The boy enjoyed seeing the porcupines, giraffes, elephant, and birds at the zoo. One highlight was when an elephant threw dirt on them with its trunk. They also saw butterflies inside a glass enclosure with air flowing in to keep the butterflies from flying out. The father helps the boy recall and discuss the enjoyable animals and experiences they had at the zoo.
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EDUC6358: Strategies for Working with Diverse Children
“Communicating with Young Children”
Program Transcript
[MUSIC PLAYING]
NARRATOR: Sensitivity, respect, acceptance, reflective listening, and providing the space for
each child to be her unique self, Lisa Kolbeck, director of Little School of Family Childcare, shares
her philosophy and suggestions with regard to communicating with children.
LISA KOLBECK: In my experience working with children, the way I know a child is to see their
play. And the way I can find out about their play is first watch them, and then ask them questions
about where they are in their play-mind. So what we saw Luna being today, being an owl, is a
metaphor for a deep part of herself. The first clue that I had this morning when she first came in,
she said, what are these named? And she pointed to the owl's talons. And I said, talons. And she
said, I have talons.
So that was my clue for that was going to be Luna's play metaphor for the day. Children don't
always keep such a strong one idea. Many children bounce between many play ideas. But you
can always count on Luna to hold onto one play idea. As an experienced teacher, I know I can
use Luna's play idea in my curriculum. She had really become an owl, because she had the
wings on, and she had the face painting on.
So her internal owl self was kind of coming out. So my first job is to help children communicate
with each other. And to do that, they have to feel listened to and seen. And for Miley, what I knew
is that it was a perfect place for her, because there were no other children. It wasn't noisy. She's
a very quiet child. And her voice gets lost. And Luna's a very quiet, receptive player. Somebody
says something to her, and she always listens and takes it and responds. That's a wonderful
quality she has.
I felt my job was to kind of create a safe play-listening space at that moment, so that the owl and
the cat could relate. And then I'm always also interested in pulling in the science that they've
learned and what they know about the real world, about real owls and real cats. That's what I was
doing in that play scenario. And just asking a few questions-- do you need a nest? what do you
eat?-- helps them imagine and move to their next action, play-action. And my goal is to have
them play together without needing an adult to be there.
She's painting her strong, sharp talons. Luna, do you remember on the owl that you had, how
many talons did they have?
FEMALE SPEAKER: Three.
LISA KOLBECK: Three.
FEMALE SPEAKER: And I got five.
LISA KOLBECK: It has five. They look great. You look good. It looks like you need a branch to sit
on, because that's what the talons do, don't they? They hold on to things. Perching.
FEMALE SPEAKER: Hoo hoo.
FEMALE SPEAKER: Hi.
Page 1
LISA KOLBECK: Hi.
FEMALE SPEAKER: Hi, cat. I'm owl from Little Bear.
LISA KOLBECK: You're owl from Little Bear.
FEMAL ...
Through this inquiry, our Pre-K learners worked on a project to learn more about animals and to document their findings with graphic organizers. They were fascinated with the world of animals, showing intense interest and curiosity.
แผนการจัดกิจกรรมการเรียนรู้ภาษาอังกฤษ CBI (Content - Based Instruction)
Unit : Places Topic: Tourist Attractions
Subtopic: History For Matthayomsuksa 1 - - EDU Mahasarakham University - -
11. Structure: Wh Question Words
- We use question words to ask certain
types of questions (question word
questions).
- We often refer to them as WH words
because they include the letters WH
12. Question Word Function Example
Who asking what or which Who opened the door?
person or people
What asking for information What is your name?
about something
Where asking in or at what Where do they live?
place or position
When asking about time When did he leave?
why asking about reason Why did it happened?
13. Structure Review
_______ asking
Who what or which person or people?
____ asking for information about something?
What
____ asking in or at what place or position?
Where
______ asking about time?
When
_____ asking about reason?
Why
45. Post – Listening
Activity 4 “Five Ws”
Make a group of three people
1. Listen to the conversation “Enjoying the Zoo”
2. Imagine and try to draw about the situation
from the story by using „Ws‟
3. Paint your picture and put all the detail on the
picture as much as you can
4. Come up to present the story with your
picture in front of class.
46. Try to think about what you hear from the audio, and then use Ws
to be a question guide in order to create your picture
Example:
Who did the action? What happened in the story ?
Where did the story take place? When did it take place?
Why did it happen?
47. Enjoying the Zoo
Father: Mickey. Time for bed [Why?] Why?
It's getting dark out. Well, do you want to talk before you go
to bed? [Yeah] Uh, what do you want to talk about?
Boy: Um, the zoo.
Father: The zoo? Oh, that was so fun when we went to the zoo.
What did you like best about the zoo?
Boy: Um, the porcupines.
Father: They were big, weren't they. And what else . . . yeah.
What else do you remember?
Boy: Um, the two giraffes.
Father: The two giraffes?
And were they taller than me or shorter than me?
Boy: Over your head.
48. Father: They were over my head. They were pretty tall. And what
else do you remember? I remember . . . didn't you see an elephant?
[Yeah]
What about the elephant do you remember? [Um]
What was he . . . was he eating? [Yeah] He was eating. And then,
mommy said something happened with
the elephant. That he did something.
Boy: He throwed dirt on us.
Father: He did? Oh, how did he do that? With his foot?
Boy: No, with his trunk.
Father: And then you fed some ducks. What color were the ducks?
Boy: White.
Father: And what other animals do you remember?[Um] Wasn't
there some type of show.
Boy: Yeah. A bird show.
49. Father: A bird show? What did the birds do?
Boy: Um, flied.
Father: Oh, they flew around!
Boy: One flied.
Father: Oh, one flew. Were they good birds? [Yeah]
Were they naughty at all?
Boy: One was naughty.
Father: What did it do?
Boy: Um, did, to, thing, what you . . . it the . . . the man what it
could not do.
[Translation: It did something it wasn't supposed to do.]
Father: Uhh, okay.
And then you saw some butterflies, didn't you? [Yeah]
What colors were they?
Boy: After the bird show.
50. Father: After the bird show you saw them. And were the
butterflies flying around all over the zoo?
Boy: Uh, um, they're inside.
Father: They were inside, what, a little building? [Yeah]
What was the building made of? Was it made of wood? [No]
What was it made of? [Glass] Oh, made of glass. And couldn't
the butterflies fly out of the glass? [No] No, oh, what
stopped them from flying out?
Boy: Um, the air.
Father: Oh, the air. Oh, there was air coming down? [Yeah]
Oh, well that's great. Well, it's time to go to bed now. Sleep
tight and don't let the bed bugs bite. Good night.
Boy: Good night.
Boy: Good night.