learning and the natural way to learn as well. This type of interaction really, really, really allows for neuron firing thoroughly and it further allows for ones synapses to work better as well. This type of social play that a good classroom provides for their students both allows for organized, play and learning, creative play (also great for the brain) as well as creative, active and individual play where the person/student/child can be themselves, feel safe and warm yet take some time to be by themselves and let their imagination work. With this, they will be thinking in words and forming ideas into sentences. They will also further benefit because they will be around other kids who studies have shown, I have seen and Stuart Brown has spoken about often do more to help kids learn than do speech therapists or teachers lecturing in a traditional format methodology. While I am definitely one who shows favour towards extra help from professionals when there is a need because of an inherent weakness, I definitely do not want to witness it to occur when a child can be in a nurturing environment with her peers. After school would again be the best place and time for extra help with her developmental language delay. For Jacquelines sake, send her to school.
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