Pedagogues: The Best Chance of Reaching a Diversity of Students

I also support lower ability group in their phonics lesson, I prepare daily activities for this sessions and provide progress report to the teacher on weekly basis. I play games with the children, use visual strategies and revise with them all the time to extend their phonics basics.

Poverty is a serious issue which our society and children faces every day. It is a constant struggle that shouldn’t be ignored. UNICEF states “The study of OECD countries in 2007, over fourteen percent of Australian children under the age of eighteen are currently living in households who are defined as poor or with incomes less than half of the median national income”. The increase in the number and percentage of children living in poverty within our society has contributed to making today's classrooms more diverse than ever it has been. This highlights and makes both teaching and learning more challenging. Diversity exists in the students who are living in poverty and the education assistant and teachers must provide the concept of diversity

If you had a child in the nursery who had English as a second language, and knew few words, verbally communicating with this child wouldn’t be the first thing you would do. There are loads of different ways to do this for example; using picture cars with words, not only will this technique help communicate but also help build the childs English vocabulary. Another being demonstrating, for example; in an activity, lets say gluing and sticking, show the child what to do by demonstrating the activity for them to then copy your actions.

1) 1.1 Effective communication is important in developing positive relationships with children, young people and adults in all walks of life and at any age whether it be with relatives, friends, neighbours, colleagues, associates or even total strangers. Also, effective language skills are essential for children to access the curriculum. In the classroom, spoken language is the main way that teachers teach and children learn. Therefore if the skill of communicating in an effective manner isn’t learned or grasped at an early age then it could lead to various complications in terms of interacting with other people, be it in the home or

invite the †̃normsâ€TM of conversation with children so that they build up an understanding about how it works. They will do this through experience, so show that you are interested and respond to their questions.

Learn to communicate at the child’s level both physically verbally and. Physically, it is crucial to not tower over the child when communicating with them but instead go down to the child level but any means such as sitting or kneeling. This is important so that the child will feel more comfortable and doesn’t feel intimidated. Verbally, it is really important for parents to use age-appropriate language that the child can easily understand especially with younger children.

Mrs. St. Jean responded, “The teachers try their best to make sure those students who don’t speak English feel included in the classroom.”” Sometimes, it helps to relay information through a parent who does speak English, so they can help their child.” “The teachers also alter the lesson in a way that is best for a child with special needs. They try to be as accommodating as possible for that child. We also refer them to the Early Intervention screening available in their county, in order to see if they might be eligible to receive services to help them. Many parents are unaware of the services available.”

Communication is very crucial in life, especially in education. Whether it be delivering a message or receiving information, without the ability to communicate learning can be extremely difficult. Students with speech and language disorders may have “trouble producing speech sounds, using spoken language to communicate, or understanding what other people say” (Turkington, p10, 2003) Each of these problems can create major setbacks in the classroom. Articulation, expression and reception are all essential components for communication. If a student has an issue with articulation, they most likely then have difficulty speaking clearly and at a normal rate (Turkington, 2003). When they produce words, they

Consider a mime telling a story on the sidewalk. Using his hands he creates image outlines, adding body movement and facial expressions to create further understanding of the silent tale. Without spoken language the mime has provided entertainment. Language is functional; providing means to share information both personal and factual, present opinions and clarify ideas (Crystal, 1987). Used to describe thoughts, experiences and helps build and create relationships. Language researcher Michael Halliday, suggests developing language has seven purposes for children in their early years. Instrumental is the first purpose, use of language to satisfy a need. Next is regulatory, this language allows a child to tell others what to do; interactional

Despite valuable research in the field of engaging diverse students in science education, there is still a “gap” where these groups continue to be underrepresented and marginalized in the STEM (Science, Technology, Engineering, and Mathematics) fields (Brotman &Moore, 2008). Research indicates that the problem arises early in the classroom where curriculum and classroom environment does not account for the increase of diverse students’ groups in the classroom. Furthermore, teacher might not be receiving professional development training that prepares them for teaching to multicultural schools, particularly schools that serve underrepresented communities (Sleeter, 2001). In the last decade, research studies have suggested that inquiry-based learning can prepare students to become critical thinkers and subsequently increase their achievement in the classroom. In addition, these studies have supported the argument that including science inquiry in the classroom promotes achievement and equity in science and language acquisition for culturally and linguistically diverse students (Cuevas et al., 2005; Sleeter, 2001; Stoddart et al., 2002).

Educators need to understand the similarities and differences surrounding day-to-day classroom programming and management such as instructional approaches, assessment, and behavioral strategies (Bruns and Mogharreban, 2007). As discussed earlier by Hollingsworth, Boone, and Crais (2009) children’s individual needs should be met within the classroom context by providing necessary supports and environment. Young students with disabilities often require structured strategies and interventions to acquire new vocabulary, practice age-appropriate behavior, and improve interactions with peers (Bruns and Mogharreban, 2007). In order to accomplish all of this the early childhood educator needs to collaborate with all the other teachers/specialist work with. New vocabulary and language can be taught and supported when the early childhood educator and the speech pathologist collaborate to create lesson plans and goal together for each student with

Vygotsky and Piaget both “claim that guided forms of teaching or facilitation are necessary, as students construct their own concepts and understanding of what is being taught” (Powell and Kalina, 2009, p. 246). With a guided form, teachers can go forward with positive ways to influence a child’s language development through Piaget stages and Vygotsky’s theories. By speech language pathologist, teachers and caregivers acting as models for language, they can strive for children to grow in their mental lexicon and their use of semantics. Once children have reached that stage, they “can talk about the social, emotional, and psychological world, and they can begin to reflect on or think about people’s activity in psychological terms” (Carpendale, 2004, p. 11). With a child being able to think and talk about others psychological state, it gives them the chance to developed empathy and sympathy, which can overall effect their cognitive growth in gaining new knowledge and experiences.

Language is a key factor in the communication between humans, playing an important part in the interaction between individuals. The human language is a symbolic ruled governed system that is both abstract and productive characteristics, enabling its speakers to produce and comprehend a wide range of utterances (Kuczaj & Hill, 2003). Many individuals from birth through infancy childhood and adulthood have no issues when it comes to language development, but for many others the development of language can be somewhat difficult. Several individuals struggle due to suffering from a variety of impaired language disorders, making the development of new skills an extremely difficult process. This essay is going to discuss how the research from studies

Children rely heavily on the input of their surrounding environments to develop these skills further (Eileen Allen & Marotz, 2003). The communication strategy used by children over the first year of life is predominately non-verbal before development progresses to include verbal communication (Rodnick & Wood, 1973). McDevitt and Ormrod (2010) suggest social emotional, physical and cognitive development is facilitated by the experiences children have in their “family, school and community” (p. 5). This raises the idea that the level of communicative development may differ greatly between children depending on experiential exposure. Rodnick and Wood (1973) expand on this further suggesting children will actually develop a level of grammatical and language understanding which is essential to communication, long before they commence schooling. In research conducted by Rodnick and Wood (1973) it was noted in their findings that the children subject to their research demonstrated a lower level of communication than expected at around the age of seven and suggest it may be due to environmental factors. This then draws some attention to the educator and their ability to teach a developing child not only the importance of communication, but also the skills of appropriate and effective communication.

From a baby 's first word to their first complete sentence, there 's a lot to debate with their language development. The average child has a vocabulary of up to six-thousand words by the time they turn five years old (Brighthubcom, 2016). Language development is one of the most critical roles for an educator in both early childhood and primary settings. It is this ability of language development that is particularly interesting in the nature vs nurture debate. In order for educators to provide effective communication, it is important that they have the knowledge and understanding of the four key concepts of language, such as phonological, syntactic, semantic and pragmatic development and the underlying theoretical perspectives that explain the processes of language acquisition and development.