Literacy & Play with Young Children by Debora Wisneski--2014 UNOmaha K-8 MET Link conference presentation
•Download as PPTX, PDF•
0 likes•503 views
2014 UNOmaha K-8 MET Link conference presentation: Research has provided strong links between child’s play and early literacy learning. Participants will learn several ways to incorporate literacy experiences in play and playful learning with adaptations for different developmental levels.
Report
Share
Report
Share
Recommended
Folktales PPT
The document discusses using folktales in the language classroom and their benefits. It notes that folktales engage students both emotionally and cognitively, allowing them to learn language and culture directly through characters' experiences. Folktales also convey valuable life lessons to students in a non-threatening way. The document provides examples of how to use folktales, including finding stories, pre-reading activities, reading interactively with students, and post-reading activities like comprehension questions, reviews, and creative writing. It suggests connecting folktales to other subjects and building curriculum units around stories.
Learning language through stories
This document discusses using stories in the EFL/ESL classroom. It notes that stories place a high premium on learner involvement, help learners learn language chunks and phrases, and can address cognitive, affective and psychomotor domains. It provides tips for choosing stories based on discourse organization, language use and quality. It also evaluates stories based on engagement, values, discourse organization, dialogue/narrative balance and language use. Finally, it provides ideas for using stories to teach listening, speaking, reading and writing skills through preparation, core and follow up activities.
My presentation for "Sock Puppets"
The document discusses using sock puppets to encourage literacy, oracy, and language learning for students. Sock puppets can be used to help students tell stories creatively by setting up backgrounds and props. They also allow for interactive and engaging learning as students can use different sock puppet characters to role play and learn through drama and group activities. Students find sock puppets fun and engaging as they allow creativity in storytelling.
The development of language in under-fives and the role of books in supportin...
Presentation created as part of As level English language teaching, focusing on language development
Storytelling for change
What is storytelling?
Why is so powerful?
How do you build the story?
How do you do the telling?
How to leverage this technique for your own project?
Unit 3 Story 1 Catch of the Day
The document provides an overview of a story called "The Catch of the Day (A Trickster Play)" including details about the title, author, unit theme of using your wits, weekly theme of tricksters, spelling and vocabulary words, and comprehension and writing skills covered in the story. It examines the trickster character and themes through a drama genre play about outwitting others.
Science Through Stories (Story Version)
This slideshow explores the solution of engaging emotional intelligence through story sharing in order to address two of the mutual challenges of both educators and librarians – educational motivation and information assimilation. It was presented at the OCTELA (www.octela.org) spring conference on March 27, 2010.
Science Through Stories (Report Version)
This slideshow explores the solution of engaging emotional intelligence through story sharing in order to address two of the mutual challenges of both educators and librarians – educational motivation and information assimilation. It was presented at the OCTELA (www.octela.org) spring conference on March 27, 2010.
Recommended
Folktales PPT
The document discusses using folktales in the language classroom and their benefits. It notes that folktales engage students both emotionally and cognitively, allowing them to learn language and culture directly through characters' experiences. Folktales also convey valuable life lessons to students in a non-threatening way. The document provides examples of how to use folktales, including finding stories, pre-reading activities, reading interactively with students, and post-reading activities like comprehension questions, reviews, and creative writing. It suggests connecting folktales to other subjects and building curriculum units around stories.
Learning language through stories
This document discusses using stories in the EFL/ESL classroom. It notes that stories place a high premium on learner involvement, help learners learn language chunks and phrases, and can address cognitive, affective and psychomotor domains. It provides tips for choosing stories based on discourse organization, language use and quality. It also evaluates stories based on engagement, values, discourse organization, dialogue/narrative balance and language use. Finally, it provides ideas for using stories to teach listening, speaking, reading and writing skills through preparation, core and follow up activities.
My presentation for "Sock Puppets"
The document discusses using sock puppets to encourage literacy, oracy, and language learning for students. Sock puppets can be used to help students tell stories creatively by setting up backgrounds and props. They also allow for interactive and engaging learning as students can use different sock puppet characters to role play and learn through drama and group activities. Students find sock puppets fun and engaging as they allow creativity in storytelling.
The development of language in under-fives and the role of books in supportin...
Presentation created as part of As level English language teaching, focusing on language development
Storytelling for change
What is storytelling?
Why is so powerful?
How do you build the story?
How do you do the telling?
How to leverage this technique for your own project?
Unit 3 Story 1 Catch of the Day
The document provides an overview of a story called "The Catch of the Day (A Trickster Play)" including details about the title, author, unit theme of using your wits, weekly theme of tricksters, spelling and vocabulary words, and comprehension and writing skills covered in the story. It examines the trickster character and themes through a drama genre play about outwitting others.
Science Through Stories (Story Version)
This slideshow explores the solution of engaging emotional intelligence through story sharing in order to address two of the mutual challenges of both educators and librarians – educational motivation and information assimilation. It was presented at the OCTELA (www.octela.org) spring conference on March 27, 2010.
Science Through Stories (Report Version)
This slideshow explores the solution of engaging emotional intelligence through story sharing in order to address two of the mutual challenges of both educators and librarians – educational motivation and information assimilation. It was presented at the OCTELA (www.octela.org) spring conference on March 27, 2010.
Creative dramatics
Creative dramatics involves children structuring and enacting scenes, stories, or events, typically from literature. It differs from pretend play in being carefully planned and led by a teacher. Creative dramatics allows children to experience stories firsthand through assuming roles and improvising dialogue. By identifying with characters, books become more meaningful for children, while the process of dramatizing stories helps in their social and cognitive development. Teachers should guide creative dramatics activities and ensure not every story detail is enacted. Suggested activities include acting out story titles, reading dialogue, dressing as characters, and dramatizing familiar tales.
Traditional tales lesson 1 ppt
This document provides guidance for students to learn about and retell traditional tales. It defines traditional tales as stories that have been passed down orally between generations. Students will read and compare traditional tales, predict endings, and watch presentations of tales from other cultures. They will practice retelling tales using different voices, expressions, and volumes for various characters. The goal is for students to use storytelling techniques to make their retellings engaging.
How Stories Work: Using Stories for Change and Influence
The next evolution in NLP (neurolinguistic programming) is a more precise awareness of how storytelling and story listening work in change and influence. Whether you are a coach, trainer, or sales professional, this course will allow you to use stories to get results.
DIY: Feltboards Workshop
Feltboards and Early Literacy workshop for parents, caregivers and educators at the Homer Public Library (AK).
Little mole presentation
This document provides a lesson plan to introduce young students to a story about Little Mole and his animal friends. It involves presenting flashcards of the different animal characters. The teacher will explain the story twice, first using the book and a second time with an animated video. Afterwards, the students will act out the story by portraying the different animal characters using the flashcards. The goal is to facilitate comprehension of the story, maintain student attention and engagement, and allow them to participate actively by performing it.
E2 short stories_ifonlypapa
This short story by Patricia McCormick explores the complex emotions and consequences that can arise from a father's actions. The mood created in the reader shifts throughout the story based on the word choices, descriptions, and events depicted by the author. Mood differs from tone in that it reflects the overall feelings evoked, while tone is the attitude conveyed through the author's writing.
Tell me that story again
Paper by Maria Goicoechea and Mark Marino for ICIDS 2016 on the use of transcripts in E-lit for children.
Q1 definition of children's literature
Children's literature is written works and illustrations intended for readers aged 12 and under. It covers topics relevant to childhood experiences in a way that is entertaining and informative through genres like prose, poetry, fiction and nonfiction. The quality literature aims to delight children while addressing their interests through age-appropriate topics reflected in a manner consistent with a child's perspective. Illustrations are also often included to attract young readers.
Fostering a Love of Reading through Read-Alouds
This document discusses how read-alouds can foster a love of reading in students. It defines literacy and explains that researchers have found read-alouds to be beneficial. It provides critical components for effective implementation of read-alouds, such as having a regular time and place, using a variety of literature that interests students, and modeling fluent reading. The benefits of read-alouds for all students are explained, such as inspiration for reading and exposure to rich language.
Dramatic Play
This document discusses the importance of dramatic play for children. It recommends that children should have opportunities for dramatic play for 1/3 of the day using diverse materials that represent different cultures, genders, abilities and roles. Examples of dramatic play materials for infants, toddlers and preschoolers are listed, including dress up clothes, kitchen items, dolls and toys. It also discusses providing an inclusive play space and adapting materials so all children can participate. The teacher's role is to engage in pretend play with the children.
Jofish Kaye - Presentation at Emerging Communications Conference & Awards (eC...
This document summarizes research conducted with families to understand how new technologies could help them stay connected from a distance. Interviews and observations were conducted with families with young children. One finding was that an interactive storytelling application called StoryPlay allowed families to have much longer interactions, reading books for 7-9 minutes on average compared to typical phone calls of 1-2 minutes. A follow up website called StoryVisit expanded on this concept. The research found content, like an Elmo character, helped bring books to life and doubled reading session times. In conclusion, the document advocates for taking a holistic view of families rather than just individuals, and designing technologies that support cross-generational play and activities across distances.
Defining and Valuing Children's Literature
There are differing views on what constitutes children's literature. Some define it as literature written for children, while others say it is literature that children read regardless of the intended audience. C.S. Lewis argued that the best children's stories can be enjoyed by both children and adults. Defining children's literature is difficult as views differ on whether a distinction should be made between children's and adult literature. Children's literature is valuable as it can spark children's imaginations and be their first exposure to beautifully written language.
There and Back Again: Tales of Fanfiction from the English Classroom
This talk explores the use of fanfiction, writing that recycles and reimagines existing characters and storylines from books, movies and television, as a pedagogical tool in the English classroom to bridge both literary and language learning. It follows the implementation of The Blogging Hobbit, a task-based fanfiction project based on Tolkien’s The Hobbit, that was carried out as part of a course for students in a teacher education program at Malmö University and explores the outcomes and challenges that emerged.
Realistic fiction . . . and mice
The document discusses the genre of realistic fiction in children's literature. It provides definitions and explanations of realistic fiction, noting that realistic fiction stories could actually happen and depict real issues faced by children. The summary also outlines the key elements of realistic fiction stories, including introduction/background, setting, characterization, conflict, plot, theme, point of view, imagery, figurative language, and authorial tone. Realistic fiction is described as stories about real children in real worlds facing real problems.
The Quality of Writing in Blog-Based Fanfiction for Language Learning
This presentation builds upon work in media and fandom studies to explore the use of fanfiction as a pedagogical tool in a technology-enhanced university foreign language class. It examines the linguistic complexity and sociolinguistic choices of advanced learners of English who engaged in blog-based collaborative fanfiction to write a missing moment from Tolkien’s The Hobbit.
Presented as part of the Bedömning, Dokumentation och Kvalitetsarbete (BeDoK) series on 15 October 2014.
Children's book presentation
The document provides analysis of three children's books: The Selfish Crocodile, The Very Hungry Caterpillar, and I Want a Friend. For The Selfish Crocodile, it discusses the use of emotive language to portray the uncaring crocodile's attitude and how he learns the error of his ways by the end. For The Very Hungry Caterpillar, it analyzes how the story simply depicts a caterpillar eating its way through food before transforming into a butterfly, conveying positive themes through illustrations and colors. For I Want a Friend, it explains the story of the Little Princess struggling to make friends at school but eventually finding others in similar situations, highlighting how children can relate to the themes and
Storytellling in Schools ARTs i July 2013
This document discusses a storytelling project with 6 boys struggling with literacy skills. Through weekly storytelling sessions over several months, the boys improved their language development, narrative skills, confidence, and writing ability. Storytelling benefits children's cognitive, social, and emotional development by engaging their listening skills and developing narrative understanding. The project was a success, with teachers, parents, and the boys themselves reporting increased confidence and participation in class.
Dramatic play
Dramatic play promotes children's development in many important ways. When children engage in dramatic play, they develop social and emotional skills like cooperation, impulse control, and empathy. They also develop physical skills like hand-eye coordination and fine motor skills. Cognitive development is supported as children use abstract thinking to imagine pretend scenarios and explore math and literacy concepts. The teacher's role is to observe children's play to understand their skill levels and support more advanced socio-dramatic play through props, themes, and engaging with children in their pretend scenarios.
Dramatic play
Dramatic play is an important activity center that helps children develop many skills. The center should include dress-up clothes, toys, furniture and other props to encourage role playing. Teachers should provide guidance and new ideas to extend children's play. Ensuring diversity in materials supports role playing different cultures, genders, abilities and ages. Children practicing language, social, cognitive and other skills through interacting in dramatic play. Benefits include developing math, physical, social-emotional, language, cognitive and other academic skills.
Dramatic Play
This document outlines what children can learn from dramatic play, including literacy, mathematics, science, social studies, the arts, and technology. It also discusses the teacher's role in dramatic play, including six skills children use (role play, use of props, make-believe, length of time, interaction, verbal communication) and how to respond to each child based on these skills.
Unit 7 pp 1, 2, 3 and 4
The document discusses how play is important for children's development across several areas including physical, language, cognitive, and socio-emotional. It explains that play supports development in these areas and provides examples like puzzles and role play. The role of adults is to support children's play, model good communication, and plan activities that foster development through natural learning opportunities.
Unit 7 pp
This document discusses the role of play in supporting children's development. It explains that play is crucial for social, emotional, physical, intellectual, communication, and language development. Several examples are provided of how different types of play activities can support these areas of development, including role play, books, songs, and creative activities for language/communication, and puzzles and construction for intellectual development. The document also notes that adults should model positive behaviors and interactions to support children's social and emotional skills during play.
More Related Content
What's hot
Creative dramatics
Creative dramatics involves children structuring and enacting scenes, stories, or events, typically from literature. It differs from pretend play in being carefully planned and led by a teacher. Creative dramatics allows children to experience stories firsthand through assuming roles and improvising dialogue. By identifying with characters, books become more meaningful for children, while the process of dramatizing stories helps in their social and cognitive development. Teachers should guide creative dramatics activities and ensure not every story detail is enacted. Suggested activities include acting out story titles, reading dialogue, dressing as characters, and dramatizing familiar tales.
Traditional tales lesson 1 ppt
This document provides guidance for students to learn about and retell traditional tales. It defines traditional tales as stories that have been passed down orally between generations. Students will read and compare traditional tales, predict endings, and watch presentations of tales from other cultures. They will practice retelling tales using different voices, expressions, and volumes for various characters. The goal is for students to use storytelling techniques to make their retellings engaging.
How Stories Work: Using Stories for Change and Influence
The next evolution in NLP (neurolinguistic programming) is a more precise awareness of how storytelling and story listening work in change and influence. Whether you are a coach, trainer, or sales professional, this course will allow you to use stories to get results.
DIY: Feltboards Workshop
Feltboards and Early Literacy workshop for parents, caregivers and educators at the Homer Public Library (AK).
Little mole presentation
This document provides a lesson plan to introduce young students to a story about Little Mole and his animal friends. It involves presenting flashcards of the different animal characters. The teacher will explain the story twice, first using the book and a second time with an animated video. Afterwards, the students will act out the story by portraying the different animal characters using the flashcards. The goal is to facilitate comprehension of the story, maintain student attention and engagement, and allow them to participate actively by performing it.
E2 short stories_ifonlypapa
This short story by Patricia McCormick explores the complex emotions and consequences that can arise from a father's actions. The mood created in the reader shifts throughout the story based on the word choices, descriptions, and events depicted by the author. Mood differs from tone in that it reflects the overall feelings evoked, while tone is the attitude conveyed through the author's writing.
Tell me that story again
Paper by Maria Goicoechea and Mark Marino for ICIDS 2016 on the use of transcripts in E-lit for children.
Q1 definition of children's literature
Children's literature is written works and illustrations intended for readers aged 12 and under. It covers topics relevant to childhood experiences in a way that is entertaining and informative through genres like prose, poetry, fiction and nonfiction. The quality literature aims to delight children while addressing their interests through age-appropriate topics reflected in a manner consistent with a child's perspective. Illustrations are also often included to attract young readers.
Fostering a Love of Reading through Read-Alouds
This document discusses how read-alouds can foster a love of reading in students. It defines literacy and explains that researchers have found read-alouds to be beneficial. It provides critical components for effective implementation of read-alouds, such as having a regular time and place, using a variety of literature that interests students, and modeling fluent reading. The benefits of read-alouds for all students are explained, such as inspiration for reading and exposure to rich language.
Dramatic Play
This document discusses the importance of dramatic play for children. It recommends that children should have opportunities for dramatic play for 1/3 of the day using diverse materials that represent different cultures, genders, abilities and roles. Examples of dramatic play materials for infants, toddlers and preschoolers are listed, including dress up clothes, kitchen items, dolls and toys. It also discusses providing an inclusive play space and adapting materials so all children can participate. The teacher's role is to engage in pretend play with the children.
Jofish Kaye - Presentation at Emerging Communications Conference & Awards (eC...
This document summarizes research conducted with families to understand how new technologies could help them stay connected from a distance. Interviews and observations were conducted with families with young children. One finding was that an interactive storytelling application called StoryPlay allowed families to have much longer interactions, reading books for 7-9 minutes on average compared to typical phone calls of 1-2 minutes. A follow up website called StoryVisit expanded on this concept. The research found content, like an Elmo character, helped bring books to life and doubled reading session times. In conclusion, the document advocates for taking a holistic view of families rather than just individuals, and designing technologies that support cross-generational play and activities across distances.
Defining and Valuing Children's Literature
There are differing views on what constitutes children's literature. Some define it as literature written for children, while others say it is literature that children read regardless of the intended audience. C.S. Lewis argued that the best children's stories can be enjoyed by both children and adults. Defining children's literature is difficult as views differ on whether a distinction should be made between children's and adult literature. Children's literature is valuable as it can spark children's imaginations and be their first exposure to beautifully written language.
There and Back Again: Tales of Fanfiction from the English Classroom
This talk explores the use of fanfiction, writing that recycles and reimagines existing characters and storylines from books, movies and television, as a pedagogical tool in the English classroom to bridge both literary and language learning. It follows the implementation of The Blogging Hobbit, a task-based fanfiction project based on Tolkien’s The Hobbit, that was carried out as part of a course for students in a teacher education program at Malmö University and explores the outcomes and challenges that emerged.
Realistic fiction . . . and mice
The document discusses the genre of realistic fiction in children's literature. It provides definitions and explanations of realistic fiction, noting that realistic fiction stories could actually happen and depict real issues faced by children. The summary also outlines the key elements of realistic fiction stories, including introduction/background, setting, characterization, conflict, plot, theme, point of view, imagery, figurative language, and authorial tone. Realistic fiction is described as stories about real children in real worlds facing real problems.
The Quality of Writing in Blog-Based Fanfiction for Language Learning
This presentation builds upon work in media and fandom studies to explore the use of fanfiction as a pedagogical tool in a technology-enhanced university foreign language class. It examines the linguistic complexity and sociolinguistic choices of advanced learners of English who engaged in blog-based collaborative fanfiction to write a missing moment from Tolkien’s The Hobbit.
Presented as part of the Bedömning, Dokumentation och Kvalitetsarbete (BeDoK) series on 15 October 2014.
Children's book presentation
The document provides analysis of three children's books: The Selfish Crocodile, The Very Hungry Caterpillar, and I Want a Friend. For The Selfish Crocodile, it discusses the use of emotive language to portray the uncaring crocodile's attitude and how he learns the error of his ways by the end. For The Very Hungry Caterpillar, it analyzes how the story simply depicts a caterpillar eating its way through food before transforming into a butterfly, conveying positive themes through illustrations and colors. For I Want a Friend, it explains the story of the Little Princess struggling to make friends at school but eventually finding others in similar situations, highlighting how children can relate to the themes and
Storytellling in Schools ARTs i July 2013
This document discusses a storytelling project with 6 boys struggling with literacy skills. Through weekly storytelling sessions over several months, the boys improved their language development, narrative skills, confidence, and writing ability. Storytelling benefits children's cognitive, social, and emotional development by engaging their listening skills and developing narrative understanding. The project was a success, with teachers, parents, and the boys themselves reporting increased confidence and participation in class.
Dramatic play
Dramatic play promotes children's development in many important ways. When children engage in dramatic play, they develop social and emotional skills like cooperation, impulse control, and empathy. They also develop physical skills like hand-eye coordination and fine motor skills. Cognitive development is supported as children use abstract thinking to imagine pretend scenarios and explore math and literacy concepts. The teacher's role is to observe children's play to understand their skill levels and support more advanced socio-dramatic play through props, themes, and engaging with children in their pretend scenarios.
Dramatic play
Dramatic play is an important activity center that helps children develop many skills. The center should include dress-up clothes, toys, furniture and other props to encourage role playing. Teachers should provide guidance and new ideas to extend children's play. Ensuring diversity in materials supports role playing different cultures, genders, abilities and ages. Children practicing language, social, cognitive and other skills through interacting in dramatic play. Benefits include developing math, physical, social-emotional, language, cognitive and other academic skills.
Dramatic Play
This document outlines what children can learn from dramatic play, including literacy, mathematics, science, social studies, the arts, and technology. It also discusses the teacher's role in dramatic play, including six skills children use (role play, use of props, make-believe, length of time, interaction, verbal communication) and how to respond to each child based on these skills.
What's hot (20)
How Stories Work: Using Stories for Change and Influence
How Stories Work: Using Stories for Change and Influence
Jofish Kaye - Presentation at Emerging Communications Conference & Awards (eC...
Jofish Kaye - Presentation at Emerging Communications Conference & Awards (eC...
There and Back Again: Tales of Fanfiction from the English Classroom
There and Back Again: Tales of Fanfiction from the English Classroom
The Quality of Writing in Blog-Based Fanfiction for Language Learning
The Quality of Writing in Blog-Based Fanfiction for Language Learning
Viewers also liked
Unit 7 pp 1, 2, 3 and 4
The document discusses how play is important for children's development across several areas including physical, language, cognitive, and socio-emotional. It explains that play supports development in these areas and provides examples like puzzles and role play. The role of adults is to support children's play, model good communication, and plan activities that foster development through natural learning opportunities.
Unit 7 pp
This document discusses the role of play in supporting children's development. It explains that play is crucial for social, emotional, physical, intellectual, communication, and language development. Several examples are provided of how different types of play activities can support these areas of development, including role play, books, songs, and creative activities for language/communication, and puzzles and construction for intellectual development. The document also notes that adults should model positive behaviors and interactions to support children's social and emotional skills during play.
Theories of play
The document discusses several theories of play from both classical and modern perspectives. Early classical theories viewed play as a way to release surplus energy (Spencer, 1875), relax from fatigue (Lazarus, 1883), or practice skills needed for survival (Groos, 1898). Modern theories see play as a way for children to work through drives or resolve conflicts (Freud, 1908), integrate new experiences (Piaget, 1962), or progress through stages from solitary to cooperative play (Parten, 1932). The document provides an overview of the developmental perspectives on the importance and purpose of play.
Unit 5 session 1 - 14
This document provides an overview of a training session on partnership working in early years education. It discusses the importance of partnership working with parents, other professionals, and those involved in a child's care according to the Early Years Foundation Stage framework. Some key benefits mentioned include sharing knowledge to meet children's needs, ensuring continuity of care, and achieving the best outcomes for children. The document also provides examples of how information might be shared between all parties working with a child, such as through meetings, communication books, and sharing progress updates. Various professionals who could be involved in partnership, such as speech therapists and social workers, are also outlined.
Unit5
This document discusses children's rights to play according to the United Nations Convention on the Rights of the Child and how early years settings support these rights. It explains that the UNCRC established the basic human rights all children have, including the right to play. It also discusses the UK government's Play Strategy which aims to improve play spaces. Early years settings support children's right to play by providing varied play opportunities both indoors and outdoors to accommodate different ages and development levels.
Play in children ppt presentation
Therapeutic play is an important mechanism for children to cope with traumatic experiences like hospitalization. It allows children to express emotions, understand procedures, communicate, and continue developing. Therapeutic play benefits both children and health professionals. For children, it enhances coping skills and reduces stress, fear, and trauma. For providers, it aids in cooperation, diagnosis, reassurance, and participation in care. Common types of therapeutic play include emotional outlet play, instructional play, and physiological play. Play therapy can be directive or non-directive. The document outlines various strategies to support children's psychological and developmental needs during hospitalization, including therapeutic play, child life programs, and parental involvement.
Play and literacy june 2015
Play is important for early literacy development as it allows children to imagine, pretend, plan and experiment which builds important language and thinking skills. Early literacy focuses on developing language skills through everyday interactions rather than formal reading, which is not developmentally appropriate for young children. Sharing books and meaningful interactions with parents who view reading as fun promotes children's literacy and bonding.
Safeguarding week 3
This document provides an overview of a health and social care unit on safeguarding and protection. It includes learning outcomes on providing personal care safely, safeguarding practitioners, and supporting individuals' toilet needs. It discusses legislation, assessing support needs, occupational therapists, personal protective equipment, reflective case studies, and maintaining service users' rights and dignity. The document also includes word and number puzzles for students to complete.
Unit hsc m1 equality week 3
This document provides an overview of a unit on equality, diversity and rights in health and social care. The key learning outcomes are described as:
1) Describe the framework of the Global Goals for Sustainable Development.
2) Outline one global topic, gender equality.
3) Explain the responsibilities of health and social care practitioners in relation to whistleblowing.
Various topics are discussed including the Global Goals, gender equality, whistleblowing policies and procedures, and the roles and responsibilities of the Care Quality Commission. Small group and individual activities are assigned related to these topics.
Human growth week 3
This document contains information from a class about human growth and development:
- It outlines learning outcomes about factors influencing growth, lifestyle choices, and economic/environmental impacts.
- It discusses how culture, relationships, and social isolation can impact development and mentions the case of "Genie Wiley."
- Students consider case studies and effects of low income/manual labor on health. The document also contains information about health initiatives for children and healthy eating.
Importance of play among children
The document discusses the importance of play for children's development. It states that play allows children to develop in many ways, including creativity, social skills, confidence, problem-solving abilities, and physical health. It has been shown that the amount of time children spend in free play has decreased significantly in recent decades, which can be detrimental to their well-being. The document encourages providing children with ample unstructured playtime and opportunities for outdoor activities and social engagement, such as attending summer day camp.
FANTASY about THE ENVIRONMENT or CHILDREN’S VIEW of RECREATION
This document provides a proposal to improve the environment and establish recreational areas in the village of Dovhe. It outlines 3 potential transformations: 1) preserving the path to the mineral spring "Sour Water" and upgrading it with benches and information stands, 2) converting an area along the Borzhava River into a children's park with playgrounds, and 3) designing a beach and resort area along the Borzhava River called "Borzhava Spa". The proposal aims to harmoniously incorporate recreational activities while preserving natural systems for environmental education and tourism.
Unit hsc m5 week 1
This document outlines the aims and learning outcomes of a unit on working in health and social care. The unit will provide learners with knowledge of different job roles in the sector and the skills required. Learners will describe and compare job roles, discuss necessary skills and attributes, and reflect on how their own skills match workplace needs. Throughout the unit, learners will complete word puzzles, research jobs, and assess their progress on objectives and strengths/weaknesses for careers in health and social care.
3.qtb 13
This document provides information and updates for early years educators. It summarizes recent qualification changes and funding updates. Key points include:
- New GCSE entry requirements for the Level 3 Early Years Educator qualification, requiring English and maths at grade C or higher. This applies to both full-time students and those taking out 24+ loans.
- Changes to apprenticeship funding that will now fully support apprentices again through August 2014. A new apprenticeship framework is being developed for September 2014.
- A new Level 2 qualification being offered as a precursor to the Level 3 qualification.
- Updates to learner support funding and collecting destination data from learners after course completion.
Unit hsc m5 week 2
This document provides an overview of the content covered in a health and social care course over the period of one week. It discusses key topics like different types of health and social care provision including statutory, private and voluntary services. It also covers important values and legislation related to working in the health and social care sector. Various class activities are outlined like discussing the role of informal carers and demonstrating care values through practical examples. Learners' objectives and outcomes are also stated for the topics discussed.
3.7lo1
The document discusses preparing children for school. It describes key factors in school readiness including being able to work with others through turn-taking and sharing, having self-care skills, and being curious and sociable. Practitioners can help by providing experiences for children to develop these skills and supporting a smooth transition to school. The assessment process in the early years foundation stage helps determine if children are ready for school and supports their continued development.
Jan amos comenius powerpoint
Jan Amos Comenius believed that children learn best through hands-on experiences and play. He thought play was important for learning skills that children will use later in life. He also emphasized making learning fun and interesting for children through movement, exercises, and real-world activities. Teachers should help children understand rules by involving them in planning activities that match their interests.
Unit HSC M1
This document outlines the expectations, learning outcomes, and activities for a unit on equality, diversity and rights in health and social care. It includes:
- Expectations for student behavior and preparation for class.
- Learning outcomes related to defining key terms like equality, diversity, and inclusion, and legislation promoting anti-discrimination.
- Small group tasks to define terms and discuss disability inclusion.
- Discussions of barriers to equality and the Equality Act of 2010's protected characteristics.
- Suggested home learning tasks on supporting those with hearing impairments.
U1.3 lesson1[lo1]
The document discusses physical care routines for children in early years education settings. It covers routine care needs such as nappy changing, toilet training, bathing, and meal times. It also addresses non-routine care needs that may arise, like due to accidents or illness. The role of early years practitioners is to provide care that respects children's dignity while supporting their independence and development. It is important for practitioners to work closely with parents to ensure consistency between the setting's routines and those at home.
Tina bruce
Tina Bruce's theory of play posits that play is an active process driven by children rather than being goal-oriented. Bruce believes that children should direct their own play, making up rules and using simple found objects as props. Adults should facilitate but not control children's play. Bruce identified 12 features of play, including children using pretend and role-play, making their own rules, and being deeply engaged in coordinating their play agendas. Positives are that it allows child-led play without toys, and covers different learning areas, while negatives are that some points may not apply to all children and parts seem obvious.
Viewers also liked (20)
FANTASY about THE ENVIRONMENT or CHILDREN’S VIEW of RECREATION
FANTASY about THE ENVIRONMENT or CHILDREN’S VIEW of RECREATION
Similar to Literacy & Play with Young Children by Debora Wisneski--2014 UNOmaha K-8 MET Link conference presentation
Using Story Books
This document discusses using storybooks in the language classroom. It outlines the benefits of storybooks, such as motivating students and helping develop language skills. Criteria for selecting storybooks include linguistic, psychological and cultural factors. The document provides examples of activities that can be done with storybooks, targeting different language skills. It also discusses considerations for teachers in implementing storybooks, such as the need for creativity. Overall, the document advocates for the regular use of storybooks to engage students in an enjoyable way and support holistic development.
Cross cultural conversation
This document summarizes a study where two researchers, Zoyah Kinkead-Smith and Charlotte Hardacre, engaged in cross-cultural conversations about their research on children's play. They discussed how their personal experiences and positionalities influenced their understanding of play. Four key themes emerged from their discussions: 1) how becoming parents changed their perspectives on play, 2) the implications of representing dominant vs. non-dominant research perspectives, 3) how play has become influenced by cultural norms and policies, and 4) the complexity of meanings underlying children's play. The researchers concluded that interrogating one's own identity and examining personal "baggage" is important when interpreting play across cultures.
Secrets to Successful Storytelling
This document provides guidance on effective storytelling techniques for children's ministry and education. It discusses how stories aid communication and learning. Key points include using stories to build language comprehension, engaging students during read-alouds, techniques for storytelling like involving senses and using student names, choosing age-appropriate stories, and tips for effective delivery like appearance, movements, voice, and pacing. References are provided for further research on the instructional power of stories.
Early Literacy Strategies
This document discusses early literacy development from birth through elementary school. It outlines stages of literacy development including awareness, experimental reading/writing, early reading/writing, and independent reading/writing. Factors that influence literacy development are also examined, such as exposure to books and print at home, interactions with family, and exposure to literate environments. The document provides recommendations for developmentally appropriate practices to promote literacy, including creating literacy-rich environments, language experience activities, reading aloud, role playing, and building on students' diverse backgrounds.
Lazy Jack Story telling
The document discusses the process of teaching storytelling to students. It involves 9 steps: 1) choosing and memorizing a story, 2) practicing mime, 3) adding sound effects, 4) incorporating words, 5) getting feedback, 6) using character voices and placement, 7) making eye contact, 8) describing scenes with 5 senses, and 9) surfing the story with expression and pacing. The goal is to help students visualize stories and practice performance skills through physicalization, voices, and engaging an audience.
Early Literacy Workshop at Proud fo My Culture 2020
This document provides information on developing early literacy skills in young children. It discusses how hands-on experiences and play are crucial for building the foundation needed for reading. During the ages of 0-3, brain development occurs rapidly through interactions with caring adults. Reading aloud together, talking, singing, writing and playing are highlighted as key ways to develop skills like print motivation, phonological awareness, vocabulary and narrative skills. The document emphasizes that symbolic thought and reading comprehension are built upon a base of concrete, sensory experiences. It encourages caregivers to incorporate literacy-rich activities into everyday routines and play to help children's brains form connections for future school success.
Yes, you can talk!
Engaging Middle School Readers in Discussion About Text: Presentation for North Carolina Reading Association 2012
Character Education Through Literature: Teaching Techniques Using Stories
Presented by Mr. Rutch Regencia of PAREF Northfield School
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
ANGLO CONGRESS Storytelling with very young learners
Storytelling is an effective way to teach young language learners. It helps develop important skills like listening, speaking, and memory recall. Stories provide comprehensible input that aids unconscious language acquisition. Teachers should use stories to scaffold language learning and push students to produce output by retelling stories in their own words. Implementing stories, songs, chants and games creates a memorable and engaging experience for developing language abilities in young learners.
Narrative approach to language learning (NALL)
Stories have long held a significant role in students’ language learning. Use of stories in a foreign or second language classroom provides learners access to authentic examples of target language: grammatical forms and narrative discourse. Stories not only enhance students’ ability to polish their basic language skills but also ignite imagination and creativity. As a result, the learners become more confident and eager to contribute their ideas and communicate their feelings, partaking actively in class activities. The presenter will help participants to explore more about the framework of a well-structured narrative plus story writing strategies and online activities. Also, the presentation will also share the assessment techniques, which can be categorically used by EFL or ESL teachers as effective measurement tools for evaluation and further improvement of learners’ narrative writing skills.
Speak, Listen, Laugh
Learning to speak and listen with confidence in a foreign language is the job of a lifetime. An integrated whole language approach promotes the development of speaking and listening as intimately connected, rather than individual mechanistic and separate activities (Andrews, R. 2001). Therefore, the contexts in which speaking and listening takes place are crucially important for its holistic development. ‘Speak, Listen, Laugh!’ will focus on five principle contexts for the acquisition of speaking and listening skills in an EFL context - talk and discussion, play and games, story, improvised drama and poetry. What better way is there to enhance children’s English abilities than through a variety of stimulating, interactive contexts?
Building Bridges with Multicultural Literature: African Refugees
These three books share stories of refugees from Africa who have resettled in new homes and communities. Whoever You Are tells the story of our shared humanity despite differences. Brothers in Hope tells the fictional story of Garang, a Sudanese boy who becomes separated from his family during civil war and joins a group of Lost Boys who travel to refugee camps. In the Small, Small Night is about a brother and sister from Ghana who have moved to America, and the sister tells folktales from their home country to comfort her brother.
Storytime&Early Literacy
This presentation is designed for UBC's LIBR529: Services for Family and Early Literacy in the Preschool Years. It reinforces the things parents can do at home with their young children to foster school readiness skills (and to advertise storytimes!)
B. Introduction to Childrens Literature.pptx
This document discusses how children's literature can promote child development in areas such as language, cognitive skills, personality, social skills, and morality. It outlines how reading books aloud and other literature activities at different developmental stages can encourage language growth, stimulate thinking through comparing/classifying, build self-esteem, teach social behaviors, and develop concepts of right and wrong. The document examines theories of child development and cites research on how literature positively impacts language, cognitive, and social-emotional growth.
The Aim Is Song _ O, Miami Poetry Festival 2020
Co-led with SLP Raquel Quinones. A presentation for educators at Brucie Ball Educational Center in Miami, Florida as part of the O, Miami Poetry Festival. The session goes over the basics of DIR/Floortime, sensory systems, and preverbal skills before diving into ways to integrate sensory work into poetry for nuerodiverse learners and especially students with multiple disabilities.
Language and literacy during storytimes
The document discusses strategies for promoting early language and literacy skills in young children through storytime activities at libraries. It recommends incorporating phonological awareness activities, language enrichment, and hands-on learning. Specific ideas are provided for adapting books to make them accessible for children with different abilities and needs.
Literate Environment Analysis
The document summarizes research on best practices in literacy instruction for beginning readers. It discusses using a balanced approach that incorporates explicit instruction, authentic application, integration of reading and writing, use of trade books and textbooks, instructional differentiation, and linking of assessment and instruction. It provides examples of non-cognitive and cognitive assessments that can be used to evaluate students holistically and identify individual literacy needs. The document also discusses selecting texts based on readability and student characteristics, and using a variety of strategies and activities to develop students' literacy skills in phonics, phonemic awareness, fluency, vocabulary and comprehension.
Get Real!
This presentation explores the necessity to look at authenticity in the ELT classroom and particularly the need to use real literature for teaching language.
Get Real!
This document discusses using effective and affective literature in English language teaching. It begins by asking questions about key concepts like what is real, authentic, effective and affective. It then discusses considerations for the Argentine context and possibilities for exploiting literature in exams. Various strategies are proposed for using literature, including keeping reading diaries, storytelling projects, drama activities and asking real questions in circle time. Websites with related resources are also listed.
The Place Of Storytelling
The document discusses the benefits of using storytelling in language education programs. It notes that children who are exposed to storytelling through reading aloud or listening to stories exhibit improved literacy skills like listening skills, vocabulary development, and ability to organize narratives. Interacting with stories is a social experience that helps advance children's oral language development. For language classes with unmotivated or struggling students, well-chosen stories can help change attitudes towards the language by making it enjoyable and comprehensible while introducing vocabulary and language forms in context.
Similar to Literacy & Play with Young Children by Debora Wisneski--2014 UNOmaha K-8 MET Link conference presentation (20)
Early Literacy Workshop at Proud fo My Culture 2020
Early Literacy Workshop at Proud fo My Culture 2020
Character Education Through Literature: Teaching Techniques Using Stories
Character Education Through Literature: Teaching Techniques Using Stories
ANGLO CONGRESS Storytelling with very young learners
ANGLO CONGRESS Storytelling with very young learners
Building Bridges with Multicultural Literature: African Refugees
Building Bridges with Multicultural Literature: African Refugees
Recently uploaded
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.Biological Screening of Herbal Drugs in detailed.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
CACJapan - GROUP Presentation 1- Wk 4.pdf
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Recently uploaded (20)
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
Literacy & Play with Young Children by Debora Wisneski--2014 UNOmaha K-8 MET Link conference presentation
- 1. Literacy & Play with Young Children March 29, 2014 METLink UNO Conference Dr. Debora Wisneski John T. Langan Early Childhood Education Professor
- 2. Children use symbolic transformation in play and when writing and reading (Pellegrini & Galda, 1993). Pretend play episodes are story-like, with plot, characters, and setting (Roskos, 1990). Play & Literacy Connections “In all cases, literacy makes sense for children because it occurs in the meaningful context of play.” Reifel, 1995
- 3. Culture is shaped & passed along by story. Story is a form of communication & negotiation. Story keeps us healthy mentally. Story helps us make sense of the world. Story helps develop language. The Power of Story
- 4. Play & Story Meet Vivian Paley Think dramatically. Get in the habit of thinking of yourself and the children as partners in an acting company. Once we learn to imagine ourselves as characters in a story, a particular set of events expands in all directions. We find ourselves being kinder and more respectful to one another because our options have grown in intimacy, humor, and literary flavor.
- 5. The Process of Story Acting 1) Write down children’s stories as they tell them. 2) Set up a stage and audience area. 3) Choose the actors. 4) Read the story slowly as the actors act out the words. 5) Applause & discussion may follow. An example of story acting
- 6. Let’s try this together! What did we experience? What did we learn?
- 7. What standards does story- acting address? NE Early Learning Standards Your district’s standards
- 8. Adapting for older children Connections to the writing process Composing, revision/editing Connections to reading comprehension Writing Screen plays, drama clubs, novels
- 9. “The classroom that does not create its own legends has not traveled beneath the surface to where the living takes place. The fantasies of any group form the basis of its culture; this is where we search for common ground. That which we have forgotten how to do, the children do best of all: They make up stories.” (Paley, 1990, p. 5)