CCEI330P1- Books and Beyond: Language Development in the Infant/Toddler Classroom - Handout

Transcription

1 CCEI330P1- Books and Beyond: Language Development in the Infant/Toddler Classroom - Handout Welcome to CCEI330P1 In this course, participants will apply concepts and strategies presented in CCEI330 - Books and Beyond: Language Development in Young Children. By observing other teachers and evaluating their own practices, participants will focus attention on enriching interactions with young children and promoting language development and early literacy. Course Objectives: By reviewing the information in this course, completing the observations, and successfully responding to assessment questions, participants will meet the following objectives as a result of taking this course: Identify strategies for promoting the development of language in the infant/toddler classroom. Evaluate teacher interactions for their appropriateness in promoting language development. Plan activities that enhance language development in the infant and toddler room. Books and Beyond: Language Development in the Infant/Toddler Classroom Review Use this space to record notes from the content review presented in the course slides.

2 Observation Activities This course requires two observation activities: 1. Observe a teacher interacting with infants and toddlers using the first chart. 2. Ask a colleague or friend to evaluate your own interactions using the second chart. The observations will take you at least 30 minutes to complete, and may take several days for maximum observation, learning, and application. At this time, you should log out of the class, complete the observation activities and questions on this handout, and then log back into the course and press the "Enter Responses Now" button in order to complete the course. Practical Application Exercises In order to answer the questions on the survey, you will need to complete both charts attached to this handout. The first chart is to be used when you observe a teacher interacting with infants/toddlers. The second chart is to be used in evaluating your own interactions with children. You may perform a self-evaluation of your interactions or have a colleague or supervisor evaluate your behaviors that promote language development. It is strongly recommended that you use a video recording if you choose to conduct a self-evaluation. DIRECTIONS: Complete each chart by making a mark in the most appropriate category for each behavior listed. Use available space to keep notes on the teacher's strengths and weaknesses. Chart for Evaluating Another Teacher Behavior Not Sometimes Often Teacher immediately responds to a child s communication cooing, babbling, gestures, crying. Teacher responds verbally to a child s communication cooing, babbling, gestures, crying. Teacher talks to children during diapering. Teacher talks to children during feeding. Teacher makes eye contact with children when talking to them. Teacher touches children when talking to them. Teacher uses a pleasant voice when speaking to children. Teacher names objects and labels actions for children. Teacher fills in the blanks when toddlers only use one word. Teacher speaks clearly and slowly. Teacher uses short, simple directions.

3 Teacher uses appropriate language and grammar. Teacher reads to children. Teacher sings to children. Teacher repeats finger plays or rhymes to children. Teacher provides a good supply of books for children. Teacher ensures that books are accessible to children. Chart Used to Evaluate You Behavior Not Sometimes Often Teacher immediately responds to a child s communication cooing, babbling, gestures, crying. Teacher responds verbally to a child s communication cooing, babbling, gestures, crying. Talks to children during diapering. Talks to children during feeding. Makes eye contact with children when talking to them. Uses appropriate language and grammar when speaking to children. Uses a pleasant voice when speaking to children. Names objects and label actions for children. "Fills in the blanks when toddlers only use one word. Speaks clearly and slowly. Uses short, simple directions. Gives children the opportunity to respond during communication. Sings to children.

4 Reads to children. Repeats finger plays or rhymes to children. Provides a good supply of books for children. Ensures that books are accessible to children. Practical Application Exercises (Enter the answer to these questions in the survey.) 1) Based on the questions in the observation chart, interpret the data you recorded while observing another teacher s language interaction with the children in her class. What things did the teacher do well? What things could he or she improve? 2) Based on the questions in the observation chart, interpret the data recorded from the observation of your own teaching practices. What things did you do well? What things might you work on to promote language development in infants and toddlers? 3) Describe five activities or practices that you plan to conduct in your classroom in order to promote language development in the infant/toddler setting.

5 References: