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Essay / Research Paper Abstract
A 3 page research paper that offers suggestions for creating lessons plan that foster oral language skills among toddlers, preschoolers and kindergarten age children. Bibliography lists 4 sources.
Page Count:
3 pages (~225 words per page)
File: D0_khorlles.rtf
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Unformatted sample text from the term paper:
words, that have obvious meaning; understand simply directions; and is "aware of the social value of speech" (CDI). The challenge for early childhood educators and parents is how to encourage
a toddlers oral language skills. Experts emphasize scaffolding for this purpose, that is, modeling the language skills that the young toddler lacks. For example, a toddler points out that refrigerator
and says "juice." The teacher, parent or caregiver opens the door, and gets the juice, while simultaneously modeling language skills that the child will eventually acquire, i.e., "Mary wants some
juice", "Heres some apple juice," etc. (Haywood and Perkins). A lesson plan for toddlers should consist of reading picture books, pointing to pictures and naming them. This should be done
in conjunction with a rich oral environment, in which the adult consistently talks to the toddler, using language to describe actions, and experiences. The toddler drops a spoon, which makes
a noise, the caregiver says, "Did you hear that? Your spoon hit the floor?" (Haywood and Perkins). Preschoolers Early childhood educators emphasize the importance of reading to young
children as a means for developing their oral language skills. Van Kleeck, Woude and Hammett conducted a study in 2006 in which preschoolers with oral language delays were read to
twice-weekly in 15-minute sessions. The adult reading the books asked both literal and inferential questions of the children using scripts that were embedded throughout the narratives (Van Kleeck, Woude and
Hammett 85). If the child could not or did not respond with an appropriate answer, the adult would "scaffold" by providing the answer in a natural way, (e.g., "Yes, that
is a wheelbarrow, isnt it?) (Van Kleeck, Woude and Hammett 85). The children receiving the experimental intervention demonstrated significant improvement in their oral language skills after this brief intervention, which
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