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Jan townendppt23april fr

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Talk to Your Baby. Tanzania

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  • DOWNLOAD THAT BOOKS INTO AVAILABLE FORMAT (2019 Update) ......................................................................................................................... ......................................................................................................................... Download Full PDF EBOOK here { http://bit.ly/2m6jJ5M } ......................................................................................................................... Download Full EPUB Ebook here { http://bit.ly/2m6jJ5M } ......................................................................................................................... Download Full doc Ebook here { http://bit.ly/2m6jJ5M } ......................................................................................................................... Download PDF EBOOK here { http://bit.ly/2m6jJ5M } ......................................................................................................................... Download EPUB Ebook here { http://bit.ly/2m6jJ5M } ......................................................................................................................... Download doc Ebook here { http://bit.ly/2m6jJ5M } ......................................................................................................................... ......................................................................................................................... ................................................................................................................................... eBook is an electronic version of a traditional print book that can be read by using a personal computer or by using an eBook reader. (An eBook reader can be a software application for use on a computer such as Microsoft's free Reader application, or a book-sized computer that is used solely as a reading device such as Nuvomedia's Rocket eBook.) Users can purchase an eBook on diskette or CD, but the most popular method of getting an eBook is to purchase a downloadable file of the eBook (or other reading material) from a Web site (such as Barnes and Noble) to be read from the user's computer or reading device. Generally, an eBook can be downloaded in five minutes or less ......................................................................................................................... .............. Browse by Genre Available eBooks .............................................................................................................................. Art, Biography, Business, Chick Lit, Children's, Christian, Classics, Comics, Contemporary, Cookbooks, Manga, Memoir, Music, Mystery, Non Fiction, Paranormal, Philosophy, Poetry, Psychology, Religion, Romance, Science, Science Fiction, Self Help, Suspense, Spirituality, Sports, Thriller, Travel, Young Adult, Crime, Ebooks, Fantasy, Fiction, Graphic Novels, Historical Fiction, History, Horror, Humor And Comedy, ......................................................................................................................... ......................................................................................................................... .....BEST SELLER FOR EBOOK RECOMMEND............................................................. ......................................................................................................................... Blowout: Corrupted Democracy, Rogue State Russia, and the Richest, Most Destructive Industry on Earth,-- The Ride of a Lifetime: Lessons Learned from 15 Years as CEO of the Walt Disney Company,-- Call Sign Chaos: Learning to Lead,-- StrengthsFinder 2.0,-- Stillness Is the Key,-- She Said: Breaking the Sexual Harassment Story That Helped Ignite a Movement,-- Atomic Habits: An Easy & Proven Way to Build Good Habits & Break Bad Ones,-- Everything Is Figureoutable,-- What It Takes: Lessons in the Pursuit of Excellence,-- Rich Dad Poor Dad: What the Rich Teach Their Kids About Money That the Poor and Middle Class Do Not!,-- The Total Money Makeover: Classic Edition: A Proven Plan for Financial Fitness,-- Shut Up and Listen!: Hard Business Truths that Will Help You Succeed, ......................................................................................................................... .........................................................................................................................
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Jan townendppt23april fr

  1. 1. Parle à ton bébéJanet & David Townend
  2. 2. Améliorer le développementlangagier précoce induit Davantage de vocabulaire Une meilleure construction des phrases Une meilleure préparation pour l’apprentissage de la lecture et de l’écriture Une meilleure préparation pour apprendre d’autres langues Un potentiel cognitif plus élevé mais, est-ce que les bébés en Tanzanie bénéficient d’une expérience linguistique précoce suffisamment riche?
  3. 3. Encouragements et défis ‘Etes-vous certain(e) que les mères de Tanzanie ne parlent pas à leur(s) bébés?’ ‘Bien entendu que les mères interagissent avec leur(s) bébé(s)...’ ‘Cela me paraît évident…’ ‘Alors faites-le!’Et finalement, de la part de MoEVT ‘faisons-le’De nombreuses rencontres ont suivi.....
  4. 4. Nous sommes allé sur leterrain Nous avons piloté un questionnaire d’attitudes Nous avons enseigné des leçons sur l’importance de parler aux bébés Nous avons parlé à des groupes de mamans dans des églises de village
  5. 5. Voici où en est le projet Activités-clés (à réaliser):  Recherches basées sur la communauté  Attention sur l’importance de convaincre la communauté en vue de réaliser des interventions  Incorporation de l’apprentissage dans les dispositions existantes pour le développement précoce de l’enfant (DPE)  Incorporation dans les curricula (primaire, adultes et formation des professionnels concernés)  Formation des formateurs  Packages de formation pour les autodidactes  Campagnes d’information
  6. 6. Organisations partenaires(jusqu’ici): Task Force inter-ministérielle (3 Ministères) UDOM WAMA Children in Crossfire VSO TECDEN Monduli Pastoralist Development Initiative+ UDSM, UWEZO, World Bank, Save the Children, TAWREF, CSWD (Mafia) s’impliquent également
  7. 7. Ce que font les décideursmaintenant Transférer la propriété des volontaires aux décideurs Tanzaniens. Exprimer leur désir intense d’induire des changements de comportements, le plus rapidement possible. Distribuer les responsabilités entre les décideurs. Poursuivre leur engagement à utiliser les canaux existants. Se concentrer sur la pauvreté rurale, qui représente le groupe le plus en demande. Réaliser des progrès concernant les activités-clés.
  8. 8. Données de la recherche
  9. 9. Le gagnant du prix Nobel,économiste et expert dans ledéveloppement de l’enfant,James Heckman, écrivaitrécemment:“La formation des compétencescommence durant la grossesse.Les premières années de la vied’un enfant avant qu’il n’entre àl’école jettent les fondations pourtout ce qui suit”
  10. 10. Les connexions neuronalespour le langage (Universitéde Harvard) S’établissent principalement durant la première année de vie Dépendent d’un bon environnement langagier Question: combien de mots pensez- vous qu’un bébé en Tanzanie entend en moyenne à la maison par heure?
  11. 11. Nombre de motsentendus
  12. 12. L’acquisition de lalecture et de l’écrituredépend du niveau langagierà 24 mois (Blanden, 2006)Le succès académique estfortement corrélé avec leniveau de vocabulaire à 5ans (Roulstone et al.,2011)
  13. 13. Les chercheursinternationaux s’accordent Les compétences langagières sont centralessur ledéveloppement intellectuel et social pour le fait que: chez l’enfant (Cain & Oakhill, 2007) Certains affirment qu’il s’agit du facteur le plus important (Université de Harvard) Le développement langagier est le plus actif durant la première année de vie (Ryan & Deci, 2000) Les expériences langagières précoces sont les expériences les plus importantes pour que les enfants développent leur potentiel (Sylva et al. 2008)
  14. 14. Pourquoi commencertôt?
  15. 15. Ratio coûts-bénéfices desinterventions dans l’éducationprécoce Est le plus élevé durant les trois premières années de la vie (Doyle et al., 2007) Ceci précède le début de l’éducation formelle (Heckman, 2011)
  16. 16. Qu’est-ce qui affecte leDPE?
  17. 17. Qu”est-ce qui affectele DPE? L’environnement à la maison est même plus important que la durée de pré-scolarisation
  18. 18. Conclusion Les parents doivent être les premiers enseignants de leur(s) enfant(s) L’éducation commence à la naissance
  19. 19. Effets du statut socio-économique
  20. 20. Les riches gagnentconcernant Une meilleure préparation à l’école Un vocabulaire plus étendu Moins de difficultés comportementales Voilà pourquoi Zungumza na Mtoto Mchanga doit viser les couches désavantagées. En Tanzanie, cela signifie les couches pauvres rurales.
  21. 21. Que savons-nous déjà en Tanzanie? Preuves anecdotales et observations jusqu’ici :  Peu d’interactions verbales entres les parents et leur(s) bébé(s)  Les parents ne s’attendent pas à ce que les bébés aient besoin de / comprennent la langue  Presque personne n’est au courant de l’importance du langage précoce
  22. 22. Il existe maintenant unbesoin pour: Des recherches établissant les expériences langagières actuelles des bébés Des enquêtes d’attitude pour établir les croyances actuelles et les pratiques concernant le langage et les bébés Une investigation de l’efficacité du développement de capacités parmi les familles Un rapport des éléments observés et des conclusions
  23. 23. Références Harvard University Centre on the Developing Child. ‘In Brief: the science of early childhood development’. www.developingchild.harvard.edu . 2007. Blanden, J. ‘Bucking the trend – what enables those who are disadvantaged in childhood to succeed later in life?’. 2006. Cited in DfE/DoH ‘Supporting families in the foundation years’. London, UK: HMSO, 2011. Roulstone, S.et al. ‘The role of language in children’s early educational outcomes’. London, UK: DfE, 2011. Cain, K. And Oakhill, J. ‘Children’s comprehension problems in oral and written language’. Guilford Press, 2007. Harvard University Centre on the Developing Child. ‘In Brief: the science of early childhood development’. www.developingchild.harvard.edu . 2007. Ryan, R. and Deci, E. ‘Intrinsic and extrinsic motivations: classic definitions and new directions’. Journal of Contemporary Educational Psychology, vol. 25, pp. 54-67. 2000. Sylva, K. et al. ‘Effective pre-school and primary education 3-11 project: pre- school, school and family influences on children’s development during Key Stage 2 (age 7-11)’. 2008. Cited in DfE/DoH ‘Supporting families in the foundation years’. London, UK: HMSO, 2011. Taylor, M. ‘The politics of parenting’. In Brack, D. et al. ‘Re-inventing the state: social liberalism for the 21st Century’. 2007. Doyle, O. et al. ‘Early childhood intervention: rationale, timing and efficacy’. 2007. Heckman, J. ‘The American family in black and white: a post-racial strategy for improving skills to promote equality’, 2011.

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