Although children may be at the one-word stage in their productive language, research suggests that they are perceiving and processing language in five-to six-word segments
Children are always listening and trying to understand the world around them. Parents should be aware of this and include their child in conversations as much as possible even if the child cannot speak fluently back to the parent.
It is important for teachers and parents to realize that although children's speech production is lim-ited, comprehension of others' speech is much higher.
Children are constantly taking in everything around them. This is why it is important for parents to not continue "baby talk" after a certain age. Children learn how to pronounce words based on their parents speech and if the parent is constantly speaking to them in a babyish way then, they will develop their language to mimic the "baby talk".
Concept labels (i.e .• words) and schemata are culture and language specific
This relates to what we discussed in class last Thursday, how a child's culture effects their language development and how we, as teachers, need to be culturally aware and sensitive to our students.
As children process this information cognitively, they develop ways of categorizing these stimuli into abstract conceptual group-ings, or schemata.
This is a key part of Piaget's theory, children developing schemata to process new information they are learning.
Young children are more likely to have ear infections than older children
My younger brother used to have reoccurring ear infections as a child and I always had no idea why.
In this way, Ryan explored the specific sounds that are associated with each alphabetic letter
Having a time set aside to read with your child is a great way to enhance their language development. It helps reiterate what they are learning at school while getting them to practice reading and feeling comfortable with more advanced readings.
lfocoptivc> language knowledge of tho sounds of a language begins to develop as lho infant hoars lho :;pooch of others around him
I feel as though so people do not realize that infants begin being receptive to the words and language around them so early because the infants cannot physically say words back, which may lead to the parents not being aware of the language the infant is learning and receiving. Just because a child cannot physically talk back doesn't mean they aren't aware of the words being spoken around them.
talking directly to their children only after they were capable of actually producing speech.
I, personally, don't think it is productive to only speak to children after they are capable of producing speech. My younger cousin could understand certain meanings behind words, but did not have the physical capability to produce speech. The way we knew she understood what we were saying was through sign language. This allowed her to communicate with us without using words.
reported that "children from more stimulating and responsive homes ... [had) larger vocabularies, [used] more irregular nouns and verbs, {used] longer utterances, and [had] increased rates of acquiring irreg-ular forms ... than children from less responsive and less stimulating homes"
It is extremely important for parents to have positive and productive conversations with their children. Children learn from watching their parents and other adults so it is important that adults are allowing their children to interact with them and learn how to have meaningful conversations.
eyo conlact/
Eye contact is SUPER important! Not just as a way to get an infant's attention, but in some cultures it is a form of respect.
to discriminate between reliable and unreli-able sources.
I find this amusing because I am in college and still have lessons on how to distinguish between the twp types of sources. Adults are being taught now because more than likely they have never had to find reliable sources before.
“motivation to learn their discipline and their willing-ness to work on their projects [for] longer hours indicatethat they behave...like high achievers
I agree. I hate reading books that are assigned to me for school and are not interesting in the least bit, but I love reading books in my spare time! If your intruiged by something you usually don't mind dedicating a huge part of time to it.
he group dynamic creates an interdependentteam in which students must each do their part,
great skill needed once you have a job in your field of study
Students at the PBL school were equally ableto answer procedural questions that used formulas, butthey were superior in answering applied and conceptualproblems
I feel like at traditional schools you just learn a formula and when to use it, but at a school who uses PBL you learn the same formula as well as why you use it.
Children solve real-world problems by de-signing their own inquiries, planning their learning, or-ganizing their research, and implementing a multitudeof learning strategies
This is also teaching them how to study independently which is a skill most people struggle with once they begin college.
The outcome ofPBL is greater understanding of a topic, deeper learning,higher-level reading, and increased motivation to learn
I wonder why more schools don't follow the PBL approach? Students get to choose topics that are interesting to them which means they will more than likely take more away from the project than if they were learning about something that they have no interest in.
Stu-dents drive their own learning through inquiry, as wellas work collaboratively to research and create projectsthat reflect their knowledge.
Isn't this the method used in Montessori schools? To have students driving their own learning through projects that are kept throughout the school year?