Developing Brains

Developing Brains - From the Bernard van Leer Foundation

Open publication - Free publishing - More brains

Communicate in Science Related Activities with Dual Language Learners

Communication is an essential skill to develop. People will express themselves throughout their life by using words, facial expressions and body language. In early childhood education, teachers can use science related activities in the classroom to help increase language and communication skills for all children.  

Young dual language learners may already know a lot of words and concepts in their first language. Teachers need to think about how to extend what the children already know during activities and show a genuine interest in what they are learning about.

Children who are learning a second language may use nonverbal cues, facial expressions and actions to express themselves, and teachers should keep that in mind and help other children in the classroom become aware of that. Involve other children in the classroom who speak English during science activities to discover big, complex scientific words to let dual language learners realize everyone is finding out new things.

Read more at:  http://1.usa.gov/KaBp2m

Reference:

The Office of Head Start. The Office of Head Start Teacher's Guide to Discovering Science Webcast Series.  2012. English. Retrived July 10, 2012, from http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/eecd/Domains%20of%20Child%20Development/Science/ohs-science-guide-english.pdf

PreschoolFirst Trainings

PreschoolFirst Trainings have been scheduled for August 2012. Register via announcement/registration email. Any questions, contact Kamna at kseth@sflinc.org.

Planning Strategies for Children Who Are Dual Language Learners in Science

Science is a great way to gain any child’s attention and ignite their interests. When planning successful science teaching strategies, it is essential for teachers to understand the needs of each child.  Specific strategies should be taken into account for children who are dual language learners. Children who are dual language learners can increase their vocabulary and cognitive skill through science related activities.

Teachers should encourage children to use their home language as well as English during science experiences. Parents can also become involved in the classroom to help to connect each activity in their own language with the children. A demonstration and explanation by the teacher for equipment used during each experience will help children build their vocabulary and associate each word with the item they see. Science will create conversations among all the children in the classroom and build valuable communication skills.

Reference:

The Office of Head Start. The Office of Head Start Teacher's Guide to Discovering Science Webcast Series.  2012. English. Retrived July 10, 2012, from http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/eecd/Domains%20of%20Child%20Development/Science/ohs-science-guide-english.pdf

Can Infants Compare Numbers?

Research was conducted at the University of Missouri to determine how infants chose items when presented with small and large sets of objects. Kristy vanMarle, assistant professor University of Missouri, says, “Understanding how infants develop the ability to represent and compare numbers could be used to improve early education programs.” 

The study suggest that the infants, ages 10 to 12 months, have not yet integrated the ability to estimate numbers of objects at a glance and the ability to visually track small sets of objects.

Although many early childhood programs promote mathematics and arithmetic at an early age, this study proposes those programs are ineffective because young children are not able to compare some numbers with others.

Reference:

Kristy vanMarle. Infants use different mechanisms to make small and large number ordinal judgments. Journal of Experimental Child Psychology, 2012; DOI: 10.1016/j.jecp.2012.04.007

Are “Couch Potatoes” Result of Parenting Style?

Play, whether in the classroom or at home, is an important aspect of a child’s life, especially in the earlier years. According to research conducted at Oregon State University, parents who actively play with their child have the most impact on their physical activity level at that time and in the future, but even just being involved with their child’s daily activities can make a difference. More neglectful parents had their children in front of a television at an additional 30 minutes a day, sometimes up to one hour on the weekends.

Parents may want to take a step back, look at their physical involvement with their children and determine what they can do to take part and become more involved in their child’s daily physical activities. Parent participation during play time will set the stage for the child’s activity level for the rest of the child’s life. 

Reference:

Oregon State University (2012, June 21). Parents -- not TV -- may determine whether kids are active or couch potatoes. ScienceDaily. Retrieved July 3, 2012, from http://www.sciencedaily.com­ /releases/2012/06/120621130724.htm