This presentation discuss a child's knowledge of reading and writing skills before he/she learns how formally read and write words, as a period of emergent literacy starts at birth and continues through the preschool years and also discuss the involvement of parents and teacher in early literacy.
A short presentation created as a course requirement in Educational Psychology. It includes discussion about cognitive and language development, child development, developmental issues, its proponents, and theories.
This presentation discuss a child's knowledge of reading and writing skills before he/she learns how formally read and write words, as a period of emergent literacy starts at birth and continues through the preschool years and also discuss the involvement of parents and teacher in early literacy.
A short presentation created as a course requirement in Educational Psychology. It includes discussion about cognitive and language development, child development, developmental issues, its proponents, and theories.
Writing True/False, Binary Choice, and Interpretive Exercises Test ItemsMr. Ronald Quileste, PhD
In this presentation, the pre-service teachers are taught what are these types of pen-and-paper tests, disadvantages and advantages, as well as the rules on how to write them.
language learning :
It is the result of direct instruction in the rules of language
And it certainly is not an age-appropriate activity for young learners.
In language learning, students have conscious knowledge of the new language and can talk about that knowledge.
They can fill in the blanks on a grammar page.
language acquisition :
Children acquire language through a subconscious process during which they are unaware of grammatical rules.
They readily acquire the language to communicate with friends.
In order to acquire language, the learner needs a source of natural communication. The emphasis is on the text of the communication and not on the form.
Young students who are in the process of acquiring English get plenty of “on the job” practice.
Writing True/False, Binary Choice, and Interpretive Exercises Test ItemsMr. Ronald Quileste, PhD
In this presentation, the pre-service teachers are taught what are these types of pen-and-paper tests, disadvantages and advantages, as well as the rules on how to write them.
language learning :
It is the result of direct instruction in the rules of language
And it certainly is not an age-appropriate activity for young learners.
In language learning, students have conscious knowledge of the new language and can talk about that knowledge.
They can fill in the blanks on a grammar page.
language acquisition :
Children acquire language through a subconscious process during which they are unaware of grammatical rules.
They readily acquire the language to communicate with friends.
In order to acquire language, the learner needs a source of natural communication. The emphasis is on the text of the communication and not on the form.
Young students who are in the process of acquiring English get plenty of “on the job” practice.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
2. Newborn – 2 Months
• Cry : Main form of communication
• Sense and turn toward human faces
– What about a blind infant?
• Know and prefer their mother’s voice
• React to their mother’s smell
• Respond to vocal prompts (Video 2)
Bardies, 1999
3. 3 Months
• Turns head when hearing a voice
• Participate in turn
taking, echoing, and fleeting
• Coos single syllable (Video 4)
Bardies, 1999; Hermosa, 2002
4. 4 Months
• Babble strings of consonants (Video 8)
• Produce first laughter and cry (Video 7)
• Produce sound for showing emotion and
demand
Bardies, 1999; Hermosa, 2002
5. 5 Months
• Vocalize vowel sounds to toys and to
image in mirror
• Experiment with sounds (Video 9 and 10)
• Imitate some sounds
• Respond to names
Bardies, 1999; Hermosa, 2002
6. Babies’ Smiles
Effect on Others:
–Calm others
–Establish affect
Kinds of Smile
1. Sleeping Smile
Medieval Legend
Legend of Cypselus
2. True Smile
Bardies, 1999
7. 6 Months
• Vocalize to show pleasure and
displeasure (Video 11-14)
• Interrupt their vocalization at will
• Voice is higher when they are with
their mother than with father
Bardies, 1999; Hermosa, 2002
8. 7-9 Months
• Play vocally (Video 15)
• Listen to vocalization of others
• Imitate cough, hiss, and tongue
click
Bardies, 1999; Hermosa, 2002
9. Babbling
• Shows that all languages are syllabic
• Groups syllables and repeats sequences
• Becomes clear and well articulated
–Consonant-Vowel
–CVC
–VCV
–CVCV
Bardies, 1999
10. Stand about Babbling
Jakobson (1972/1941) on Babbling
Babbling is only an exercise that produces
series of sounds. It has a period of silence which
is not linguistic.
Lenneberg (1964) and Chomsky (1959)
Babbling is a stage of maturation. Its forms
are universal.
Bardies, 1999
11. Biochemical Approach to Babbling
• A baby has a small chance to escape
babbling.
• Individual differences and biological
mechanicals create the babbling
differences.
Bardies, 1999
12. Babbling and Sign Language
Age in Description
Months
5-6 Vocalizes like a hearing baby
7 Do not babble
8 Babbles manually
12 Babbles “ba”
Bardies, 1999
13. 10-11 Months
• Obey some command
• Practice gesture of pointing
–Begin to point toward a distant object
• Demand
• Call attention
• Ask names of objects
Bardies, 1999; Hermosa, 2002
14. 1 Year
• Recognize own name
• Follow simple motor instruction with visual cue
• React to “no” intonation
• Practice word vocalization
• Interpret and take into account the adult’s
reactions to guide their exploration of the world
Hermosa, 2002
15. Expression of Emotion
• Express physiological states and emotions
–Crying (Hunger, Distress, Uneasiness)
–Facial expressions
–Arm waving
–Foot stamping
–Staring
Bardies, 1999
16. Expression of Emotion
Age in Reaction to Emotion
Months
4 Change of expression on portraits
5 Face and voice
6 Voice
7 Slight facial expression
8-9 Sometimes misinterpret angry facial
expressions as jokes
17. Motherese
• AKA fatherese, maidese, care giver talk
• Does this consciously or unconsciously
• Shows willingness to adapt to the capacities of
the baby
Purpose:
• Gets baby’s attention
• Heightens baby’s interest
Bardies, 1999
18. Characteristics of Motherese
1. Clear and slow articulation
2. Emphasis on word or message
3. Long, soft, melodic forms
4. Frequency of repetition
5. Rhythm of body movement
6. Exaggerated facial expression
Bardies, 1999
19. Culture and Motherese
Culture Practice
American Indians • Monotone
in Guatemala • Repeat after me
Technique
Soloman Islands • Indirect infant
speech
Bardies, 1999
20. Culture and Motherese
• Kaluli in New Guinea – Adults speak seldom
to infants and rarely look at them directly.
– Receive certain instructions
– Prevent from touching an object
– Correct errors of pronunciation
– Do not show objects and teach names
– Repeat words and sentences
Bardies, 1999
21. Motherese and Language Dev’t
• There is no correlation between the
child-directed speech of the mother
and the linguistic development of the
child.
• Parents do not teach. They furnish
language models.
Bardies, 1999
23. For Sale: An antique desk
suitable for lady with thick legs
and big drawers.
Forms
1. Phonological
2. Morphological
3. Syntactic
(Fromkin, Rodman, & Hyams, 2003)
24. Semantics
Study of Richard Aslin (1993)
• Present words in sentences in teaching
How to Teach Children to Understand?
1. Repeat sentences
2. Simplify previous utterance
3. Reformulate their utterance
4. Clarify and comment on remarks
Bardies, 1999
25. Syntax and Pragmatics
• Imperative and Interrogative sentences are
numerous on the speech of parents
Study in the Luo Society:
Case of a Father:
Son – 3% imperative
Daughter – 43% imperative
Bardies, 1999
26. Elissa Newport (1976)
Sentence Children Adult
Type
Declarative 30% 87%
Interrogative 44% 9%
Imperative 18% 2%
Total 92% 98%
Bardies, 1999
27. Language Progress
Age in Phonology Semantics Syntax Pragmatics
Mos.
15 Common 4-6 • 2-word
18 Everyday 20 utterance
21 Object • Sing/Hum
• Q/A
• Use of “I” and
“Mine”
• Rhyming
Games
28. Language Progress
Age in Phonology Semantics Syntax Pragmatics
Years
2 Parts of 200-400 • Short,
Speech incomplete
sentences
• Short dialogue
3 900-1000 • 3-4 sentences
• Follow 2-step
command
• Talk about
present
29. Language Progress
Age in Phonology Semantics Syntax Pragmatics
Years
4 1500-1600 • Ask.
• Narrate.
5 90% 2100-2200 • Discuss feeling
Grammar • Follow 3-step
Acquisition command
• Use request
• Produce short
passive
30. Language Progress
Age in Phonology Semantics Syntax Pragmatics
Years
6 26000 • Complex
words sentences
• Keep conversation
7 • Reason
• Direction
8 Produce all • All passives
sounds • Consider
intention.
• Start to brag.
32. Behaviorist
• B.F. Skinner
• Language learning through environmental
conditioning and imitation of adult models
Study of Darwin, 1872
Darwin’s son at 6 months assumed a
melancholy expression, with the corners of the
mouth turned down, when he saw his nurse
pretend to cry.
Bardies, 1999; Hermosa, 2002
40. 4. Heuristic
• A child points to an animal in
the zoo and asks his mother
“What is that?”
41. 5. Imaginative
• Girls play with each other.
They pretend to be
princesses who are about to
attend a ball.
42. 6. Informative
• A student goes home and
recounts school experiences
to his parents.
43. 7. Regulatory
• In the classroom, the
sergeant at arms stands and
writes the names of the noisy
students on the board.
Suddenly, the class becomes
silent.
44. Implications
• Children need to grow up in a linguistic
environment with a very rich input.
• Do not judge late-developing children.
• Give importance to eye contact and turn
taking in the classroom.
• Provide “Teacherese”.
Bardies, 1999
45. References
Bardies, B. d. (1999). How language comes to
children: from birth to two years (pp. 38-
93). Cambridge, Mass.: MIT Press.
Fromkin, V., Rodman, R., & Hyams, N. M. (2003).
An introduction to language (7th ed.).
Boston: Thomson, Heinle.
Hermosa, N. (2002). The Psychology of Reading
(249-254). Philippines: UP Open University.
The Baby Human from the Discovery Channel
Editor's Notes
(to be lifted or reach something)
Responds to shadowCreativity in baby names
Lengthen and modulate isolated vowels
Linguistic info is transmitted through manual gestures and they are received visually
Turn back to their mother’s faces in the expectation of being able to read some sign of approval of disapproval of what they propose to do. Mother’s expression is taken as a commentary directed to the child that the child should consider. (Cassie – case of meeting new people and Bjorn’s 1st day in school)
