Teaching and learning materials -Imortance Motor development - types of development-activities VAKT Speech and Language-materials,Language aquisition,comprehension,receptive and expressive,Functions of language,language delay,activities to foster language development.

1. Teaching-Learning Material :
Motor Development ;
Speech & Language

2. Spectrum of educational materials that teachers use in a classroom
to support specific learning objectives as set in lesson plans.
Teaching materials are the aids used by the facilitator to help him/her
in facilitating the lessons effectively.
Importance of TLM
Makes lessons interesting and easy to learn
Helps learning to remain in mind for longer period of time
Helps the teacher to deliver lesson successfully

3. MOTOR DEVELOPMENT

4. Gross Motor
Development
• Large muscle
development
• Control over infants action
to get around the
environment
Fine Motor Development
• Smaller muscle development
• Refers smaller movements like
reaching, grasping etc.
Indicates on the progression of muscular coordination required for
physical activity-body balance, body coordination and sensory
integration

5. • Movement-walking forward, backwards and
sideways
• Walking on tip toes
• Running, stopping and starting
• Climbing steps
• Pivot around and around a feet
• Jumping up and down
• Balancing along a plank
• Balancing on one leg
• Walking on line with or without objects in

6. • Blocks- Different sized blocks –stacking into
piles
• Rolling a ball –picking it-bring back the ball
• Ball- kicking,throwing,catching,bounce
• Hop & skip
• Sand play
• Bat and ball-Batting and bowling
• Tumbling –kind of acrobatics–lay 5-6 pillows
on floor-encourage to play,tumble,and roll
over it-balance on the top
• Rolling-help the child to lie on belly and roll
over

7. • Spider web- Move and imiatate the action of
the rhyme “itsy bitsy spider”/”Rolly polly Rolly
polly”
• Obstacle course –create obstacle cross path
chalk/tape around many toys-encourage to
walk,crawl, jump, push and pass through…

8. • Drawing/Painting-Grip a pencil/Paint brush
• Assembling a jigsaw
• Hammer shapes peg boards
• Pouring water/dry sand from one container to another
• Thread beads
• Manipulate play dough
• Collage work
• Finger friends-draw funny faces on the finger tips of the
gloves with pen-assign different characters-puppet
show-encourage child to mimick you
• Sorting the beads
• Sewing/threading and beading

9. • There are mainly 4 learning styles –Visual, Auditory, Kinesthetic,
tactile
• Each child learn better through one/more of these channels(multi
sensorial approach) –helps to become a successful learner
• VAKT kits/ method has got concrete aims and activities that involve
as many as senses as possible
 Visual-learning by seeing(images & visualization)
 Auditory-learning through language( hearing/reading)
 Kinesthetic-Learning through doing(moving)
 Tactile-Hands on learning(touching)

10. Various learning styles
 Visual learning style-Visual learner takes information through
eyes-visual information processing.
 2 sub channels –a)Visual linguistic(learning through written
language-reading & writing tasks); b)spatial learners(have
difficulty with written language & do better with
pictures/charts)
 TLM for visual learners-Pictures, Diagrams, Dramatization,
posters, experiments, demonstrations ,flipcharts

11. Various learning styles
 Auditory learning style-Auditory learner prefers
listening/reading-information is processed in language area of
brain
 TLM for auditory learners- Debates, Plays, Music &songs,
Books on tape, Memorization games, Spelling bee
competition, Educational CDs, DVDs, Radio, tape recordings

12. Various learning styles
 Kinesthetic & Tactile learning style- learner takes information
through touching and moving.
 Hands on activities that involves movement
 requires modifications in TLM to meet individual needs.
 Lose concentration if there is little /no external stimulation or
movement
 Scans through the materials and then focus on details
 Typically use color highlighters and takes notes by pictures
,diagrams etc
 TLM for kinesthetic & tactile learners- Games, models & diagrams,
math manipulative, letter tiles, computer software, art & crafts, field

13. SPEECH & LANGUAGE

14. • Language material include anything that can facilitate language
learning.
• Can be experiential, instructional, elicitative and /or exploratory- provide
experience of language in use, they can stimulate language use / can
help learners to make discoveries about language for themselves
• Speech & language teaching has 5 important components-Facilitator,
Students , Materials, Teaching methods and Evaluation.
• Role of materials(especially textbooks) in language teaching-
 For students a resource of activities for language use and
communicative interaction ,for improvement of grammar, vocabulary,
pronunciation, stimulation and ideas (Richards & Cunnings,2003)

15.  Behaviourist approach
 Language learning shaped and controlled from outside the learner by a
process of reinforcement-rewarded for correct responses and
ignored/penalized for wrong responses.
 Based on this idea- early language learning explain on the useful social
phrases & instructions very young infants apparently imitating when they first
say “bye-bye”, “tat”
 Imitation plays an important role in extending vocabulary in the preschool
and early school years –helping with the control and practicing of the

16.  Nativist approach
 Language development is innate in a human being
 Naom Chomsky –strong proponent-Suggests humans have
Language Acquisition Device(LAD)
 Cognitive approach
 Believes that language development is an aspect of general
cognitive growth and depends on the maturity of these
general structures of thinking for its development.

17.  Social interactionist approach
 Views that the total social and cultural setting in which
language learning occurs is important for grammatical
learning and language use
 Emphasizes on the social skills of newborns, need for
attachment to a key person /persons; tutoring style; and
importance of establishing pre verbal communication from
which language emerges.

18. Language comprehension
• Understanding of a language
• Ability to extract the intended meanings for a language
• Comprehension develops faster than production (ability to speak fluently)
• Kind of language processing-includes word comprehension, text
comprehension, sentence comprehension, discourse comprehension
• Involves a variety of capacities/skills that are uses to derive the meaning
from spoken, written and signed language

19. Types of Language-Receptive and Expressive
Receptive language
• Understanding of the language input
• Understanding of words and gestures
• Goes beyond the vocabulary skills
• It involves ability to interpret a question as question,understand
concepts like ‘in’ and on ; ‘above and over’
• Children demonstrate awareness of language properties before they
acquire the words.(Ingram,1999)
• Repeated experiences with speech –explains how language is
acquired

20. Types of Language-Receptive and Expressive
Expressive language
• Output language
• Ability to formulate thoughts that are expressed using proper word
/combination of words
• Children use-sounds/gestures/verbalize to express themselves
• Demonstrate expressive language- by asking question;repeating
sounds/rhymes.
• The 2year old has a vocabulary of 50-600 words that
quadraple/quintaple in the next year –adds between 3000-
4000years /yr to productive language until she/he graduates from
high school(Kuczaj,1999)

21. 1. Instrumental- “I want” function, where a child makes know
his/her desires and needs(eg: Gimme sweet)
2. Regulatory- “ Do as I tell you ” function, where child
exercises control over people in their environment(eg: Wash
hands)
3. Interactional- “Me & you” function, where child uses
language to establish a personal contact contact and enter
into social relationships(eg: Love Mommy )
4. Personal – “ Here I come” function, where the child uses
language to assert their individuality and to express their
identity and feelings(eg: Jimmy is a good boy)

22. 5. Heuristic- “Tell me why” function, where a child uses
language to explore his/her environment,to find out the
reality that they inhabit(eg: why the bus stops at bus
station?)
6. Imaginative- “Let’s pretend” function, where child uses
language to create hi/her imaginary environment/ where they
uses language playfully(eg: in rhyme/songs)
7. Representational- “I’ve got something to tell you” function,
where child uses language as a means of communicating or
expressing ideas.***The first four functions –Concerns with use of language to satisfy the physical,
emotional and social needs
***The last two functions-concerns with use of language by the child in relation to their
environment

23. Developmental lag in speech and language
• Speech –sounds that comes out of mouth as words
Language- form of communication , written/spoken/sign
• Developmental lag occurs when a child’s language is developing at a
right sequence ,but at a slower rate
– Speech lag –abnormal speech that is unintelligible ,unpleasant or
interferes with communication
– Language lag- Delay in mastering the rules of language that result in
inference in communication
“Communication disorder like sluttering, impaired articulation, a voice
impairment that affects a child’s educational
performance.”(IDEA,2004)

24. 1. Expressive language disorder
• Expressive language
development is substantially
below the normal for child’s age
• Symptoms- Limited vocabulary,
makes error in tense, recalling
problems ,using sentences that
lack complexity & length based
on the age of the child
2. Mixed Receptive - Expressive
language disorder
• Both receptive and expressive
language development is
substantially below the normal
for child’s age
• Symptoms- Expressive
language problems + receptive
language problems (difficulty in
understanding words,
sentences of specific types of
words )
Since expressive lang. development is dependent on receptive lang.
development, a purely receptive language development is almost never

25. 4. Fluency disorder
• Sluttering
• Developmentally inappropriate
disturbance in normal fluency
and time patterning of speech
– Interferes with social and
academic communication
3. Phonological disorder
• Formerly called as
developmental articulation
disorder
• Errors in sound production,
use,
representation/organization
base on child’s age
• Substitution of sounds
/omission of sounds from words
– Interferes with child’s social
and academic performance

26. Specific speech and language
disorders (APA,2000)
Type of disorder Age Percentage of
children(%)
Expressive
language
Birth to age 3 10-15
School age 3-7
Mixed receptive
expressive
Preschool 5
School age 3
Phonological 6 & 7 yr olds 2
17 yr old 0.5
Fluency Children 1
Adolescents 0.8

27. MODULES TO FOSTER LANGUAGE DEVELOPMENT DURING
EARLY YEARS
(0-2 years)
• Teach the baby to imitate caregiver’s /teacher’s actions –
clapping hands, blowing kisses and playing finger games
• Use gestures like waving goodbye to convey meaning
• Introduce animal sounds to associate with specific meaning
Cat meows- “Meow!Meow”
• Talk during bathtime, feedtime and while dressing the baby
• Children learn very early about how conversation work by
taking turns, looking attentively and using facial expressions
• Encourage peer learning –mixed age group
• Read to the child

28. • Use clear and simple speech from the child to model
• Repeat what child says indicating that the parent understands-Build and
expand on what was said
• Use baby talk if needed to convey the message and when accompanied
by the adult words
• It is time for din-din .We’ll have dinner now”
• Use photographs of familiar people and places and retell what
happened or make up a new story
• Help the child understand and ask questions- ‘yes or no’ games
• Expand vocabulary –Name the body parts and identify what you do with
them
• Sing simple songs and recite nursery rhymes to show rhytm and pattern
of speech
MODULES TO FOSTER LANGUAGE DEVELOPMENT DURING
EARLY YEARS
(2-4years)

29. • When a child starts conversation ,give full attention whenever
possible
• Gain attention before speaking to them
• Acknowledge , encourage and praise all attempts to speak
• Continue to build vocabulary
• Pause after speaking-Give the child a chance to continue the
conversation
• Talk about spatial relationships(First, middle,last; right & left )
• Talk about opposites (Up & down ;on & off)
MODULES TO FOSTER LANGUAGE DEVELOPMENT DURING
EARLY YEARS
(4-6years)

30. • Offer description/clue and let the child identify the concept/ particular
object that is being described
• Help the child to follow 2-3 step direction-
– eg: Go to your room and bring me the red pen”
• The T.V can act as a valuable tool-Talk about what the child is watching
and what might happen next-talk about characters –Are they
happy/sad?
• Take advantage of daily activities
– At kitchen encourage child to name the ingredients
– At grocery shop-discuss what to buy ,how many you need
– Discuss size-(large or small) ,shape (round, oval,
square),Weight(Heavy/light)

31. • Be a good model –Speak clearly, slowly and face the child while
speaking. If child says an incorrect word/ sentence, say what you have
understood-help the child to hear correct version
• Use simple language and explain new words
• Observe and comment-when playing ,take a steop back and make sure
they don’t feel like being observed-Just comment on the what child is
doing so that he/she can hear and learn new vocabulary
• Let the child lead the play-Helps to build self confidence and don’t put
pressure to talk
• Books –teach early literacyskills_more the exposure to books prior to
schooling –helps to develop literacy skills early
• Sing songs/rhyme

32. • Motivating sound games– Play the game “ready …steady… go…” . Let the
balloon go . Do this few times and then pause after you say “ready
…staedy…” and wait for the child to say “ go”
• Communication temptation- Tempt the child to elicit speech /vocalization.
• Hold the biscuit packet ,do not open until the children vocalizes a
request (Teaches voice is a tool for initiating a request)
• Adding language-Comment on what child sees, commentate on what
he/she is doing/expand what they say
– The child puts a eraser under the desk.
Teacher/adult: “You are putting it under the hat
– Eg: Child: “Car”
Teacher/adult: “The Blue car”

33. • Toys- building blocks-
– Speech and language opportunities –Adjectives (big , tall)
up),verbs(fall down, build),preposition(on-
top),nouns(colour,numbers)
– Communication and social skills-turn taking, joint focus,
sharing,listening,attending,observing
• Role play- encourage the children to enact a situation by assigning
roles
– Eg:Fire station-
Firemen,fire,engine,ladder,water,hose,burning,driving,climbing,
smoke,hat , boots,jackets …

34. • Music –Enhances speech and language-improves
listening skills .
songs/rhymes-child follows intonation and stredd
and Have musical beat( important while talking and
syllablication)
• Give praise and positive attention