Ruhaak Alert Issue 28, Winter Brain-based learning is the integration of neuroscience research and theory, education theory, and instructional practice used to address the specific needs of individuals student learning. This alert describes brain-based learning and how it works in addition to reviewing the current research on the topic. Bedesem and Brian R. In this Alert, the authors review the literature on self-monitoring as it has been used for attention and performance in the classroom.
But how can early childhood educators know if their programs are providing children with the skills they need? This article will describe some of the methods and strategies that research has proven effective in preparing young ELLs for kindergarten. Children need explicit instruction in English vocabulary, as well as opportunities to hear and speak the language throughout the day.
Examples of strategies are listed below. Language Provide explicit, systematic instruction in vocabulary. Children require multiple exposures to words in order to develop a rich understanding of their meaning and use. Teachers should make a point of introducing interesting new words for children to learn into each classroom activity Tabors, Ensure that ELLs have ample opportunities to talk with both adults and peers and provide ongoing feedback and encouragement.
English language learners need lots of opportunities to engage in social interactions with other children, but they also need support from adults as they develop the language skills they need to negotiate those interactions Ballantyne et al. You can use the following strategies to foster social interaction: Encourage child talk by providing prompts when children need help in expressing themselves e.
Use open questions, or questions that can have multiple answers, to help ELLs expand their own utterances e. Expose ELLs to rich language input.
Arrange the classroom in a way that supports each type of instructional activity that will take place, and then keep changes to the physical environment to a minimum. Once ELLs learn which activities take place in various parts of the classroom e.
Encourage continued L1 language development. Strong L1 skills support both language and literacy learning in English: Literacy Development for Preschool ELLs Research has shown that alphabet knowledge, phonological awareness, and print awareness are early literacy skills that contribute significantly to later reading achievement National Early Literacy Panel, English language learners can begin to develop these essential foundational skills in preschool, even before they have developed strong English language skills.
Early Literacy Skills Alphabet knowledge Skills appropriate to preschool include recognizing and naming upper and lower case letters and beginning to associate letters with the sounds they make. Phonological awareness Phonological awareness refers to the ability to manipulate the sounds that make up language, independent of meaning.
In preschool, children benefit from: Literacy Design instruction that focuses on all of the foundational literacy skills. Activities that promote early literacy skills in preschool include: Recognize that many literacy skills can transfer across languages.
A child who has developed early literacy skills in his or her first language will find it easier to develop those same skills in English.
Parents who are not proficient in English should be encouraged to help prepare their children for learning to read by using the home language to: This makes L1 text available to parents, and it lets them know that the teacher considers reading to children in the home language to be important.
Accelerate English literacy development by helping ELLs make the connection between what they know in their first language and what they need to know in English.
For example, if L1 has some of the same phonemes as English, start with those phonemes for rhyme or beginning sound activities because those are sounds the child is already familiar with.
Children usually have the most difficulty when they encounter sounds that are present in English but do not occur in their home language.A Resource for Teachers, Clinicians, Parents, and Students by the Brain Injury Association of New York State. Because of this tremendous increase in the numbers of Asian, Hispanic, and other linguistically and culturally different individuals, school districts can no longer ignore the need for adjusting instructional programs to better serve these groups.
Ged Gast Creativity Consultant 3 Many of these questioning strategies and approaches are taken from the National Secondary Strategy. Encourage continued L1 language development.
Strong L1 skills support both language and literacy learning in English: Encourage parents to talk and read to their children in their home language as a way of strengthening children's L1 language skills. Incorporate children's home language in the classroom when possible.
Children with attention deficit disorder and/or learning disabilities can be a challenge for any classroom teacher. This page provides some practical suggestions that can be used in the regular classroom as well as the special education classroom.
Language development in children is amazing. And at years, lots of talking and listening together is the secret to helping your child learn language.
Language development in children is amazing. And at years, lots of talking and listening together is the secret to helping your child learn language. Discipline strategies for children.