Reflection For Child Language

After reading the book to the children I will engage the students in a classroom discussion that aims to uncover what they might know about their own cultural background. Questions posed could include, “do you know where you were born or where your mum and dad were born”, “do you speak any other languages at home and what is that language, can you say something to us in your home language?”. These questions aim to uncover the diverse cultures within the classroom and by engaging in a group discussion the students learn about each other and learn that they all have different experiences and cultures. According to Fellows and Oakley (2014) reading stories to children provides the ideal context to develop oral language which can be further enhanced with educator led discussion (pg. 90).

I learned many things through Virtual Child. I learned I babied my baby too much. Any time she cried I picked her up, if she fell I was always there to pick her up. Throughout her life I babied her. As a mother I would need to decode her cry’s (Clinic. M). which in real life I believe I would. I believe this because I would not have as much patient as I did with my virtual child. But decoding cries, would be realizing the difference between a hungry cry and a diaper change cry. This would be easy, new borns need feed every few hours. You change feel or look in the diaper to see if the baby needs a clean diaper or its butt has rashes. The harder cries to decode would be if the baby was hot or cold. You

The welfare of the child is paramount and that is why partnership with parents is crucial. Many schools and nurseries also have bi-lingual staff for children who do not speak English fluently so that the parents are fully aware of what is going on in a school at

An example listed in my article was following the conversation of a little boy and his classmate, both of a different cultural background. The boy was explaining to his teacher how to make a particular dish. He was delighted to be making this pretend meal for his teacher, who did not know much about it. THe child's classmate came over to investagate, insisting that the meal that was being "created" was actually a mango, not "mangu," like the dish native to the first child's heritage. The second child was intruged to learn that mango and mangu are two different things, as her classmate pointed the mistake out cearly. THis ordinary example illustrates how play allows children to teach their peers aspects about their heritages, languages, and families. It opens doors that often remain closed behind language barriers and cultural differences. THey are more than willing to utilize all their knowlege and help explain to us, if we will just listen. As teachers, it is our job to engage along with the child, not direct their imaginative play. We are very welcome characters in whatever game they can create next, and they will be sure to invite us into their

We made sure to stay onto of our work and were able to go back and help other group member who worked after us with their parts as well. Because we worked through Google Drive, we were able to all work on the project equally at the same time. We all logged in, created our slides, added our information and picture, and left comments for one another on there. Bhavik introduced me to a new meaning to the quote, ”I don’t want to see you—die—trying not to suffer,” which I was able to later use in my presentation (Baldwin 264). I set up a group text message so we were able to ask each other questions and stay connected at anytime. Our group also met up in the library the morning before presenting so we could discus how we would present to the class. Working in the group setting was very important because we were able to hear each other’s different interpretations of scenes we did not understand or scenes we analyzed

I agree with your statements especially with teachers communicating with parents on strategies to help Els students with their learning. It was weird to know that some cultures don’t connect with the schools, they have it as that learning environment is for the classroom. Additionally, It was nice to read in Chapter 10 that program was created to help Els families such as Hmong Literacy Project that helps preserve their culture in their languages as well as in English.

I can provide quality services to an individual from a culturally and linguistically diverse background by seeking assistance from a trained interpreter and setting up a meeting with the client’s family to inquire about their exposure to English. I think it’s extremely important to ask questions about the client’s language developmental history

Language can be an important problem within a diverse group of students. Having a primary

Exposing children to different languages and dialects and encourage appreciation of linguistic diversity. Educators can encourage children share with the group how they say hello at home or is there are special words or names they use at home – different names for grandparents.

Children’s cultural background is one of the most important aspects to developing a child’s sense of identity, and a child having a strong sense of identity is one of the key outcomes to the Early Years Learning Framework (EYLF). By understanding the diversity of all the children within a service, educators often have to adapt their practices to benefit everyone. It is an important part of respecting children’s culture, to consult and maintain contact with the family to ensure you understand any differences their culture may have when it comes to caring for and teaching their child. By incorporating various techniques, foods and activities, educators can attempt to ensure that they are including a child’s culture within the service. When people

In the poem Loris Malaguzzi’s poem “The Hundred Languages of Children,” I would believe that Loris’s image of children is the hundred languages are the countless number of children’s potentials and their ability to wonder and to inquire. She looks at children all as individuals, making sure to reflect on not only them, who their family is and what culture they may come from. By doing this, professionals must not merely make assumptions based off first impressions. However, I do believe in intuition and instinct but I think the point she is making is profound and legitimate. Now, not by any means do I think we should not take every possible situation into consideration, I most indefinitely believe we should; I just also believe that we should

To enrich children's understanding and respect of cultural identities within the service’s community educators need to first gain a solid understanding of the cultural identities within the centre themselves. Open communication between educators and children and their families is a key to gathering information from each child’s cultural background and cultural identity. Using collaborative partnerships between educators and family members will assist with gathering information and inclusivity between all cultural groups represented in the Centre's community. Collaborative Partnerships are defined as “involving two-way communication and negotiation where educators and family members share information, exchange ideas and work towards shared goals” (Arthur et al. 2015 P37).

Today was another day where one of the children was crying because she missed her mom. The child and her mom entered the room during story time and the child did not want to let go of her mom. When I noticed this I called the child in her primary language which is Spanish. As I spoke to her in Spanish, she let go of her mom’s hand and sat next to me. I felt happy to see that after her mom left she did not cry. I was able to realize that this child felt more comfortable when I would use her primary language. Once we were all released to the center tables, the child did not want to do any activities, but sit next to me. I would guide her to other activities, but she kept saying, “No, I miss my mommy.” As I kept seeing this reaction from her,

In previous chapter readings, I learned about different ways to engage with children with different ethnic backgrounds, and how to prepare myself for further learning when it comes some difficulties along the way. There isn’t a step-by-step list to go by because every

When trying to communicate diversity issues with parents about certain needs in your class for their child may be difficult. Especially, when trying to communicate among parents of ELL (English language learners) and ESOL (English for Speakers of Other Languages) students. Some of the difficulties you may run into are language barriers, misunderstanding of dialect, offensive gestures, and even frustration. As teachers when need to keep a cool head on our shoulders and approach this situation with a positive attitude, a plan, and a great expectation of the outcome.