The difference in the two is that although Amy’s mother did have a hard time speaking the language clearer that the average English speaker she was able to have a language with her family that was English but they had a certain bond with it. Richard Rodriguez on the other hand was told he had to speak English even with his parents but his parents were no more an English speaker than he; so, once he began to understand the language better and speak it with his parents, his parents were the ones
Teachers need direction in order to meet academic proficiencies and to keep student’s interest (Laureate Education, Inc., 2010). After exploring several learning theories and strategies, my own teaching practices are most often modeled by several strategies and learning theories. The Constructivism Theory resonates in some of the techniques I am using in the classroom. Reflecting on student activities and the design my lessons ; I find students are most often engaged in learning activities that are student driven and lead to students constructing their own conclusions. Student often work at stations and learn through team building and planned movement.
At times it may be best to let the parent make the first contact then use our communication skills to help them. Some may speak another language or English is not their first language so the parent needs to be encouraged to maybe bring someone with them who can help them understand what is being said, whether this is verbally or written form. Disabilities can cause difficulties in partnership, the way to overcome these possible barriers are dependant on the individual who may need for example signing for deafness, large print or brail for visual impaired. Anxiety due to cultural differences may come to play as someone may not know what is expected from them and this may need to be addressed. It is important to try our best to create a good partnership working with parents/carers but there are people who do not wish to be involved and may act in a negative manner, but by not putting any pressure on
Some children who have arrived from another country where formal education begins later may also find their intellectual development affected as they have had no previous education but could also affect their emotional and behavioural development if they feel they are not able to do what others have already learnt to do. Schools will often put appropriate support in place for children in these situations. Abuse/Neglect - If a child has suffered from any abuse or neglect it will almost certainly affect the
Some children may ‘play up’ in response to the stress of the life change. They may regress and develop less mature behaviour such as being unable to dress themselves or use the toilet. School age children tend to adjust to a new baby easier than younger children do. However, they may worry about where they will fit in when the new baby arrives. They may feel jealous of the attention the new baby is getting.
This happens because a child learns to predict how his parent will react, whether it is positive or negative. They also learn that doing certain things will make their parents do certain things. • Disorganized children will do things that seem to make no sense. • Sometimes these children will speak really fast and will be hard to understand. • Very young children might freeze in their footsteps for no apparent reason.
Donald Bear, Marcia Invernizzi, Shane Templeton, and Francine Johnston (2008) explain that there are two purposes for word studies. First is to help students develop a general knowledge of English spellings. Second, word study increases their specific knowledge of the spelling and meanings of words. Word studies are developmental because teachers must differentiate instruction for different levels of word knowledge (Bear et. Al, 2008).
Teachers need to look at their ELL students as individuals with background knowledge, a culture, and prior knowledge. The goal of bilingualism is to teach the student English while appreciating their native culture including their ability to speak, read and write in their home language. Students, who continue to develop their native language while acquiring the English language, learn the second language faster. Due to this fact it is very important to get the student's parents involved in the education of their child, and to create a working relationship with their
Children’s vocabulary and skills develop rapidly, especially in their early years so the sooner a problem is identified; the sooner support can be put in place to help the child’s development improve. If a delay is not identified risks could include: children not fulfilling their full potential, children experiencing problems with their learning and understanding of information, children struggling to become independent, children may suffer a sense of isolation, a child may become withdrawn, they could experience difficulty or loss of interest in making and keeping friendships, children may have a lack of motivation, they may suffer from depression, low self-esteem or low confidence, they may be unable to express feelings appropriately, they may be at risk from a possible regression of behaviour, children could suffer from separation anxiety and present anti-social
Children of the same age will not reach all of the milestones at the same time – some children will achieve milestones earlier than the expected rates of development and some will achieve them later. Children generally develop in broadly the same sequence (order) – babies will learn to roll over before they sit up, for example, and children will say single words before they string two or three together in early sequences. However, there are exceptions to this – sometimes includes disabled children and young people and those who have specific needs. DEVELOPMENTAL STAGES TABLE Age | Intellectual/cognitive | Social / Emotional/ behaviour | Language/communication | Physical | 0-1 year | Recognises mother’s voice, senses are used for exploration, understand that he/she is a separate person, understands that objects still exist even if hidden, memory develops, anticipate what comes next in daily routines. | Needs close physical contact with them for security, smiles from about 5 weeks, cries if the primary carer leaves the room , shows some feelings such as excitement and fear (3 months), laughs and fear of strangers (6 months), play with carers (9 months), increase of self identity and self esteem (12 months) | Cries to communicate needs (till 4 months), makes sounds to call the carer’s attention (6 months), understand ‘no’, own name, says ‘mama’ and ‘dada/papa’ (9 months), tries to talk making different sounds (12 months) | Lifts head first then chest,