Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
Approaches and Environments That Foster Language Development and Literacy
During the first 5 years of a childs life, billions of neurons are being connected, depending upon the stimulus of the environment.
Miller and Cummings, 2007
Imagine an early childhood setting in which you have worked, or one you know well. As you think of this environment, what images come to mind? Perhaps you see a colorful rug and cozy area where children can look at books or share stories.
Do you envision a dramatic play area, complete with a small play kitchen, plastic food, dress-up clothes, and props that inspire childrens play and interaction? If you were to picture the walls, what might you see there? Childrens work hung so
they can see and enjoy it? Around the room, are there books, posters, paintings, writing and drawing materials, an area for blocks, science discovery table, and manipulatives?
Early childhood settings have a great responsibility to provide stimulating, age-appropriate environments for children, and professionals in these environments know how important it is to support and enrich childrens early experiences with language, communication, and learning.
In this module, you examine approaches and environments that foster language acquisition and literacy development, including building meaningful partnerships with families and providing them with strategies and approaches that can
promote their childrens language and literacy development. You also consider how play supports this vital time in a young childs life.
RESOURCE
Pence Turnbull, K. L., & Justice, L. M. (2017). Language development from theory to practice (3rd ed.). Upper Saddle River, NJ: Pearson, Inc.
Chapter 4 The Science and Theory of Language Development
o Instruction in English as a Second Language: Theory and Practice (pp. 117-118)
o Practices Language Theories May Inform (pp. 118-119)
o Evidence-Based Practice: Linking Theory, Science, and Practice (119-120)
http://www.nysreading.org/sites/default/files/Language%20and%20Literacy%20Development%20in%20the%20Early%20Years_0.pdf
http://www.readingrockets.org/article/literacy-milestones-birth-age-3
http://families.naeyc.org/reading-writing/fall-love-reading-ten-simple-things-you-can-do-home
Approaches and Environments That Foster Language Development and Literacy
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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Approaches and Environments That Foster Language Development and Literacy |
Approaches and Environments That Foster Language Development and Literacy