Carefully introduce new information within a familiar structure in order for the child to learn and progress. Downplay the importance of handwriting skills in autistic children, since some motor skills can be compromised by autism. Instead, allow the autistic child to type answers on a keyboard. Place the monitor close to the keyboard, as many autistic children may have difficulty in establishing the connection between the two objects. Eliminate loud sounds, such as bells, PA systems and buzzers, from the learning environment.
The key points are to clearly post, refer to, and review learning objectives and language objectives. Multiple levels of English proficiency are set by standards that the students are monitored by model performance indicators. A student’s native language affects his or her language and academic outcomes by being surrounded by other students who are also ELL with the same English acquisition. Students may utilize their home language more in conversations when speaking to classmates who are from the same home language group (Willoughby, 2009). In speaking to other ELL students whose home language is different, ELL students, use English but due to the students’ limitations in their English proficiency, they expose each other to more broken English I will value the instructional power of a word wall by frequently utilizing, maintaining, and updating it.All too often, secondary educators miss important opportunities to build the literacy skills of all students.
2.1 Explain the ways in which adults can support speech, language and communication development of children during the Early Years. Ways include- The words and levels of language adult’s use with children (including the use of questions) Use language that is age and stage appropriate. Clear short instructions, try to ask open questions. If you ask closed questions it often results in yes/no/nods. If reading with a child you could ask “so what do you think is going to happen next”?
Various psychological theories on human development are based on the concept of “stage”. The key to stage theories is the understanding of stages as unique stages of development, with each stage personified by its own special behavioural and cognitive characteristics. According to child development and psychological research, all individuals progress through the same stages in a fixed chronological order. Foundation stage and key stage 1 Young children are still developing their language and communication skill they will have to be reminded of listening carefully when others are talking. When we are talking to young children we have to speak clearly slowly and not using big words as they won’t understand what we are saying.
You need to encourage the use of good manners please, thankyou, etc and deter bad manners and behaviour by talking to the child in question and telling them how they need to behave. 1.2 Describe with examples how to behave appropriately for a child or young person’s stage of development. Year 1 children are just starting with lessons so they need to be told how to sit and listen to what they are being told so they know what they need to do to complete the task in hand. In Phonics you need to sound out the sounds and words, see how the children get on spelling the word and then help them by sounding the word out again or breaking the sounds down so they can hear the letter sounds easier. When they get it right let them know they have got it correct.
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).
1.2 DESCRIBE WITH EXAMPLES HOW TO BEHAVE APPROPRIATELY FOR A CHILD OR YOUNG PERSON’S STAGE OF DEVELOPMENT? First impressions are important for everyone not only child but for parents and people we work with. Children of different age will need varying levels of attention; some may be more advanced than others. Children with “special needs” will need more help. When we work with infants at nursery to help them with basics vocabulary and numeracy we need to choose media that will help them understand.
Reading and hands-on activities will help teach the children to think more critically and logically. It is very important for teachers and parents to help enhance a child’s cognitive, motor, social, emotional, and language development during the early childhood or preschool years.
Babies and toddlers struggle with this, but as language develops they find it easier because they can express their needs. Tantrums and other outbursts linked to frustration, jealousy or anger tend tot diminish as children find ways of talking through how they are feeling. This is one reason why it is thought good practice to ‘name’ emotions when working with young children, so that they begin to understand what they are feeling and have ways of expressing it other than through physical reactions alone. Being able to manage your own behaviour is about self-control. Young children are very impulsive and find it hard to control their behavioural but, once language is mastered, children’s behaviour changes.
They do not use it in oral communication because it loses its meaning and features in other ways of expressions. Children have their orientation and attention developed to be able to change from one language to another within few seconds which helps to keep their minds vivid and attentive. They have their minds synthesized all the time. They also develop their thinking though the usage of different abbreviations which take some time for parents to encode it, for example “b4”, “m8” and others. They have their minds sharp to finding sense in phrases which seem sense-less for adults.