This document discusses teaching English to young learners in schools. It addresses the function of children's schools, changing social contexts from preschool to secondary levels, and key aspects of early childhood education. The main points are: 1) Schools have swung between focusing on basic skills versus comprehensive education addressing both cognitive and social development. Currently there is a push for a more balanced approach. 2) As children progress from preschool to secondary levels, their social environment expands from the classroom to the whole school. 3) Developmentally appropriate practices focus on the needs, interests, and learning styles of children, emphasizing the learning process over content. In contrast, inappropriate practices ignore hands-on learning in favor of abstract

1. Teaching English for young Learners
SCHOOLS
Presentation group 1
By :
Ashari Susanti
Asni
Harmaini
Saddam Husein
Lecturer:
Rona Elfiza, S.Pd

2. THE NATURE OF CHILDREN’S SCHOOLING
What is the function
of school?
What is the
nature of Changing
social development
context
in schools?

3. FUNCTION OF CHILDREN SCHOOLS
The Back To Basics in 1980s
 the function of schools should be the rigorous
training of intellectual skills through such subjects as
English, Math, and science.
 believe that schools should be in the business of
imparting knowledge to children and should not be
as concern about their social and emotional lives.
 advocates – want students to have more home
works, more tests, and more discipline.

4.  The debate about the function of schools produce shifts of emphasis much
like a swinging pendulum, moving toward basic skills and intellectual
development at one point in time and toward options and comprehensive
training for life intellectual and social development at another, and so on back
and forth (cross, 1984)
 in 1980s the pendulum swung strongly in the direction of back basis, but
today trying the push the pendulum toward a more comprehensive education
that include social as well as cognitive development.

5. Schools’ Changing Social
Developmental Contexts
Pre School
Elementary
Secondary level
Protect environment, whose boundary is the classroom.
Limited interact-just to teacher, peers or small group
Classroom still be a major context although it is more
Likely to be experienced as a social unit than is the
preschool classroom
The school environment increase scope and complexity.
The social field is the school as a whole rather than the
classroom

6. What is
child centered
kindergarten?
Early
childhood
education
What are
developmentally
appropriate and
inappropriate
practice?
Does it really
matter if children
attend preschool
before
kindergarten
What are the effect
of early childhood
education?
What constitutes
of school
readiness?
What is the nature
of education for
disadvantaged
your children?

7. Child centered kindergarten
 Kindergarten program was very a great deal
 some expert believed that the curriculum of many today’s kindergarten
and preschool program places too much emphasis on achievement
and success putting pressure on young children to early in their
development (bredekamp &shepard 1989; Charlesworth,1989;
Elkind,1987).


8. In the child kindergarten, education involves the whole
Child and includes of child concern for the child physical,
cognitive,
and social development .
Instruction is organized around the child’s need, interest
And learning style.
The process of learning, rather than what is learned,
is emphasized.

9. Developmentally appropriate and inappropriate practices
Which is based upon knowledge of the typical development
of children with in an age span (age appropriateness) as
well as the uniqueness of the child ( individual
appropriateness). Developmentally appropriate practice
contrast with developmentally inappropriate practice,
which ignores the concrete, hands-on approach to learning.
Direct teaching largely through out abstract, paper-and-pencil
activities presented the large groups of young child
believed to be developmentally inappropriate.

10. Does it really matter if children attend preschool before
kindergarten?

11. The effect of early childhood Education
Clarke-stewart &fein, 1983) conclude that:
 interact more with peers, both positively and negatively
 Are less cooperative with an responsive to adult than home
reared children
 are more social competent and mature in that they are more
confident, extraverted, assertive, self sufficient, independent,
verbally expressive, knowledgeable about the social world,
comfortable in social and stressful circumstances and better
adjusted when they go to school (exhibiting more task
persistence, leadership, and goala direstion)

12. Education for disadvantaged of children

13. School Readiness
Three important factor school readiness :
 The diversity and inequity of children’s early life
experiences
 The wide range of variation in young children’s developing
learning
 The degree to which school expectations for children
entering kindergarten are reasonable, appropriate, and
supportive individual difference of children.

14. The national association for the education of young children (1990;willer
&bredekemp) Stress that government official and educators who promote
universal school Readiness should commit the following:
 addressing the inequities in early life experiences so that all children have
access to the opportunities that promote success in school
 recognizing and supporting individual differences ion children
 establishing reasonable and appropriate expectations for children’s
capabilities upon school entry
According to NAEYC it is important to provide families which
access to the services and support necessary to prepare children to success
in school.

15. The Transition to elementary School