Review the materials belows. For each age group, how much would you use the material to support language and communication development? What language and communication skills and processes would be supported?
Materials
How to Use Material
Skills & Processes Supported
Infant-Toddler
Water play
-Ask children to tap the water
-Encourage children to tap water gently
-Ask children to describe what the water feels like
Inspired use of phonology (illogical sounds) due to the excitement produced from splashing the water
Inspire use of the pragmatics (contextualized conversation) by unfair play that may result in the activity. Children may splash the water into another child’s eye causing a student to cry. This will result in a teacher resolving the conflict, speaking to them in manner that is inspired by the context
Ring Stacker
-Ask children to play fairly
-Ask children to describe what it feels like to share with other students
-Ask students to tell the teacher the colors of the rings
Inspire use of phonology that will generate a positive environment that encourages sharing and peaceful interactions .
Preschool age
Homemade playdough
-Ask students to describe the colors of the playdough
-Ask the students to feel the playdough and describe what it feels like
-Encourage students to share
Inspire use of pragmatics because the children will be engaged in a social activity that inspired taking turns in conversation.
Syntax and morphology will be learned by the children when the teacher asks children to describe the playdough. For instance, they will learn adjectives like “squishy” and “red” when they are asked to describe the playdough. As a result, the child will learn word order and morphology because the student is being introduced to adjectives.
Play cars
-Ask students to describe the sounds that the car is making using imagination
-As students to describe the color of the cars
-Ask students to participate in fairplay
Inspire use of pragmatics because the children will be engaged in a social activity that inspired taking turns in conversation.
Inspired use of phonology when the students roll the cars around, making noises of excitement.
Young School Age
Bike
-Ask student to ride the bike gently
-Ask student to talk to students about their bike ride
-Ask students to keep using their muscles and describe what their musicals feel like after the bike ride
Inspire use of pragmatics because the children will be engaged in a social activity that inspired taking turns in conversation. The activity is encouraging fair play and politeness which will influence their language.
Magna tiles
Ask students to describe the colors of the magna tiles
Ask students to describe the shapes of the tiles
Ask students to describe what they are trying to make with the tile
Ask the student to describe the process of making the thing they are making
Inspire use of pragmatics because the children will be engaged in a social activity that inspired taking turns in conversation.
Hello, your responses were good. You gave detailed answers, i especially enjoyed when you describe the water play, and how each child would be ask what the water feels like.Its important especially for an age group of infant toddler. good job!
hi Shayna
your instructions for children are well selected , especially I liked when pushing children to start conversations . this will help them not only to express their language but also will help them to have a good social interaction and thus improve their language and communication skills.
Hi, I think your methods of implementing the materials was very age-appropriate for each age group specified because it helps with the milestones they need to reach in each one.
materials
how to use material
infant – toddler
water play
– i would tell children to gently place hands into water.
– carefully swaddle water
– ask the children how does the water feel , ask questions like it the water cold , warm , ask them how does the water sound ,what does the water look like , example is the water clear
water play encourages the development of their eyes and hands.
this inspires phonology because it the study of sounds .
preschool
homemade playdough
– have students tell me what colors are the playdough
– what does the play-dough feel like
-how does the play-dough sell
here we would see pragmatic because this refers to the social language skill. This requires children to take turn communicating what they see , what the pladough feels, smells and what colors they are. This requires children to be interactive.
syntax and morphology because when the teacher asks children to describe the playdough
play cars
– have children describe the car colors , what colors do they see
-what sound do cars make
what do the cars feel like , example are the cars soft, rough, or smooth
here we’ll see phonology because this is the study of sound , each child would exercise this skill because they’ll be making car sounds.
young school age
-inform each child to ride bike carefully
-ask each student to describe how it feels when their on the bike.
– what sounds does a bike make
-what colors are the bike
-ask each child to find a buddy and talk about what they liked about their bike ride
this will encourage pragmatics because this refers to social language. this involves interaction, communication.
magna tiles
– what colors are the tiles
-how does the magna tiles feel
-ask children to describe the tiles , example shape , what are they creating with the tiles
This will also encourage interaction and encouraging communication among the children.
Hi Emily, I think your choice of using the materials were appropriate and I especially liked the way you implemented the bikes and connected it with language by asking what sound does the bike make because it helps with multitasking while developing physical skills.
Emily, I agree with your response about the child riding the cycle. I was not thinking that as children they could talk among themselves about their ride experience (socialize) as you said . It will also help them to build conversation with each other. Good thought!
Materials How to use materials Skills & Processes supported
Infant-Toddler
Water Play Ask children not to splash the water. Verbal communication Phonology
Ask children to use an object play in the water.
Ring stacker Ask the child to count how many ring stacker is there. Verbal communication Pragmatics
Ask child what are the colors.
Preschool age
Homemade play dough Ask the student how many play dough is there. Morphology and Syntax arrange of words and how to study and forms words when replying,
Play cars Ask the student to make something from the play dough
Play cars Ask the student to describe the cars
Ask the student what kind of cars they think it is. Pragmatics being used because the child is engaged in social activity.
Young school age
Bike Ask the child if he or she knows how to ride a bike.
Ask the child to speak careful. Pragmatics child involved in social activity.
Magna tiles Ask child to describe the shape
Ask child what colors are the tiles Pragmatics child involved in social activity.
Infants & Toddlers
During drop-off Yin’s mother speaks to her in Cantonese.
Morphology- verbal communication try to forms words she would understand. Sound out each word to the infant.
When it’s time for snack, Miguel toddles over to the table. He starts opening & closing his hands to indicate he wants snack.
Sign language non verbal communication, pragmatics facial expressions, show him snack and see which one he wants.
You notice Shanae is looking out the window at the cars drive by on the street.
Verbal communication ask her if she like the cars and why is looking at them. Syntax well create formed sentences.
Zelda took the toy car away from Tomas. Tomas is starting to cry.
Verbal communication crying phonology sound of crying.
Denise is scribbling with a crayon on paper.
Communication skills eye contact ask Denise if I can help her. Pragmatics
Infant-Toddler:
WATER PLAY
Use of Materials- getting hands wet, feel the water, how does the water fee, what does it look like, does it remind you of something, gently slaps the water, encourage them to use different materials in the water table, what sound it makes, does it have a smell, what happens to the water as it is being played with.
SKILLS & PROCESSES SUPPORTED: water play supports fine motor skills, great for sensory, hand eye coordination, expressive language, receptive language, social functions as well as supporting phonology
RING STACKERS
Use of material: size big to small and vice versa, name the color, shapes, feel the material, smell the material, look through the holes, weight of material, what do the different colors reming you off, naming objects of the same color, does it roll, how does it move
Skills & processes supported: fine motor skills, gross motor skills, receptive language, social function, communication skills to interact with teachers and classmates, learning shapes and colors, making connections and observations, learning but different sizes and how to make different things work
Pre-school Age
HOMEMADE PLAY DOUGH
Use of materials: how does it feel, what color, what shapes can be made, does it stand on its own, how does it smell, what color, what happens if you mix colors, make letter, numbers, spell names, make something that is that color, use just finger manipulation, use whole hand, smush it in hand, what can it be used for
Skills & processes supported: gross, fine motor skills, sensory, hand eye coordination, social skills, semantics while learning new vocabulary words,
PLAY CARS
Use of materials: what sounds does each car make, identifying the action of the cars, where may you see the car, how does it work, how many wheels, how many windows, color, shape, what is similar, what is different, size from longest to shortest, which are emergency vehicle
Skills & processes supported: phonology learning the sounds, syntax learning the meaning of words, it also helps with writing skills as they are working the hand muscles, it helps their fine motor skills.
Young School Age
BIKE:
Use of materials: balancing, using their whole body, using legs to push, using hand and arms to maneuver the steering wheel, how does it feel when on the grass, dirt, pavement, where is it easier to use, where is it a smoother ride, try to make a turn, use legs to back up an shift to right and left, go around people, stop when getting too close to an object or person,
Skills & processes supported: fine and gross motor skills, the use of their entire body, being able to concentrate and make decisions, using reflexes, hand eye coordination, semantics learning right from left and front from back, syntax learning vocabulary appropriate for activity, phonology learning to hear commands or comments, ideas.
MAGNA TILES
Use of materials: height perspective, colors, shapes, similarities, differences, understanding of building, what sound to they make, what do they feel like, putting different colors to eyes to see if their settings change colors, building specific shapes, how many of each shape and color, use triangles to make a large square, use small squares to make big square, use both small squares and triangles to make a large square, if using two different colors can you see through them, if so what color do you see, trace shape with finger
Skills & processes: gross and fine motor skills, using hands an fingers to make shapes and build, using their body to move around on the floor or table to better manipulate objects. Social skills as they have to communicate with the children playing with them. Helpful for writing skills by learning the shape of objects. Phonology learning the sound they make. morphology blend the sounds of the object but also listening to the words being said. Expanding vocabulary. semantics learning the meaning of vocabulary being used with objects, understanding the object and its functions.
REFLECTING ON COMMUNICATION SCENARIOS
Infant/toddler:
*Yin- Use pictures to help Yin make connections with English words, while instruction or playing keeping a close eye on Yin in case Yin may need help being social with other children. I’d also read with Yin a lot, do lots of interactive play and acting our
*Miguel- I would make sure to incorporate ASL in the classroom, being that I a actually do know ASL I would do songs with the class room to make him feel included, but also teach the class some basic ASL. Reading and writing, tracing shapes, numbers, letters and use lots of repetition.
*Shanae- I would make sure Shanae would know and could articulate the different sounds, phonology, I would try to figure out if Shanae what was interesting her in something in specific. I would play with Shanae with any toys and make sure to communicate, syntax, ask questions, make comments, draw the things being seen out the window,semantics.
*Zelda/- I would talk to Zelda about what is going on and let her explain to me in her own words,morphology. I would like to have verbal communication with her, semantics, and also phonology, about the situations and make sure she can identify facial expressions and gestures. Tomas i would focus on phonology, syntax, and morphology,
*Denise- Syntax write letters, shapes an numbers with her, identify what they are, and encourage her to keep going, comment on her work, hand to eye
PRESCHOOL AGED CHILDREN
*Li- syntax, not correct but just repeat the words correctly. Read with Li, write, have lots of conversations, ask questions and make lots of comments.
*Carlos- Phonology, morphology, syntax. I would say what i thought he wanted and have him try to repeat or use holopharsis, tun talking, self and parallel talk.
*Shaquana- phonology, syntax, holopharis. reading, writing, drawing, painting, story telling
** Milagros/Tomas- social skills, verbal skills, recognizing facial expressions and gestures, syntax, semantics, helping to find the right words or gestures to ask for something but also teach about patience. Tomas- Phonology, Morphology, syntax, social behavior and skills. repetition of words, ASL
*Destiny, Juan, Sam, Chen- social and behavior skills, semantics, morphology. Make sure everyone is being included, and having a turn having different duties.
YOUNG SCHOOL AGE CHILDRE
*Solanny- Language, Phonology, Syntax, holopharis. as a native Spanish speaker I would encourage Solanny to speak Spanish, I would read, write, sing, in Spanish to the class but also traduce pictures in both languages.
*Jesus-Semantics, Syntax. Read with Jesus, write down his story and retell it. Write, draw, go over letter sounds, write his name, sound letter out,
*Denisha- Write, read, draw, work, go over shapes, letter, numbers, ask her to try to copy my drawing and writing, ask questions about her work and make comments to see if she was trying to draw something specific. See if her drawings turned to letters or shapes.
*Serenity/Tomas- phonology, morphology, syntax with Serenity, asking her to use her words rather than getting upset or taking a break to gather herself, ask her if she would like a hug or read a book to calm her. I would speak to her about using her voice in different tones. Tomas encourage him to seek help, use verbal skills
*Ana,Andre,Felix, Shania comment on their work, ask what they are going to build, if they have a plan, what their jobs are, how many of each shape, how many shapes, how tall, what will it look like, ask them questions as they build.
hi Maria
your way to support children is interesting, it state that you are patient with children as you follow them individually and in group depend on each one what he or she needs. as a teacher working with patient is a great quality that qualifies us to work and deal with children.
Materials to support language and communication development
infants an toddlers
Water play:
Let a child touch water and ask how you feel hot, cold? Use words to describe water pour, splash, or drizzle. I will ply with them and interpret their excitement about water into words. I will open conversation about their feeling toward splashing or drizzling water. for example, I will ask are you happy when you splash water? Help child to listen and reinforce their receptive skill as well as practicing their phonologic aspect.
Ring stacker:
I will ask them to tell the colors and the shape of the ring are they small or big. I will ask for example where is the red one in order to push the child to use proposition such as under, in behind. I support their morphology because I am trying to push a child to use words with meaning.
Preschool age
Homemade play dough:
I will let children to form what they feel comfortable to use their though their feeling. They could form animals, shapes, human and then I will try to open conversation about what they formed. In order to push them to use small sentences to express their idea. By this activity I am trying to support the expressive skill and the syntax and morphologic area.
Play cars:
For me always is important to give a child freedom to express what they want and also ply with them and having conversation. For example, I will say what happen for the car is not working let me try heee you see now it works, try now is your tour then I will say you get it god job. encourage the child and make him feel comfortable then he could express his feeling expend his communication. I am supporting his expressive skills and receptive as well as helping him to improve his syntax and morphologic aspect.
Young school age
Bike
the bike is mostly helping to improve motor skill. However, as a teacher who want to support language and communication I will try to push the child to express about his feeling and though about his or her bike did they like to ride or it is easy for them what is the difficulties encountered while riding. Make a child express and use his background language. Ask questions in order to learn new vocabulary. I am supporting the child to practice their syntax, semantic and pragmatic aspect. And improve their expressive and receptive language.
Magna tile:
Ask children to make a small project for example house. Then ask them how many pieces they could need why. Whish pieces they need? why? let them to tell small story about their small project. Support the child to improve and expend their syntax, semantic and pragmatic area.
Reflecting on communication scenario
Li says, we goed to the store and I bayed a new doll
Li is having a difficulty to say verb correctly. In this case I will try to repeat the verb correctly then when Li will hear the word repetitively, she will imitate to say the verb correctly. Also, it is good to tell parents to talk to her and repeating the verbs correctly. Therefore, she will hear from her environment the correct verb then she will imitate it.
Carol holds his cup in the air indicating he want water.
Carol had a difficulty to express that he wants water, in this case I will ask him what do you want? Then give him proposition about what he wants without saying water because I wanted to push him to say water himself. if I see that he cannot say the word water or he did learn it yet. then I should teach him the word first for example dividing the word wa- ter then say the world completely. After that I will teach him to use it in a sentence. Child will learn the word step by step.
Shaquana is standing at the window looking at the bird on the tree. In this case I will try to find out why Shaquana is isolating herself from the group. (I will not ask her about that). I will try to ask her question about what are you looking for? Oh! is bird is cute. Did you like it? What he is doing? Kind of question that will push her communicate and express her feeling and ideas.
Milagros snatched the toy car from Tomas. Tomas is raising his arm to hit Zelda. In this case there is a conflict and there is negative behavior. I will try to help them to play with the car in a positive way. Help them to be cooperative instead of using an aggressive behavior.
Destiny, Juan, Sam, and Chen are playing in the restaurant, Juan is the waiter. In this case I will observe if they are using a correct language. Ask them questions to exert if they could express their language properly. After that I will make sure that they will do the roles by tour.
INFANT-TODDLER
Water Play
I would place objects on the water or in the water, such as a boat, fish, ducks etc. I would talk to them about things you find in the water and also ask questions to make sure they understand. I would also place alphabets in the water and have the children tell me what alphabets they see floating away or ask them to grab certain alphabets. I would also use activities to explore their sensory skills, and have them feel the water, splash the water and ask them about what they feel and what happens when they hit the water in a specific way
Skills and processes supported – Water play supports a child’s cognitive development as it encourages them to explore and think. It also allows them to explore their sensory skills and language skills as you ask questions based on the activities.
Ring Stacker
I would have the children stack the rings from smallest to largest. I would also have the children put each ring on top of the color that looks similar to the last color. I would also have them tell me the colors of each ring as they place it on the stacker and take turns with each other stacking. I would also have them count each ring.
Skills and processes supported –
Ring stacker supports and challenges cognitive development and it encourages them to explore and think. It also allows them to use their language skills as they say their colors and numbers. It helps with their social development as they learn how to take turns with their classmates.
PRESCHOOL AGE
Homemade Playdough
I would have the children use the playdough to build things and talk about what they are building. I would have them tell me what it feels like and what it reminds them of, ask if it has a smell. Depending on the available colors I would also have them tell me the color of the playdough.
Skills and Processes supported-
Homemade playdough allows the child to utilize their cognitive skills and allows them to expand it. It allows them to think and use their imagination. It also helps expand their language skills, as you have them create things with it and ask them to explain what it is that they built and why.
Play Cars
I would ask the children to count the total of cars available as well as their color. I would ask the children if they know what each car is used for (Police car, fire truck, etc) and what sound they make. I would use the cars to teach the children how to share, and to distribute them as best as possible and take turns playing with it.
Skills and Processes supported-
Play Cars allows the child to utilize their cognitive skills and social skills. It also allows them to be creative with the noises that the cars make, based on their idea of the sound effects.
YOUNG SCHOOL AGE
Bike
I would use the bike to show the children how to share with one another. I would use the bike to ask the children what it is that allows them to move, how they use their feet, what they use to hold onto the bike etc. I would also use the bike as a way to incorporate proper PPE and ask the children why it’s so important to wear
Skills and processes supported-
The bike will strengthen the children’s fine and gross motor skills. It will also help strengthen their cognitive, language, and social skills as they not only use the bike to ride, but to be able to talk about it, what body parts are needed to ride a bike and proper PPE to wear while riding the bike.
Magna Tiles
I would use the magna tiles as a way for children to express themselves. I would have them build whatever it is that comes to their minds and have them talk to me and others about it. I would use the tiles for the children to get confident with their numbers and colors. I would also have the children sort out the blocks by its shapes.
Skills and Processes supported-
The Magna Tiles will require thinking and strengthen their cognitive development. It will a allow them to get comfortable with their shapes, colors, and build creativity. This will also help them communicate about their creativity, and the shapes and colors.
I would talk to Yins mother and ask her about common words that I could learn to communicate with Yin and help her not only in English but in her native language as well. I will use music, flash cards, books with picture and sound
I would teach Miguel’s entire class sign language, so he doesn’t feel alone. This will also teach the children that we are all the same. I would bring out blocks, drawings, etc to bring out his creative side and demonstrate different ways to communicate.
For Shanae I would incorporate cars to support her development. I will have cars set on a table and go over color and numbers with her. I would also go over the different kind of cars, what they are used for and what sounds they make.
For Zelda I would incorporate a lot of sharing activities with her. I would have her play with other children and praise her when she shares with another class mate, like a “Good job” “look how happy you made him/her” I would also use a chart with different faces, that symbolize happy, sad, crying, and always make sure that we want everyone to have big smiles on their face.
For Denise I would ask her what it is that she is drawing, to get her used to communicating and expressing herself. I would ask her to draw me things as she saw it, using her imagination, and going over colors and shapes with her.
Infant-Toddler
-Water play: Ask children to splash or ask does the water feel cold, warm or hot. The skills and processes supported would be verbal communication.
-Ring stacker: I would observe if the child is able to stack the rings by size order. The skills and processes supported would be non-verbal communication.
Preschool age
-Homemade play dough: I would ask the children to make something out of the play dough, then they can present and explain what they made. The skills and processes supported would be verbal communication, communication skills and literacy skills.
-Play cars: I would observe the children playing with the cars and ask them what kind of car they are playing with. If they are playing with cars that make a certain sound such as an ambulance or police car, I would ask them what sound it makes. The skills and processes supported would be verbal communication and receptive language skills.
Young school age
-Bike: Before the children ride the bikes we would go over safety rules when riding. When they are finished riding I would ask them questions about the bike ride such as, did you enjoy riding the bike, was it easy or hard, how did you learn to ride a bike etc. The skills and processes that would be supported is communication skills and verbal communication skills. Non-verbal communication skills can also be observed while the children are riding the bikes.
-Magna tiles: I would let the children build what they want with the magna tiles then ask them questions about what they built. The skills and processes supported would be communication skills.
Reflecting on communication scenarios
Infants & toddlers:
-For Yin I would try to learn some major words in Cantonese, I would also observe Yin’s non-verbal communication skills to try to communicate with her.
-For Miguel I would ask him if he wants a snack and try to get him to say the work before handing him the snack.
-I would ask Shanae what she is looking at and ask her questions about the cars and road signs that may be visible.
-I would ask Zelda why do you think Tomas is crying and what we should do to help him.
-I would ask Denise what she is drawing.
Preschool age children:
– I would repeat what Li said with the correct grammar. I would say “Oh, you WENT to the store and BOUGHT a new doll ? emphasizing the correct words.
-I would ask Carlos if he wants water. If he says yes I would try to encourage him to ask for the water.
-I would ask Shaquana what is she looking at. I would ask her questions about the birds. I would see if she would like to draw the bird as well.
-I would explain to Tomas that hitting is not nice and ask him about his feelings and explain that there are better ways for him to get the car back. I would also talk to Milagros and ask her what she can do if she wants something from someone else.
-I would observe them and the rolls they are playing. I may ask them some questions such as what is the job of a waiter
Young school-age children
-I would say so you want juice just to make sure he knows that juice is jugo. I would encourage him to use both English and Spanish words.
-I would ask Jesus about the book he is reading. I would see if he can read the book to me and help him sound out words if needed.
-I would encourage Denisha to write about her drawing.
-I would ask Tomas and Serenity what is going on. I would like them to both explain why they did what they did and how they could do it differently.
-I would observe Ana, Andre, Felix, and Shania while they play at the block area. I would ask each of them what part of the park they are building.
Materials
Infant-toddler
Water materials
How to use materials,
Water materials guide is designed for child care providers in selecting high quality materials for Infant-toddlers.
Classroom to support the learning and play of young children,
Explain Water is for clean up,
Put the toys in the water such as balls, wooden and baby toys, and
Extending their efforts to use language.
Skills & Processes supported
Water play encourages the development of eye and hand coordination through pouring, Squeezing, stirring, painting, scrubbing, and squirting. Children strengthen their gross motor skills by running, dodging water drops,hooping through a sprinkler and also it can support their Expressive Language skills & Processes and Communication Skills & processes language skills.
Ring Stacker
How to use materials
Flexible ways such as how to make beautiful
Use Keywords such as Up, Down, more, go, tall, short .
Skills & Processes supported
It can provide the use of motor skills, cognitive, emotional skills, communication skills and language. They will be attracted by the bright colors of the ring stacker and they can learn different sizes and how to make different things work.
Preschool age
Homemade playdough
How to use materials
For developing their finger muscles through a variety of play activities such as to build a toys, house (Flexible ways and Use Keywords).
Skills & processes supported
Playdough can support Expressive Language skills & Processes and Communication Skills & processes and a child’s fine motor skills. Children need to develop their finger muscles and have proper finger control before they can learn to write at school.
Play cars
How to use materials
Play cars can support high quality play in young children, the materials can be used to push, pull, back, go ahead, turn if any block and separate with different colors.
Skills & processes supported
Play cars can support Literacy skills & processes, Receptive Language Skills & processes, Expressive Language skills & Processes and Communication Skills & processes. Cooperative play further enhances communication, enabling a child to learn from their peers.
Young School Age
How to use materials
Bikes can be supported not only for language development but also motor development. The materials can be used to drive in a straight or different direction to the goal. It can have useful intellectual abilities. The training wheels are adjustable and temporary and provide for children for their body balance.
Skills & processes supported
Language Skills & processes and Expressive Language skills & Processes can be supported.
Magna Tiles
How to use materials
It can use tapping into their creativity. It can be tapped to create a home, hospital or another building.
Skills & processes supported
Children can learn the math skills they can use to create fun Magna Tiles creation.
Reflecting on Communication Scenarios
I can support each child’s communication and language development.
Infant-toddler
Yin, Miguel, Shanae, Zelda and Denise are still Infant-toddler. We need to connect with non-Non-verbal communication. (Communication Skills & processes) for their language. We can use the materials such as Ring Stacker and water material for their language improvement.
Preschool Aged Children
Li for grammar.
Carlos for Communication Skills & processes languages
Shaquana for Expressive Language skills & Processes and Communication Skills & processes
Milagros and Tomas for social and verbal skills.
Destiny for behavior skills.
Young School Age Children
For Solanny, reading, writing and grammar for English because his first language is not English.
For Jesus, Ask him what his opinion is and read together this book.
For Denisha, ask him the story of his pic and practice with writing together his story in the writing center.
For Serenity and Tomas, Expressive Language skills & Processes and Communication Skills & processes.
For Ana, Andre, Felix, Shania, Leave it because they are communicating each other.
Hey Yan,
Good work. I like your solutions to the improvements of each child’s communication and language development because it shows you learn many things about language today and how you would you’re knowledge of that in a classroom.
Materials to Support Language and Communication Development
Infants and Toddlers:
Water Play
How to use- Let the infants and toddlers explore with it, let them tap and splash the water, and bring objects for them to use while playing with the water, put bubbles in the water let them see the difference and let them blow bubbles off there fingers,
Skills and Processes supported-Responding to sound because of the splashing and different reactions other infants/toddlers may have, also to show emotions. Which helps infant/toddlers develop eye-hand coordination and enhances social and encourages cooperation.
Ring stacker
How to use-Let the infants and toddlers take it apart, count to them, put it back together in different ways, telling them the colors, moving it away from them to see if they would walk or crawl to get, and talking to them showing them how its suppose to be build
Skills and Processes supported-Responding to sounds, communications, and conversations.Shape and color sorting enchanting social skills and physical development.
Preschool Age
Homemade Playdough
How to use-Let the kids flatten it or roll it, turn into different things like a snake or ball, let them explore with different tools, let them tell you the colors they see and what they created and count and smell and touch.
Skills and Processes supported-play dough strengths their muscles in their hands and can strengthen their motor skills making them better in writing, cutting, and coloring. It also enhances their creativity and imagination and increases curiosity and knowledge.
PlayCars
How to use-Let students explore the parts of the car and name them, let them say the colors and count them, ask them questions about the car, and ask them to share, and let them describe the cars.
Skills and Processes supported-playing with cars creates social skills, and physical development and movements and helps build language by asking students to make car noises and etc.
Young School Age
Bike
How to use- You can use a bike to let students explore outside, learn how to share and take turns, ask students to describe the bike and how its use, teach the difference in directions,
Skills and Processes supported- Increases physical activity, social skills, and motor skills.
Magna Tiles
How to use-let the students name the shapes, build 3-D structures, they can draw what they create, create a song about the titles, count them, and share and give ideas to peers
Skills and Processes supported-They learn self-control, develop their fine motor skills, and improve their critical thinking.
Age group: Infants/Toddlers
Materials:
Water Table:
In the water table, I’ll put objects inside of it that are of different textures. Water tables are made to explore the children’s sensory. You can develop language by telling the baby how the water feels explaining if it is cold hot if the objects are hard or soft or lump. You can develop grasping skills by asking the baby to pick up the objects inside the water. You can enhance practical life skills by incorporating cups, spoons, and sponges with a little soap to learn how to clean while also enhancing fine motor development, hand and eye coordination skills, and language by adding speech of commands.
Ring Stacks:
With a ring stack you can count with the child, you can also enhance language by telling the baby the colors of the rings. The baby can enhance grasping and hand eye coordination by grasping the rings and placing them on the stacker. You can also teach the differences of sizes.
Preschool:
Handmade dough:
With handmade dough, you can teach practical life skills by incorporating baking utensils and teaching them how to properly use a rolling pin and cookie cutters. You can use shape cookie cutters, animals, or alphabet cutters to incorporate language in this activity. You are teaching the child hand and eye coordination, developing fine motor skills, and practical life skills.
Play cars:
With cars, you can tape different lines zig-zag , straight, or circle in order to develop concentration and fine motor skills. You can also make the students incorporate dramatic play and add signs like the stop sign and the traffic light so they can learn practical life skills. You can also allow the students to identify different types of vehicles to develop their vocabulary and object identification skills.
Young school age:
Bike: With a bike, you can play games like red light green light. This helps with the childrens listening skills. You can also allow the children to freely play to develop balancing skills and their physical development. You can also encourage the students to express themselves ask the child are you going slow, are you going fast, are you tired?
Magna tiles:
You can allow the children to free play and ask questions like “what are you building? How many tiles are you using? How many blue tiles do you have? What shapes are you using?” The child can express their imagination while developing language and concentration skills in order to multitask.
Observations:
Infants and Toddlers
I would introduce the class to Cantonese simple basic words to the classroom for family diversity and inclusion for Yin. For Miguel, I will assist him with adding words to his gestures so that he can communicate verbally if not I will teach him how to sign that he is hungry and wants to eat. I will also add some cars into activities since Shanae is very interested in looking at them out the window or do an outdoor activity to observe cars in a different environment, I’ll ask her what she likes about the cars and what she is thinking. With Tomas and Zelda, I’ll tell Tomas to use his words and explain to Zelda that Tomas is sad because he was playing with the toy first and it is best to take turns and use the toy when he is all done. I’ll ask Denise what she is drawing, I’ll also ask her what colors she is using.
Preschool Age Children
Ill help Li with her sentences so she can repeat the sentence to encourage proper vocabulary and speech. I’ll ask Carlos , Would you like some water? If he nods I’ll simply say can you say “May I have some water please” to help encourage verbal communication skills.I’ll ask Shaquana “What kind of bird do you think it is” if she doesn’t know I’ll tell her and I’ll ask her if she likes birds. If she does Ill do a lesson of birds so she can know more about them. If this situation occurs with Tomas, Milagros I’ll tell Tomas to use his words and tell Milagros it is not ok to snatch a toy when someone else is using them and it is not ok to hit someone else because he is upset, he can also cool himself off and use a different toy instead. If I see the students playing dramatic play I’ll ask Juan whos the waiter to take my order and participate in the dramatic play.
Young School-Age Children
If Solanny says “I want jugo por favor” , I’ll repeat you want juice please and I’ll respond to her in spanish
“Toma hugo”, “Heres some juice”.I’ll ask Jesus to read aloud and help him along while he turns the pages to help with his vocabulary. I’ll ask Denisha what is she writing at the center and if she can make a story while she’s there and to draw some pictures of her story. I’ll tell Serenity it is not nice to hit hitting hurts and to use her words and not scream because no one understands how to help her if she does she should only scream if she is in danger. I’ll ask where would they make the playground, what things will be at the playground, what do they like best to play with at the playground.
Hey Arelis,
good organization and good job with your answers. I like how you would use the materials in the classrooms because it shows how you think and how and what you would like students to learn.
Arelis, I enjoy reading as well as I am learning about younger children. The different ways you mention the dough can be used is amazing and I would never think about those ways. Thanks for being so thorough with that explanation. Keep up you good work.
Reflecting on Communication Scenarios
Infants and Toddlers-
Yin: Speak to the mother and ask her to speak also English in her home and if she doesn’t speak English ask her to play videos or have Yin watch youtube videos at home so Yin can be able to understand and communicate in both languages once she grows up.
Miguel: once he starts doing that always ask him “Do you want the snack” and shake my head yes or no to see if he responds or tries to babble the words I just ask him.
Zelda: try to get her more social and teach her to share
Denise: That’s a great milestone for an infant/toddler so let her do that more often teach her colors and about letters and other things she can draw or write.
Preschool Age Children-
Li- say something positive like yes good job and then correct her by saying the sentence correctly and making her repeat it.
Carlos- always ask him does he want water and see if he repeats after you or always ask yes or no to see if he shakes his head or says.
Shaquana- Always ask her questions like what she sees, what colors, what is she looking at, and to count to see if she develops on these skills and practices them when looking out the window.
Milagros/Tomas- Teach them to share and to use their words to show emotions
Destiny/Juan/Sam/Chen-ask them questions like what food they serving, whats their restaurant name, how did they come up with the idea.
Young School-Age children-
Solanny- Ask the parents to speak to Solanny in English more often, correct the sentence after saying positive, and making her repeat the sentence in English.
Jesus- That’s a great milestone for his age so tell him that and ask him to read together teach him the words and ask him questions about the book.
Denisha-Good milestone tells her something positive and asks her questions about her drawing.
Serenity/Tomas- ask them to express how they feel by using their words and to try to play again.
Ana/Andre/Felix and Shania-let them be social and explore their imagination.
How to use water-play material to support language and communication development.
-Water-play can help to support language and communication development by students having fun (smiling, laughing) with the water and at the same time having conversations. They can use the water to pour from one container to another, they can add mixture to it and make bubbles, they can use their hands to play in it or to keep them cool.
-The ring stacker can help them to say colors, shapes and count. They can also stack them up and make shapes or other objects. They will have fun while playing as well as generating conversation. Intermittent prompt from the teacher will also encourage them to talk. Both can be used to develop phonology where if they cannot say the full words clearly, they can turn them into sounds that they understand like (wa wa for water, until they can pronounce water). Morphology can help developed by the children using the letters they know and can put them together to make words, or they will understand what they are doing with the water and stacker. However, they might not be able explain/say. They can build motor skills too.
-Language skills and processes are: verbal communication – they are vocalizing, saying words/letters (sound), laughing having fun. Non-verbal – facial expressions when talking, body language in the various action used in playing with the water. Communication Skills-they will have eye contact/get attention appropriately, staring at what they are doing and watching each other, listen then talk, continue talking. Expressive – they can say things that teacher might not understand or ask questions. Receptive-they will respond when some speak, follow command or understand conversation.
Pre-school age
They can use the dough to roll, create letters, words, learn colors, make objects, patterns, stretch it etc. Teacher can ask them what they made, by encouraging conversation. They can use the cars to count, say colors, say what kind of vehicle it is (truck, car) and drive them on the floor or other surface. They can develop syntax by putting words together that they will use while doing the activities, for example “playdough”, it might be challenging for a child to say the full word and teacher can tell them it is dough. Semantics facilitate children gaining their own meaning from the activities they perform for example; the child will use his own language/understanding to explain what is being done. Though the teacher or peers might not understand. During these tasks, the teacher can check for understanding but not to push them to say the words correctly.
-Language processes and skills that can be developed: Verbal communication – by vocalizing what they are saying, sounds and words can start their enunciation. Non-verbal – facial expression while playing laughing or just expressing self and bod language and movement as they go along and perform motions (such as drive or molding dough). Communication skills-they will keep their eyes on what they are doing, get turn to communicate, have and maintain conversations among themselves and teacher. Express language-jargon to say the items, calling them by name whether they are right or wrong, might use simple sentences though they might not correct. Receptive language – they will respond to sounds, understand language/commands, ask questions, understand conversation. They can also build motor skills.
Young School Age
Children can use the bike to drive around and develop their balance and skills. Teacher give students riding instructions and see how well they follow and understand instruction. They can also socialize and have conversation among their peers.
They can use the magna tiles to build/arrange things, create letters, shapes, help with counting, learn colors, and build teamwork. These activities can help their thinking, problem solving, patience, sharing and creative skills. They can also develop motor skills. They can improve syntax by learning how to put words together to explain what they are doing as well as answer questions from teacher or ask her questions. Pragmatics can be learned because children will use the words or expressions, they are familiar with. Their teacher can also learn from them.
Language Skills – Verbal communication – saying words/phrases/sentences, laughing. Non-verbal – gestures showing actions, facial expressions, body language & movements. Communication skills – Eye contact, get attention, take turns to communicate, maintain conversation, Expressive language – jargons, words with meaning, sentences & questions. Receptive language – responds to sounds, understand language, respond to name, follow commands, answer questions, understand conversations. They can sing while riding the bike.
Scenarios – Communication and Language Development
Infant & Toddlers
The teacher can try to learn in basic Cantonese language such as: good morning, goodbye/bye. By doing so, she will understand the baby when she speaks though it might be basic because not understanding the child can lead to the teacher being confused and pressured. Learning basic words from the parent culture will motivate the parent knowing that they will say the teacher has interest in their child and appreciate their language. A teacher needs to understand the verbal and non-verbal language of her students. Morphology reminds us that children will respond to pictures before calling words and they understand more language than what they can say. This speaks to Miquel not being able to say what she wants. Therefore, the teacher needs to read her cues, understand and give her the chips, while having a conversation with her telling her what she is giving her. The teacher should give Shanae her space and time at the window to look at cars. As I said above, children understand much more language than they say. After giving her time, the teacher can go by and start a conversation with Shanae. The teacher can also allow Shanae to play with toy cars to learn more about cars. Teacher need to encourage sharing by telling Tomas that he needs to give her a turn using the toy and give Tomas options with other toys that he can play with. His crying is communication to the teacher (verbally) that something is wrong and needs to be fixed. The teacher could also tell Zelda that next time she needs to ask her (teacher) for what she needs. Leave Denise to continue to scribble and ask her what she is scribbling and listen without trying to tell her what you think she is scribbling. Likewise, if she does not wish to speak, leave her. Scribbling helps to build her confidence and writing skills.
Preschool Age Children
The teacher should value how Li speaks, listen to her and do not correct her. Instead the teacher can say, “oh you had fun over the weekend Li”. The teacher should know that children learn errors while putting words together and should not push to correct her, but to encourage her to keep talking. The teacher should understand children’s cue and should know what Carlos means by holding up the cup and give him water. As I said before children understand and can relate to pictures more than calling words. Allow Shaquana to enjoy looking at birds in the tree, knowing that children understand much more than they say. After giving her adequate space and time, go by the window and start a conversation with her asking her questions and give her adequate pausing time for her to think before speaking. Listen to her conversation and don’t take it over. The teacher should encourage Tomas to get another toy and tell Milagros to ask Tomas nicely to borrow the toy or ask her the teacher to ask Tomas. She should ask Milagros to tell Tomas that he is sorry. The teacher should gently tell Tomas that it is not nice and encourage him to find a toy to play with. The teacher could also rearrange the children. Destiny, Juan, Sam and Chen should be encouraged to continue understanding the language of a story and follow the commands and act out their play. Students who show understanding of what they read, should be encouraged to continue reading and in this case, it is acting.
Young School-Age Children
Solanny is using two languages which is evident that she speaks one at home and one at school. If here parents speak Spanish, she will learn that language. The teacher should try to know some basic words, however, if not, she could ask another teacher to interpret. On the other hand, a well-organized Daycare should employ bilingual workers and place a child with someone who knows her language. The child should be encouraged to speak both languages because it will help her to build her language skills much faster. As some children understand pictures before calling out words and understand more language than what they are saying, Jesus should be encouraged to continue looking at pictures and the teacher joins him and see how she can get him to say something if he wants. As always, do not push him. Denisha might be expressing her writing through drawing. Some children can relate their drawing to a story better than they can write it. The teacher can ask her to explain what she drew, if she chooses, if no, leave her to continue expressing her language through drawing. A picture is symbolic awareness, it speaks about something.
Serenity scream (verbal expression) signifies that she needs some attention. The teacher should try to understand what is happening. She should be encouraged to use words to express herself instead of crying. However, if she cannot speak, she must be facilitated through sign language. Serenity should be discouraged from hitting Tomas. Ana, Andre, Felix, and Shania should be encouraged to build a playground and doing so requires conversation between them about their task. The more they communicate, plan and build their playground, they are improving their language development because they will develop communication skills, language skills and literacy skills.
Hey Denise Newland Stewart
This is Luis Martinez, I agree with you that integrating water play stations in the classroom is very beneficial to young children ,because Water Play expands children’s imagination/creativity with endless opportunities to develop fine and gross motor skills . Children will increase their fine motor skills and hand-eye coordination through actions like pouring, squirting, scrubbing, stirring and squeezing.
Infant/Toddler
Water Play: I would add objects like a cups, measuring spoons, pebbles, small pieces of paper. I would have them fill and empty the cups with water to teach them the difference between full, half full/empty, and empty. Or use the pebble and paper to teach them new vocabulary words like sink and float. This language and communication skills and processes this activity and these materials would support are their receptive, expressive, and communication skills and processes. Students will be laughing, using movement and body language, initiate and maintain conversations, follow commands, and also answer and ask questions.
Ring stacker: I would give students different color orders and tell them to stack in it that order according to the colors. Then have students count the amount of rings on the stick. This will also support their receptive, expressive, and communication skills and processes for the same reasons as the water play. Students will work in pairs for this, alternating and learning how to share. They will be following commands, asking and answering questions, and taking turns when communicating with their partner.
Preschool Age
Homemade Play-dough: Allowing them to play freely in groups will support communication and expand their vocabulary while boosting creativity. They can mix colors to make different colors and make different shapes. This activity will teach them vocabulary like roll, squeeze, flat, and squish. This will support their expressive and communication skills and processes as they talk and play with their classmates also while learning.
Play cars: I would first read students a book that describes the different kinds of cars and trucks like a school bus, ambulance, fire truck, police car, and trains. After I read students this book I will give each group a bunch of toy cars and have them tell me which car is what and what sound it makes. This will support all 4 categories of language and communication skills and processes. Students will use make the sounds that the cars make, and laugh at the noise supporting verbal communication. They will gesture how the cars move when actually playing with the cars, using body movements which is non-verbal communication. For their literacy skills and processes, reading the book will support their symbolic awareness when they see the pictures of each type of car they will know what it is.
Young school Age
Bike: I will have each student ride a bike and here they will learn the difference between left and right, why respecting people’s personal space is important and I will of course teach them how to ride and hand-eye coordination. Communication skills will be supported because they have to communicate with each other to avoid any clashes and injuries, this active will have them repeating phrases like excuse me, I’m sorry, and may I please.
Magna Tiles: During this activity I will first give directions to the students then allow free play in groups. First I will have students name the different shapes they see, then I will have them create things from only one color, then ask them to show me different heights with the tiles. This will support their receptive, expressive, and communication language and skills.
Reflecting on Communication Scenarios
Young School Age children:
-While holding up both the juice and water I will repeat the options to Solanny in both English and Spanish. I will make sure she knows the word for both water in Spanish along with english this will help me know if I am giving her the right thing.
-I would ask Jesus questions about the pictures in the book, ask him what he sees, what he knows about the book so far, and what can he predict will happen if it’s a story book.
– I would compliment her drawing then ask her what she’s drawing, if it isn’t obvious, what it means to her, or why she is drawing it. This will get her to think about what she’s doing and help her the connection between thinking and communicating thoughts.
– I will go over and try to diffuse the situation by asking what happened and why Serenity is upset. I would even ask Tomas why he thinks Serenity is upset and I will ask them both do they think they are doing the right thing. I would remind Serenity that we keep our hands to ourselves and treat people exactly how we want to be treated.
– To support communication I will ask them each what they want their playground to look like and point out common ideas and have them then brainstorm together and maybe suggest somethings if they aren’t agreeing on some part.
Materials to support language & communication development
Water Play
Infant- Toddler: The use of objects in water helps kids develop more their creativity and thoughts.It makes them explore and come up with questions. The expressive language is used here.
String stacker: That helps infants to learn how to count and knowing the primary and secondary colors. Communication skills & processes is being used.
Pre-school age
Homemade playdough : I would teach the kids to make figures out of the playdough and ask them what they did. This will help kids to develop more their creativity and communication skills. Literacy skills is use here.
Play cars: I would teach the kids the different types of vehicules like car, trucks, ambulance and other different types of cars. Also the difference sounds for a police car and an ambulance. These supports all 4 language skills.
Young school age
Bike: I will talk to explain kids about red, yellow, and green lights in the streets. This helps kid with their listening skills and the visualization learning skill.
Magna tiles: I will ask students to tell me the different shapes they see. This will support their receptive, expressive, and communication language and skills.
Review the materials belows. For each age group, how much would you use the material to support language and communication development? What language and communication skills and processes would be supported?
Materials
How to Use Material
Skills & Processes Supported
Infant-Toddler
Answer: *Infant-Toddler
(WATER PLAY)
Use of Materials: by asking the child to reach into the water to grab the balls, ask the child to tap the water, ask questions like: how does the water feel , teach the child the difference from cold and warm water , ask them how does the water sound ,what does the water look like.
Skills & Processes Supported: supports fine motor skills, receptive language, communication skills, non-verbal communication, and last but not least supporting phonology.
(RING STACKERS)
Use of Materials: by verbalizing to the child what each color of the rings are, the shape of the rings. ask the child to grab for one of the rings (grasping is very important in this stage), size big to small and small to big,
Skills & Processes Supported: supports fine motor skills, gross motor skills, symbolic awareness, receptive language, non-verbal communication, making connections and observations, and last but not least supporting.
*Pre-school Age
(HOMEMADE PLAY DOUGH)
Use of materials: by letting the children the playdough to build things, ask questions such as how does it feel, what color is the play dough in their hands, what shapes can they make using the play dough,
Skills & processes supported: supports gross, fine motor skills, social skills, semantics while learning new words and numbers and also becoming more creative
(PLAY CARS)
Use of materials: by identifying the sounds that the care makes, the color of cars, having the child drive the car as fast as the car can, how does it work *if child does no know help*, how many wheels does the car have,
Skills & processes supported: supports their fine motor skills, phonology by learning the sound of the cars, syntax learning the meaning of cars and what they do and also new words, it also help the hand muscles.
*Young School Age
(BIKE)
Use of materials: by learning about balancing, using their whole body such as their legs,arms, hands, how does being on different grounds feel such as grass, dirt, street, also learn when to stop when getting too close to an object or person.
Skills & processes supported: supports fine and gross motor skills, their syntax, semantic, pragmatic, social skills most importantly because as they not only use the bike to ride, but to be able to talk about it their experience on the bike if they like it or not , what body parts did they need to ride a bike and proper gear to wear while riding the bike.
REFLECTING ON COMMUNICATION SCENARIOS
Infant/Toddler:
Yin- I would still greet thee mother with open arms and make use i have a translator available which will be downloaded on my phone when she does come so we can communicate with one another
Miguel- I would make sure to have Miguel repeat sentence after me for example “you want more snacks” or “can i have more snacks please”? , I would to get him super confident in himself, have extra time with him in the classroom such reading and writing, tracing shapes, numbers, letters and use lots of these takes repeatedly with him one on one,
Shanae- I would ask Shanae if she know what she is looking at outside the window , have her even c=draw the car that she seen , bring in a toy car for her for her to physical see and play with
Zelda- I would tell Zelda that she did was not nice and we have to be nice to each other peers. I would also ask Zelda to give the toy back to Thomas and play with it together nicely
Dense- I would ask Denise what she is drawing , I would also try to get into the habit of color shapes or numbers since she is scribbling
Pre School Age Children:
Li – I would correct Li and let her know the right terms to use but still let her explain ow her weekends was. I want my children to still feel confident when speaking to me , giving them that trust and comfort
Carlos – I would ask Carlos to speak on what he wants instead of putting the object in the air , its super important that children become verbal
Shaquana – I would walk over to Shaquana and ask her what does she like about the birds , does she like big or small bird. have her also draw birds out on the paper
Milagros/Tomas- helping to find the right words or gestures to ask for something but also teach about patience.
Destiny, Juan, Sam, Chen- Make sure everyone is being included, and having a turn having different duties in the class room it will encourages them knowing different skills.
Young School Age Children:
Solanny- Since Solanny is a Spanish speaker I would encourage Solanny to speak Spanish, I would have someone who is able to read in Spanish read, write, sing, in Spanish to the class for her and any other bilingual students but also have pictures in both languages in the class room .
Jesus- I would read with Jesus, write down his description for each page he passes in the book, and have him retell it, have hi also try to read the book outloud
Denisha- I would walk over to her and ask questions about her work and make comments to see if she was trying to draw something specific, I would later on even pull out a paper and crayons and draw with her try to engage with her as much as i can
Serenity/Tomas- I would ask Serenity to use her nice words rather than get upset or even suggest to her to take a little walk around the classroom to gather herself, I would speak to her about using her voice in different tones. Tomas encourage him to seek help, use verbal skills
Ana,Andre,Felix, Shania- I would comment on their work, ask question like what they are going to build, how many of each shape, who is going to be doing what, the shapes, how tall each item is
Hey Janate Bratton
This is Luis Martinez,I like the way you approach the different communication scenarios in a very specific way with different methods , for example in Yin’s situation you kept in mind about being cultural sensitive in the classroom.I addition you also were encouraging your students to expand their verbal communication instead of lifting objects in the air,like in Miguel’s situation.
Materials to support language & communication development
Review the materials below. For each age group, how much would you use the material to support language and communication development? What language and communication skills and processes would be supported?
Category level: Infant toddler
Water play
How to use material
Encourage infant toddlers to tap the water with their hands
Prove them with water toys such as rubber ducks, Beach toys, such as buckets, shovels, sieves, Plastic cups, squirt toys, and color pebbles
Incorporate encouraging phrases such as “Come honey listen to water waves”, “How do you thinks the water feels”. “go ahead sweetie try it”
Inspired use of phonology (illogical sounds) due to the excitement produced from splashing the water
Constantly watch the children, safety comes first make sure the child does not place objects on their mouths.
Assist every child’s needs, place objects that are thrown on the floor back into the water play table
Skills & processes supported
Water Play provides hours of rich and valuable early childhood experiences to develop children’s creativity and imagination. This interactive activity covers most of the aspects of language & communication Skills & Processes .Furthermore, water play is both enjoyable and educational, enhancing social skills and encouraging cooperation. Water Play plays a role in the developing of fine and gross motor skills across age ranges. Children will increase their fine motor skills and hand-eye coordination through physical actions like pouring, squirting, scrubbing, stirring and squeezing. It will also help master the pincer grip which will enable them to hold a pencil correctly as they moved towards the next grade level. This engaging activity will help them to learn to work with one or several children, to take turns and share the space and accessories (water toys) with their friends.
Ring Stacker
How to use material
place the ring stacker pole in the middle, place the rings side by side, arranged them by size (larger to small)
incorporate encouraging phrases
Give a little demonstration on how to stack the rings
Encourage the child to repeat after you “blue, yellow,red,green, and orange”
Let the child himself stack the rings on the ring stacker pole
Encourage the child to tell you the texture of the rings
Encourage the child to share with others
Let the infant knock all the pieces over.
Have your toddler start with the biggest pieces, progressing to the smaller pieces.
Skills & processes supported
For young infant toddler, picking items up and putting them in place helps them learn the important skill of intentional grasp and release, as well as how to control and position their fingers. They began to put their sensory skills at work, they use their entire hands to explore, hold, release, and place objects. Basically, meaning that larger, chunky shapes are just the right size for little ones to grasp. Infant toddlers will also learn about spatial relationships such as “under,” “on,” and “around” and shapes, and the cause and effect when he knocks the structures down.
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Preschool age
Homemade playdough
Ask the students to describe the texture of the playdough
Let children examine the playdough (color, texture, mixing, size)
Encourage them to share with others, and play fairly
Provide students with materials such as rollers, kids scissors, dough cutter shapes, and among other wooden/plastic dough tools
Don’t limit the endless possibilities of children, let them used their imagination to create figures, shapes.
Encourage them to think outside the box
Assist every child’s needs
Skills & processes supported
Playdough is all about hands-on exploration, playdough provides a lot of endless opportunities for children to experience independent and cooperative play. In both styles of play, children are exploring abilities, life experiences, and emotions. During play with others (classmates), children are learning about cooperation, collaboration, self-control, and friendships. The acts of squishing, rolling, flattening, and more helps young children develop muscles used in their hands for fine motor movements useful in the future, such as holding a pencil or using scissors. As children discuss what they are creating or their sensory experiences they are expanding their vocabulary. Overall, there are so many different ways children learn comprehension, listening, and communication skills through playing with playdough.
Play cars
Encourage students to sort out the play cars by color and size
Encourage children to use their imagination to visualize the different sounds that car makes
Ask children to describe the texture, design, color, the purpose of the car
Encourage children to play with others and play fairly
If possibly, provide students with other materials such as connecting roads, traffic light, stop signs, figures, homes, buildings
Skills & processes supported
By forcing children to exercise gross and fine motor skills, children learn to move things around, they see how quickly or slowly the toys roll and learn about what they can do depending on how much pressure they apply. Playing with small toy cars build a child’s fine motor skills. They develop hand-eye coordination and dexterity in both their hands as kids pick up, carry, throw, push and pull small toy cars around. Grasping and moving toy cars makes it possible for a child to later hold a pencil, cut with scissors. They learn about cause and effect when they play with small cars. They learn the word car first, soon they know about tires, doors, windows and the list go on.
Young school age
Bike
How to use material
Tell children to pedal gently
Assist any student who has trouble getting on or off the bike
Encourage children to keep an eye on their path as they ride the bike (eye coordination)
Encourage children to bike gently without rush
Tell students to share their experiences about a riding the bike ride
Ask students to keep using their muscles and describe what their musicals feel like after the bike ride.
Ask students which part of the body the use more in terms pedaling the bike
Skills & Processes Supported
child’s gross motor skills-these are the big physical movements like reaching, bending, pushing, pulling, as well as balance and co-ordination. Ride-on toys can give them valuable practice, this includes getting on requires balancing on one leg while swinging the other one over; moving forward and stopping when a skirting board comes into view requires muscle strength and forward planning. Bike riding also helps with full body sensory awareness along with visual stimulation. It also helps children with their attention and focusing on the task given to them. Overall bike riding helps children boost self-confidence because they have accomplished and learned how to do something they did not know how to do before.
Magna tiles
How to use material
Allow children to build any types of structures they want
Encourage them to learned the colors
Allow them to sort by shape and color
Ask the student to share their structure/ building his describe the process of making the thing they are making
Magna Tiles are very colorful and have magnets along their edges, which allow children to build any types of structures they want (homes, castles, cars, flowers, shapes). Magna Tiles help children with hand-eye coordination, sensory issues and other learning aspects. Children learned to manipulate the tiles with their hands and fingers, which is great for building their fine motor skills for handwriting and pencil grip. When children build tall structures, it prepares them for reading and tracking words on a page as they must use hand-eye coordination to construct buildings and towers.
Reflecting on Communication Scenarios
1.-Infants & toddlers
In yin’s situation I would do my best to make Yin feel welcome and make the classroom her second home. Even though it may be hard to communicate with yin and her mother in their language that the feel comfortable with, I approach to them respectfully and remind myself that I must approach to them being culturally sensitive, I will do this by learning about one’s own culture, learning about other cultures, learning to appreciate other cultures, and learning to interact with my student in the most approachable way.
If Yin comes from a home where English was not her first language, I will request the school administration to hire a second teacher that is bilingual that speaks well Cantonese and English. I will also refer Yin to other ESL services within the school, so they can help her with her English while at the same time she can still learned her own language. In addition, creating lesson plans (social studies) that are rich with information about diversity in communities (Multiethnic awareness).
In Miguel’s situation I will carefully place a snack on the small round tables, I will encourage him to repeat after me in a very politely way, Miguel repeat after me say “Can I have a snack please”. Since Miguel might not be able to open a bag or a container, I would gladly help him, as well help him serve his food, In addition making sure that after opening the snack there is plastic bags or other materials that may harm the infant health.
In Shanae’s situation, I will approach to her and ask Shanae “are you interested in cars, try to count the cars, look at the size of the wheels and among more”. I will encourage her to point out the cars that she spots, encourage her to repeat after me the colors that we see, encourage her to make car sounds. After the car observation, Shanae will have the opportunity to draw her own dream car by using a pencil, paper, and colored papers.
In Zelda’s and Toma’s situation, I will approach the situation appropriately, I will do this by working patiently to find a right solution to resolve the child’s issue. Though it may not seem like it at first, I will be finding a method that works best for each individual child, by carefully observing the challenging behavior, then take action to rectify it. For example, removing the child from the situation, then discuss alternatives such as encouraging Zelda to play fairly and that she needs to share the toys with her fellow classmates, whereas for Tomas I will carefully carry him up with my arms and then give him a friendly pat on the arm this will make him feel safe and calm, and then be independent again. Then offer him another play car.
In Denise’s situation, I will encourage Denise to show me what she has drawn, then encourage her to draw shapes, lines, and add color with crayons. I will ask her to repeat after me the different color that she will be using for her drawing.
Infant and toddlers
-water play- allow them to sensory explore and narrate what they are doing.
-ring stacker- say what color each one is, and describe it in detain
This supports sensory play and listening to language and mimic sounds
Preschool age
-Homemade playdough- ask them what color it is? How does it feel? Tell them how I think it feels
-play cars- ask them what color it is? Ask them which one do you think will go faster? Tell them which one I think will go faster?
This will help them build a vocabulary
Young school age
Bike- ask him if he can ride it? Ask him or her how fast they think they can go? What color is the bike? Is that your favorite color?
Magna tiles- what color are the tiles? How do they connect? Can you build a giant tower?
This is will help them understanding ang gross motor skills
Water Play:
Child is able to splash water
Child is able to describe the feeling of the water and phonology of the water splashing.
Child is able to describe the temperature of the water, is it cold? hot?
if toys are in the water, child is able to create imaginative scenarios to water play.
(when I interned at the Brooklyn Children’s Museum, I worked at a section called Totally Tots and we had a water area that the kids ENJOYED so much, even after hours we had a good time playing)
Ring Stacker:
Child is able to stack colors
Child is able to tell and describe the different colors
We can ask them how do they feel about each color, What else can they name that is the color the child is holding. This can teach motor development on grabbing the toy using their muscles, and communication skills.
Preschool Age:
Homemade Play dough:
Child is able to sculpt a figure and show creative side
Child is able to express the texture
Child is able to describe the colors
Child is able to use and learn different adjectives to describe the play dough.
This all develops Pragmatic development on a child. It furthers their level of communications.
Play Cars:
Child is able to set up an imaginary setting.
Child is able to decipher different noises a car makes.
Child is able to tell you different colors they may or may not see on a car.
Child may tell you a story based on memory regarding a car.
We are able to ask children different questions as is the car rough? soft? how fast can a car go? can an animal go faster? why or why not? We can also have the child use Pragmatic, phonology, gross and motor skills.
Young School Age:
Bike:
Child is able to ride cautiously.
Child is able to pretend he is in a fast vehicle.
Child is able to pretend he is riding down a different setting.
Child is using his cognitive and social development to enforce his imagination skills and express his feelings and ideas to the scenarios.
Magna Tiles:
Child is able to tell the different colors.
Child is able to speak about textures.
Child is able to stack and build.
This encourages children to communicate with other children on what ideas they may share.
Introducing big bucket full of water
Explain that children have to put their hands and splash the water, the way they love.
Ask them what they feel and what sensations they get holding hands in water.
They may have a feeling of creating bubbles and identify obstructive images and songs and fingerplays, social functions and phonology
Ring stucker
Explaining to children how to stack the rings starting from the biggest ring pieces to the small.
Let them figure out colors, shape and size of the rings.
Persuade them to find out what the final shape of the ring stacker is.
Skills to be supported: Symbolic awareness to Identify abstract images, receptive language understanding conversations and follow comments.
Preschool age:
Homemade playdough
You introduce material that can be shaped and created many fingers by their fingers.
Explaining how easy it is to mix different colors of the material and as well separately to create great compositions , which could be flowers in fluid or house with birds…
Literacy skills and processes drawing, creating , identifying abstract images and pictures. Social skills , semantics learning new vocabulary words.
Play cars
1. Teach them what type of cars are there.
2. Teach them what each car service represents
3. Ask them to identify the colors and shapes of the car.
4. What sounds could any car make based on their service.
Symbolic awareness
Young school age
Bike
Explaining how to sit on the bike and keep balance on it
Teach them to hold with both hands on steering handlers and legs on the pedals, synchronizing and controlling movement with hands and legs to start the ride.
Ask them what sensation riding a bike gives them, and if they are comfortable or there may be other kinds of feelings with pleasure and risk.
Pragmatic development that is intimately tied to socialization and more children are spending time outside their homes.
Magna tiles
Ask children to create images from tiles
Ask what colors they will use for each image and why?
Ask that shape they what to create and why
Ask if they are going to create just one image or they are going to create several different shapes of images.
symbolic awareness and pragmatics that provides children talking skills and engaged in social activities.
Reflecting on communication scenarios
Infants and Toddlers
During drop-off Yin’s mother speaks to her in Cantonese
Obviously Yin may have problems understanding English so I am going to ask her a simple question on how she feels today. Based on her response, I will know how to continue communicating with her. If she understands English then we continue our routine of the day. But if she does not answer verbally then I will try to use all non-verbal communication to get connected with her using gestures, facial expressions and body language and movements.
Preschool age children
During the snack Carlos holds his cup up in the air indicating he wants water as a teacher walks by with the pitcher.
I would ask Carlos if he would like some water so he could communicate with me verbally and not only with body language . Then I will ask him to hold the cup stronger or suggest he puts the cup on the table so he will not spill the water. Based on this, I will then pour water in his cup and ask him to drink his water slowly and carefully. My observation about Carlos is that he needed to develop more verbal communications because I think he was using mostly body language communication.
Young school age
Ana, Andre , Felix and Shania are playing in the block area. They are talking about building a playground .
I will tell them that I am very proud of them coming up with this idea. I will ask them how the four of them agreed to arrange the playground and what to build. I will then suggest some of my ideas that they could consider. If they don’t ask for my help, then I would still give them the freedom to develop their fantasy. They are already a great team of four who agreed peacefully and they have my support for their idea and my availability to help while they are building . So I would teach them how to take turns when communicating, maintain conversations between each other, eye contact and use proper attention.
Review the materials below. For each age group, how much would you use the material to support language and communication development? What language and communication skills and processes would be supported?
Material: Water Play
Age Group: Infant Toddler
ways to use this material to support Language and communication development:
– Demonstrate to infant and toddlers how to pour water. While your pouring the water you verbally say what your doing “look friends I am poring the water out of this cup. Would you like to try?”
– Pour water on their hands and say ” Do you like how the water feels? Is the water cold? doesn’t the water feel nice?
-Demonstrate to the children what happens when you splash the water. Invite them to do the same. ask “Did you like splashing?”” Did you get wet?”
What language and communication skills and processes would be supported?
The language and communication skills and processes that would be supported are:
Communication skills: Vocalizations, sounds and even laughing.
Language Skills: cooing, babbling in response to questions,
Material: Ring Stacker
Age Group: Infant Toddler
ways to use this material to support Language and communication development:
-Show children the colors of the stackers, sing a song about stackers
– Count the rings
– physically show the children how to remove the rings and stack them back up, let the children try and talk about taking turns.
– Ask one of the toddlers “can you give me the red ring?”
What language and communication skills and processes would be supported
Communication Skills: Vocalizations Non verbal communication: gestures, Facial expressions & body language & Movements.
Language Skills: Babbling, words without meaning, Responds to sounds, Follows commands, and understands what language is
Material: Handmade Playdough
Age Group: Preschool
ways to use this material to support Language and communication development:
– ask students questions about playdough; What color it is, what they are making, how it feels, does it smell like anything
– have children share playdough and play together with other children.
What language and communication skills and processes would be supported
Communication skills: vocalizations, Words, Body language and movement, and maintain conversation.
Language skills: Words, Sentences, Follow commands answer questions, and understand conversations.
Material: Play cars
Age Group: Preschool
ways to use this material to support Language and communication development:
-ask children to describe the cars.
– ask them what color the car is, Where is the car going,
– have students play together and share.
– have them describe somewhere someone has taken them in a car.
What language and communication skills and processes would be supported
Communication skills: Takin turns when communicating, and maintaining a conversation.
Language Skills: Sentences and questions, answer questions, and understand conversation.
Material: Bike
Age Group: young school age
ways to use this material to support Language and communication development:
– ask them the parts of the bike
– ask them do they have a bike at home do they ride it at the park.
– if they have a bike at home what color is it
– who was the person who taught them to ride a bike.
What language and communication skills and processes would be supported
Communication Skills: takes turn when communicating and maintains conversation
Language skills: Answers questions, and understands conversation
Scenario responses on how to support the children with communication and language skills
Infant & Toddlers
I would support communication and language the following ways
-with Yin I would ask his mom to show me some words one or two in Cantonese. I would also play Cantonese music in the classroom.
– with Miguel I would acknowledge that he wants snack. I would repeat and demonstrate the infant sign language for snack while saying the word and getting him ready to eat his snack
-with Shana I would approach her and ask her what she see and say is that a car? do you see the car? I see a blue car. Do you hear the sounds that the car makes do you hear the horn go peep peep.
– with Zeida I would tell her (if she is an older toddler) Tomas is upset because you took the car he was playing with. Can we give Tomas the car back and then we can find another car or another toy to play with until your friend finishes playing with the car. Or look there’s more cars over her to play with lets try to play together.
– For Denise I would make sure there are different crayons available to her. I would tell her or ask her better yet what she is drawing. ask her what color she is using if she doesn’t know i would tell her ” your using the color red”
Preschool age children
– I would repeat the sentence Li said the correct way back to her so she can understand proper language
– I would ask Carlos “would you like some water” and show him how to properly use his words when asking for water. I would tell him ok Can you say Can I please have some water and ave him repeat it then give him the water.
– I would ask Shaquana what she sees in the window, ask her if she likes birds, ask her what color are the birds in the tree, is there more then one, what kind of birds does she see when she goes outside or comes to school.
I would approach Tomas and let him know hands are not for hitting if he is upset he needs to use his words. Let Milagros know that he was playing with the toy.
– I would join in in their restaurant and ask if I could order some food. I would ask them whats the best food on the menu and ask them different questions about the restaurant and the food.
Young school age
– I would repeat back to Solanny you want some juice?
– While Jesus is looking at the book I would ask him about the book that he is looking at. Ask him what the book about and what he likes about that book.
– I would approach Denisha and ask her if she can describe to me what she is drawing or writing about
– I would ask the group of children playin with the blocks what things are in there park to do. What games would they play and things they would do at the park.
Review the materials belows. For each age group, how much would you use the material to support language and communication development? What language and communication skills and processes would be supported?
Materials
How to Use Material
Skills & Processes Supported
Infant-Toddler
Water play
-Ask children to tap the water
-Encourage children to tap water gently
-Ask children to describe what the water feels like
Inspired use of phonology (illogical sounds) due to the excitement produced from splashing the water
Inspire use of the pragmatics (contextualized conversation) by unfair play that may result in the activity. Children may splash the water into another child’s eye causing a student to cry. This will result in a teacher resolving the conflict, speaking to them in manner that is inspired by the context
Ring Stacker
-Ask children to play fairly
-Ask children to describe what it feels like to share with other students
-Ask students to tell the teacher the colors of the rings
Inspire use of phonology that will generate a positive environment that encourages sharing and peaceful interactions .
Preschool age
Homemade playdough
-Ask students to describe the colors of the playdough
-Ask the students to feel the playdough and describe what it feels like
-Encourage students to share
Inspire use of pragmatics because the children will be engaged in a social activity that inspired taking turns in conversation.
Syntax and morphology will be learned by the children when the teacher asks children to describe the playdough. For instance, they will learn adjectives like “squishy” and “red” when they are asked to describe the playdough. As a result, the child will learn word order and morphology because the student is being introduced to adjectives.
Play cars
-Ask students to describe the sounds that the car is making using imagination
-As students to describe the color of the cars
-Ask students to participate in fairplay
Inspire use of pragmatics because the children will be engaged in a social activity that inspired taking turns in conversation.
Inspired use of phonology when the students roll the cars around, making noises of excitement.
Young School Age
Bike
-Ask student to ride the bike gently
-Ask student to talk to students about their bike ride
-Ask students to keep using their muscles and describe what their musicals feel like after the bike ride
Inspire use of pragmatics because the children will be engaged in a social activity that inspired taking turns in conversation. The activity is encouraging fair play and politeness which will influence their language.
Magna tiles
Ask students to describe the colors of the magna tiles
Ask students to describe the shapes of the tiles
Ask students to describe what they are trying to make with the tile
Ask the student to describe the process of making the thing they are making
Inspire use of pragmatics because the children will be engaged in a social activity that inspired taking turns in conversation.
Hello, your responses were good. You gave detailed answers, i especially enjoyed when you describe the water play, and how each child would be ask what the water feels like.Its important especially for an age group of infant toddler. good job!
Hi Shayna
Very good detail information.
your responses were so well thought out, probably my favorite piece of yours so far!!
hi Shayna
your instructions for children are well selected , especially I liked when pushing children to start conversations . this will help them not only to express their language but also will help them to have a good social interaction and thus improve their language and communication skills.
I like the use of water play for the infant-toddlers because I have observed that children love to tap water when they play with it.
Hi, I think your methods of implementing the materials was very age-appropriate for each age group specified because it helps with the milestones they need to reach in each one.
great job! i loved all your questions!!
Love all the interesting questions you ask the children to engage with them.
materials
how to use material
infant – toddler
water play
– i would tell children to gently place hands into water.
– carefully swaddle water
– ask the children how does the water feel , ask questions like it the water cold , warm , ask them how does the water sound ,what does the water look like , example is the water clear
water play encourages the development of their eyes and hands.
this inspires phonology because it the study of sounds .
preschool
homemade playdough
– have students tell me what colors are the playdough
– what does the play-dough feel like
-how does the play-dough sell
here we would see pragmatic because this refers to the social language skill. This requires children to take turn communicating what they see , what the pladough feels, smells and what colors they are. This requires children to be interactive.
syntax and morphology because when the teacher asks children to describe the playdough
play cars
– have children describe the car colors , what colors do they see
-what sound do cars make
what do the cars feel like , example are the cars soft, rough, or smooth
here we’ll see phonology because this is the study of sound , each child would exercise this skill because they’ll be making car sounds.
young school age
-inform each child to ride bike carefully
-ask each student to describe how it feels when their on the bike.
– what sounds does a bike make
-what colors are the bike
-ask each child to find a buddy and talk about what they liked about their bike ride
this will encourage pragmatics because this refers to social language. this involves interaction, communication.
magna tiles
– what colors are the tiles
-how does the magna tiles feel
-ask children to describe the tiles , example shape , what are they creating with the tiles
This will also encourage interaction and encouraging communication among the children.
Hi Emily
Good job!
I like how you used senses for your activities. I think children enjoy using their senses to describe things.
Hi Emily, I think your choice of using the materials were appropriate and I especially liked the way you implemented the bikes and connected it with language by asking what sound does the bike make because it helps with multitasking while developing physical skills.
Emily, I agree with your response about the child riding the cycle. I was not thinking that as children they could talk among themselves about their ride experience (socialize) as you said . It will also help them to build conversation with each other. Good thought!
I really enjoyed reading this ! great questions
Materials How to use materials Skills & Processes supported
Infant-Toddler
Water Play Ask children not to splash the water. Verbal communication Phonology
Ask children to use an object play in the water.
Ring stacker Ask the child to count how many ring stacker is there. Verbal communication Pragmatics
Ask child what are the colors.
Preschool age
Homemade play dough Ask the student how many play dough is there. Morphology and Syntax arrange of words and how to study and forms words when replying,
Play cars Ask the student to make something from the play dough
Play cars Ask the student to describe the cars
Ask the student what kind of cars they think it is. Pragmatics being used because the child is engaged in social activity.
Young school age
Bike Ask the child if he or she knows how to ride a bike.
Ask the child to speak careful. Pragmatics child involved in social activity.
Magna tiles Ask child to describe the shape
Ask child what colors are the tiles Pragmatics child involved in social activity.
Infants & Toddlers
During drop-off Yin’s mother speaks to her in Cantonese.
Morphology- verbal communication try to forms words she would understand. Sound out each word to the infant.
When it’s time for snack, Miguel toddles over to the table. He starts opening & closing his hands to indicate he wants snack.
Sign language non verbal communication, pragmatics facial expressions, show him snack and see which one he wants.
You notice Shanae is looking out the window at the cars drive by on the street.
Verbal communication ask her if she like the cars and why is looking at them. Syntax well create formed sentences.
Zelda took the toy car away from Tomas. Tomas is starting to cry.
Verbal communication crying phonology sound of crying.
Denise is scribbling with a crayon on paper.
Communication skills eye contact ask Denise if I can help her. Pragmatics
i like that you would try to speak to Li’s mother, assuming she didn’t speak English.
hello , i like how yo gave names to the children. it makes the scenarios more realistic. your responses were good enjoyed reading it.
Infant-Toddler:
WATER PLAY
Use of Materials- getting hands wet, feel the water, how does the water fee, what does it look like, does it remind you of something, gently slaps the water, encourage them to use different materials in the water table, what sound it makes, does it have a smell, what happens to the water as it is being played with.
SKILLS & PROCESSES SUPPORTED: water play supports fine motor skills, great for sensory, hand eye coordination, expressive language, receptive language, social functions as well as supporting phonology
RING STACKERS
Use of material: size big to small and vice versa, name the color, shapes, feel the material, smell the material, look through the holes, weight of material, what do the different colors reming you off, naming objects of the same color, does it roll, how does it move
Skills & processes supported: fine motor skills, gross motor skills, receptive language, social function, communication skills to interact with teachers and classmates, learning shapes and colors, making connections and observations, learning but different sizes and how to make different things work
Pre-school Age
HOMEMADE PLAY DOUGH
Use of materials: how does it feel, what color, what shapes can be made, does it stand on its own, how does it smell, what color, what happens if you mix colors, make letter, numbers, spell names, make something that is that color, use just finger manipulation, use whole hand, smush it in hand, what can it be used for
Skills & processes supported: gross, fine motor skills, sensory, hand eye coordination, social skills, semantics while learning new vocabulary words,
PLAY CARS
Use of materials: what sounds does each car make, identifying the action of the cars, where may you see the car, how does it work, how many wheels, how many windows, color, shape, what is similar, what is different, size from longest to shortest, which are emergency vehicle
Skills & processes supported: phonology learning the sounds, syntax learning the meaning of words, it also helps with writing skills as they are working the hand muscles, it helps their fine motor skills.
Young School Age
BIKE:
Use of materials: balancing, using their whole body, using legs to push, using hand and arms to maneuver the steering wheel, how does it feel when on the grass, dirt, pavement, where is it easier to use, where is it a smoother ride, try to make a turn, use legs to back up an shift to right and left, go around people, stop when getting too close to an object or person,
Skills & processes supported: fine and gross motor skills, the use of their entire body, being able to concentrate and make decisions, using reflexes, hand eye coordination, semantics learning right from left and front from back, syntax learning vocabulary appropriate for activity, phonology learning to hear commands or comments, ideas.
MAGNA TILES
Use of materials: height perspective, colors, shapes, similarities, differences, understanding of building, what sound to they make, what do they feel like, putting different colors to eyes to see if their settings change colors, building specific shapes, how many of each shape and color, use triangles to make a large square, use small squares to make big square, use both small squares and triangles to make a large square, if using two different colors can you see through them, if so what color do you see, trace shape with finger
Skills & processes: gross and fine motor skills, using hands an fingers to make shapes and build, using their body to move around on the floor or table to better manipulate objects. Social skills as they have to communicate with the children playing with them. Helpful for writing skills by learning the shape of objects. Phonology learning the sound they make. morphology blend the sounds of the object but also listening to the words being said. Expanding vocabulary. semantics learning the meaning of vocabulary being used with objects, understanding the object and its functions.
REFLECTING ON COMMUNICATION SCENARIOS
Infant/toddler:
*Yin- Use pictures to help Yin make connections with English words, while instruction or playing keeping a close eye on Yin in case Yin may need help being social with other children. I’d also read with Yin a lot, do lots of interactive play and acting our
*Miguel- I would make sure to incorporate ASL in the classroom, being that I a actually do know ASL I would do songs with the class room to make him feel included, but also teach the class some basic ASL. Reading and writing, tracing shapes, numbers, letters and use lots of repetition.
*Shanae- I would make sure Shanae would know and could articulate the different sounds, phonology, I would try to figure out if Shanae what was interesting her in something in specific. I would play with Shanae with any toys and make sure to communicate, syntax, ask questions, make comments, draw the things being seen out the window,semantics.
*Zelda/- I would talk to Zelda about what is going on and let her explain to me in her own words,morphology. I would like to have verbal communication with her, semantics, and also phonology, about the situations and make sure she can identify facial expressions and gestures. Tomas i would focus on phonology, syntax, and morphology,
*Denise- Syntax write letters, shapes an numbers with her, identify what they are, and encourage her to keep going, comment on her work, hand to eye
PRESCHOOL AGED CHILDREN
*Li- syntax, not correct but just repeat the words correctly. Read with Li, write, have lots of conversations, ask questions and make lots of comments.
*Carlos- Phonology, morphology, syntax. I would say what i thought he wanted and have him try to repeat or use holopharsis, tun talking, self and parallel talk.
*Shaquana- phonology, syntax, holopharis. reading, writing, drawing, painting, story telling
** Milagros/Tomas- social skills, verbal skills, recognizing facial expressions and gestures, syntax, semantics, helping to find the right words or gestures to ask for something but also teach about patience. Tomas- Phonology, Morphology, syntax, social behavior and skills. repetition of words, ASL
*Destiny, Juan, Sam, Chen- social and behavior skills, semantics, morphology. Make sure everyone is being included, and having a turn having different duties.
YOUNG SCHOOL AGE CHILDRE
*Solanny- Language, Phonology, Syntax, holopharis. as a native Spanish speaker I would encourage Solanny to speak Spanish, I would read, write, sing, in Spanish to the class but also traduce pictures in both languages.
*Jesus-Semantics, Syntax. Read with Jesus, write down his story and retell it. Write, draw, go over letter sounds, write his name, sound letter out,
*Denisha- Write, read, draw, work, go over shapes, letter, numbers, ask her to try to copy my drawing and writing, ask questions about her work and make comments to see if she was trying to draw something specific. See if her drawings turned to letters or shapes.
*Serenity/Tomas- phonology, morphology, syntax with Serenity, asking her to use her words rather than getting upset or taking a break to gather herself, ask her if she would like a hug or read a book to calm her. I would speak to her about using her voice in different tones. Tomas encourage him to seek help, use verbal skills
*Ana,Andre,Felix, Shania comment on their work, ask what they are going to build, if they have a plan, what their jobs are, how many of each shape, how many shapes, how tall, what will it look like, ask them questions as they build.
hi Maria
your way to support children is interesting, it state that you are patient with children as you follow them individually and in group depend on each one what he or she needs. as a teacher working with patient is a great quality that qualifies us to work and deal with children.
Thank you, Yasmina! Patience is key when working with younger children.
Love how you responded to the scenario situations! great ideas!
Hi Maria, I like how you included all aspects of development when talking about what the activities can support.
Hey Sydnie, Thank you, I’m learning as i go.
I really love your work Maria
Materials to support language and communication development
infants an toddlers
Water play:
Let a child touch water and ask how you feel hot, cold? Use words to describe water pour, splash, or drizzle. I will ply with them and interpret their excitement about water into words. I will open conversation about their feeling toward splashing or drizzling water. for example, I will ask are you happy when you splash water? Help child to listen and reinforce their receptive skill as well as practicing their phonologic aspect.
Ring stacker:
I will ask them to tell the colors and the shape of the ring are they small or big. I will ask for example where is the red one in order to push the child to use proposition such as under, in behind. I support their morphology because I am trying to push a child to use words with meaning.
Preschool age
Homemade play dough:
I will let children to form what they feel comfortable to use their though their feeling. They could form animals, shapes, human and then I will try to open conversation about what they formed. In order to push them to use small sentences to express their idea. By this activity I am trying to support the expressive skill and the syntax and morphologic area.
Play cars:
For me always is important to give a child freedom to express what they want and also ply with them and having conversation. For example, I will say what happen for the car is not working let me try heee you see now it works, try now is your tour then I will say you get it god job. encourage the child and make him feel comfortable then he could express his feeling expend his communication. I am supporting his expressive skills and receptive as well as helping him to improve his syntax and morphologic aspect.
Young school age
Bike
the bike is mostly helping to improve motor skill. However, as a teacher who want to support language and communication I will try to push the child to express about his feeling and though about his or her bike did they like to ride or it is easy for them what is the difficulties encountered while riding. Make a child express and use his background language. Ask questions in order to learn new vocabulary. I am supporting the child to practice their syntax, semantic and pragmatic aspect. And improve their expressive and receptive language.
Magna tile:
Ask children to make a small project for example house. Then ask them how many pieces they could need why. Whish pieces they need? why? let them to tell small story about their small project. Support the child to improve and expend their syntax, semantic and pragmatic area.
Reflecting on communication scenario
Li says, we goed to the store and I bayed a new doll
Li is having a difficulty to say verb correctly. In this case I will try to repeat the verb correctly then when Li will hear the word repetitively, she will imitate to say the verb correctly. Also, it is good to tell parents to talk to her and repeating the verbs correctly. Therefore, she will hear from her environment the correct verb then she will imitate it.
Carol holds his cup in the air indicating he want water.
Carol had a difficulty to express that he wants water, in this case I will ask him what do you want? Then give him proposition about what he wants without saying water because I wanted to push him to say water himself. if I see that he cannot say the word water or he did learn it yet. then I should teach him the word first for example dividing the word wa- ter then say the world completely. After that I will teach him to use it in a sentence. Child will learn the word step by step.
Shaquana is standing at the window looking at the bird on the tree. In this case I will try to find out why Shaquana is isolating herself from the group. (I will not ask her about that). I will try to ask her question about what are you looking for? Oh! is bird is cute. Did you like it? What he is doing? Kind of question that will push her communicate and express her feeling and ideas.
Milagros snatched the toy car from Tomas. Tomas is raising his arm to hit Zelda. In this case there is a conflict and there is negative behavior. I will try to help them to play with the car in a positive way. Help them to be cooperative instead of using an aggressive behavior.
Destiny, Juan, Sam, and Chen are playing in the restaurant, Juan is the waiter. In this case I will observe if they are using a correct language. Ask them questions to exert if they could express their language properly. After that I will make sure that they will do the roles by tour.
INFANT-TODDLER
Water Play
I would place objects on the water or in the water, such as a boat, fish, ducks etc. I would talk to them about things you find in the water and also ask questions to make sure they understand. I would also place alphabets in the water and have the children tell me what alphabets they see floating away or ask them to grab certain alphabets. I would also use activities to explore their sensory skills, and have them feel the water, splash the water and ask them about what they feel and what happens when they hit the water in a specific way
Skills and processes supported – Water play supports a child’s cognitive development as it encourages them to explore and think. It also allows them to explore their sensory skills and language skills as you ask questions based on the activities.
Ring Stacker
I would have the children stack the rings from smallest to largest. I would also have the children put each ring on top of the color that looks similar to the last color. I would also have them tell me the colors of each ring as they place it on the stacker and take turns with each other stacking. I would also have them count each ring.
Skills and processes supported –
Ring stacker supports and challenges cognitive development and it encourages them to explore and think. It also allows them to use their language skills as they say their colors and numbers. It helps with their social development as they learn how to take turns with their classmates.
PRESCHOOL AGE
Homemade Playdough
I would have the children use the playdough to build things and talk about what they are building. I would have them tell me what it feels like and what it reminds them of, ask if it has a smell. Depending on the available colors I would also have them tell me the color of the playdough.
Skills and Processes supported-
Homemade playdough allows the child to utilize their cognitive skills and allows them to expand it. It allows them to think and use their imagination. It also helps expand their language skills, as you have them create things with it and ask them to explain what it is that they built and why.
Play Cars
I would ask the children to count the total of cars available as well as their color. I would ask the children if they know what each car is used for (Police car, fire truck, etc) and what sound they make. I would use the cars to teach the children how to share, and to distribute them as best as possible and take turns playing with it.
Skills and Processes supported-
Play Cars allows the child to utilize their cognitive skills and social skills. It also allows them to be creative with the noises that the cars make, based on their idea of the sound effects.
YOUNG SCHOOL AGE
Bike
I would use the bike to show the children how to share with one another. I would use the bike to ask the children what it is that allows them to move, how they use their feet, what they use to hold onto the bike etc. I would also use the bike as a way to incorporate proper PPE and ask the children why it’s so important to wear
Skills and processes supported-
The bike will strengthen the children’s fine and gross motor skills. It will also help strengthen their cognitive, language, and social skills as they not only use the bike to ride, but to be able to talk about it, what body parts are needed to ride a bike and proper PPE to wear while riding the bike.
Magna Tiles
I would use the magna tiles as a way for children to express themselves. I would have them build whatever it is that comes to their minds and have them talk to me and others about it. I would use the tiles for the children to get confident with their numbers and colors. I would also have the children sort out the blocks by its shapes.
Skills and Processes supported-
The Magna Tiles will require thinking and strengthen their cognitive development. It will a allow them to get comfortable with their shapes, colors, and build creativity. This will also help them communicate about their creativity, and the shapes and colors.
Infants & Toddlers
I would talk to Yins mother and ask her about common words that I could learn to communicate with Yin and help her not only in English but in her native language as well. I will use music, flash cards, books with picture and sound
I would teach Miguel’s entire class sign language, so he doesn’t feel alone. This will also teach the children that we are all the same. I would bring out blocks, drawings, etc to bring out his creative side and demonstrate different ways to communicate.
For Shanae I would incorporate cars to support her development. I will have cars set on a table and go over color and numbers with her. I would also go over the different kind of cars, what they are used for and what sounds they make.
For Zelda I would incorporate a lot of sharing activities with her. I would have her play with other children and praise her when she shares with another class mate, like a “Good job” “look how happy you made him/her” I would also use a chart with different faces, that symbolize happy, sad, crying, and always make sure that we want everyone to have big smiles on their face.
For Denise I would ask her what it is that she is drawing, to get her used to communicating and expressing herself. I would ask her to draw me things as she saw it, using her imagination, and going over colors and shapes with her.
Hi Taina ,
Great work !!
Infant-Toddler
-Water play: Ask children to splash or ask does the water feel cold, warm or hot. The skills and processes supported would be verbal communication.
-Ring stacker: I would observe if the child is able to stack the rings by size order. The skills and processes supported would be non-verbal communication.
Preschool age
-Homemade play dough: I would ask the children to make something out of the play dough, then they can present and explain what they made. The skills and processes supported would be verbal communication, communication skills and literacy skills.
-Play cars: I would observe the children playing with the cars and ask them what kind of car they are playing with. If they are playing with cars that make a certain sound such as an ambulance or police car, I would ask them what sound it makes. The skills and processes supported would be verbal communication and receptive language skills.
Young school age
-Bike: Before the children ride the bikes we would go over safety rules when riding. When they are finished riding I would ask them questions about the bike ride such as, did you enjoy riding the bike, was it easy or hard, how did you learn to ride a bike etc. The skills and processes that would be supported is communication skills and verbal communication skills. Non-verbal communication skills can also be observed while the children are riding the bikes.
-Magna tiles: I would let the children build what they want with the magna tiles then ask them questions about what they built. The skills and processes supported would be communication skills.
Reflecting on communication scenarios
Infants & toddlers:
-For Yin I would try to learn some major words in Cantonese, I would also observe Yin’s non-verbal communication skills to try to communicate with her.
-For Miguel I would ask him if he wants a snack and try to get him to say the work before handing him the snack.
-I would ask Shanae what she is looking at and ask her questions about the cars and road signs that may be visible.
-I would ask Zelda why do you think Tomas is crying and what we should do to help him.
-I would ask Denise what she is drawing.
Preschool age children:
– I would repeat what Li said with the correct grammar. I would say “Oh, you WENT to the store and BOUGHT a new doll ? emphasizing the correct words.
-I would ask Carlos if he wants water. If he says yes I would try to encourage him to ask for the water.
-I would ask Shaquana what is she looking at. I would ask her questions about the birds. I would see if she would like to draw the bird as well.
-I would explain to Tomas that hitting is not nice and ask him about his feelings and explain that there are better ways for him to get the car back. I would also talk to Milagros and ask her what she can do if she wants something from someone else.
-I would observe them and the rolls they are playing. I may ask them some questions such as what is the job of a waiter
Young school-age children
-I would say so you want juice just to make sure he knows that juice is jugo. I would encourage him to use both English and Spanish words.
-I would ask Jesus about the book he is reading. I would see if he can read the book to me and help him sound out words if needed.
-I would encourage Denisha to write about her drawing.
-I would ask Tomas and Serenity what is going on. I would like them to both explain why they did what they did and how they could do it differently.
-I would observe Ana, Andre, Felix, and Shania while they play at the block area. I would ask each of them what part of the park they are building.
Materials
Infant-toddler
Water materials
How to use materials,
Water materials guide is designed for child care providers in selecting high quality materials for Infant-toddlers.
Classroom to support the learning and play of young children,
Explain Water is for clean up,
Put the toys in the water such as balls, wooden and baby toys, and
Extending their efforts to use language.
Skills & Processes supported
Water play encourages the development of eye and hand coordination through pouring, Squeezing, stirring, painting, scrubbing, and squirting. Children strengthen their gross motor skills by running, dodging water drops,hooping through a sprinkler and also it can support their Expressive Language skills & Processes and Communication Skills & processes language skills.
Ring Stacker
How to use materials
Flexible ways such as how to make beautiful
Use Keywords such as Up, Down, more, go, tall, short .
Skills & Processes supported
It can provide the use of motor skills, cognitive, emotional skills, communication skills and language. They will be attracted by the bright colors of the ring stacker and they can learn different sizes and how to make different things work.
Preschool age
Homemade playdough
How to use materials
For developing their finger muscles through a variety of play activities such as to build a toys, house (Flexible ways and Use Keywords).
Skills & processes supported
Playdough can support Expressive Language skills & Processes and Communication Skills & processes and a child’s fine motor skills. Children need to develop their finger muscles and have proper finger control before they can learn to write at school.
Play cars
How to use materials
Play cars can support high quality play in young children, the materials can be used to push, pull, back, go ahead, turn if any block and separate with different colors.
Skills & processes supported
Play cars can support Literacy skills & processes, Receptive Language Skills & processes, Expressive Language skills & Processes and Communication Skills & processes. Cooperative play further enhances communication, enabling a child to learn from their peers.
Young School Age
How to use materials
Bikes can be supported not only for language development but also motor development. The materials can be used to drive in a straight or different direction to the goal. It can have useful intellectual abilities. The training wheels are adjustable and temporary and provide for children for their body balance.
Skills & processes supported
Language Skills & processes and Expressive Language skills & Processes can be supported.
Magna Tiles
How to use materials
It can use tapping into their creativity. It can be tapped to create a home, hospital or another building.
Skills & processes supported
Children can learn the math skills they can use to create fun Magna Tiles creation.
Reflecting on Communication Scenarios
I can support each child’s communication and language development.
Infant-toddler
Yin, Miguel, Shanae, Zelda and Denise are still Infant-toddler. We need to connect with non-Non-verbal communication. (Communication Skills & processes) for their language. We can use the materials such as Ring Stacker and water material for their language improvement.
Preschool Aged Children
Li for grammar.
Carlos for Communication Skills & processes languages
Shaquana for Expressive Language skills & Processes and Communication Skills & processes
Milagros and Tomas for social and verbal skills.
Destiny for behavior skills.
Young School Age Children
For Solanny, reading, writing and grammar for English because his first language is not English.
For Jesus, Ask him what his opinion is and read together this book.
For Denisha, ask him the story of his pic and practice with writing together his story in the writing center.
For Serenity and Tomas, Expressive Language skills & Processes and Communication Skills & processes.
For Ana, Andre, Felix, Shania, Leave it because they are communicating each other.
Hey Yan,
Good work. I like your solutions to the improvements of each child’s communication and language development because it shows you learn many things about language today and how you would you’re knowledge of that in a classroom.
Materials to Support Language and Communication Development
Infants and Toddlers:
Water Play
How to use- Let the infants and toddlers explore with it, let them tap and splash the water, and bring objects for them to use while playing with the water, put bubbles in the water let them see the difference and let them blow bubbles off there fingers,
Skills and Processes supported-Responding to sound because of the splashing and different reactions other infants/toddlers may have, also to show emotions. Which helps infant/toddlers develop eye-hand coordination and enhances social and encourages cooperation.
Ring stacker
How to use-Let the infants and toddlers take it apart, count to them, put it back together in different ways, telling them the colors, moving it away from them to see if they would walk or crawl to get, and talking to them showing them how its suppose to be build
Skills and Processes supported-Responding to sounds, communications, and conversations.Shape and color sorting enchanting social skills and physical development.
Preschool Age
Homemade Playdough
How to use-Let the kids flatten it or roll it, turn into different things like a snake or ball, let them explore with different tools, let them tell you the colors they see and what they created and count and smell and touch.
Skills and Processes supported-play dough strengths their muscles in their hands and can strengthen their motor skills making them better in writing, cutting, and coloring. It also enhances their creativity and imagination and increases curiosity and knowledge.
PlayCars
How to use-Let students explore the parts of the car and name them, let them say the colors and count them, ask them questions about the car, and ask them to share, and let them describe the cars.
Skills and Processes supported-playing with cars creates social skills, and physical development and movements and helps build language by asking students to make car noises and etc.
Young School Age
Bike
How to use- You can use a bike to let students explore outside, learn how to share and take turns, ask students to describe the bike and how its use, teach the difference in directions,
Skills and Processes supported- Increases physical activity, social skills, and motor skills.
Magna Tiles
How to use-let the students name the shapes, build 3-D structures, they can draw what they create, create a song about the titles, count them, and share and give ideas to peers
Skills and Processes supported-They learn self-control, develop their fine motor skills, and improve their critical thinking.
Age group: Infants/Toddlers
Materials:
Water Table:
In the water table, I’ll put objects inside of it that are of different textures. Water tables are made to explore the children’s sensory. You can develop language by telling the baby how the water feels explaining if it is cold hot if the objects are hard or soft or lump. You can develop grasping skills by asking the baby to pick up the objects inside the water. You can enhance practical life skills by incorporating cups, spoons, and sponges with a little soap to learn how to clean while also enhancing fine motor development, hand and eye coordination skills, and language by adding speech of commands.
Ring Stacks:
With a ring stack you can count with the child, you can also enhance language by telling the baby the colors of the rings. The baby can enhance grasping and hand eye coordination by grasping the rings and placing them on the stacker. You can also teach the differences of sizes.
Preschool:
Handmade dough:
With handmade dough, you can teach practical life skills by incorporating baking utensils and teaching them how to properly use a rolling pin and cookie cutters. You can use shape cookie cutters, animals, or alphabet cutters to incorporate language in this activity. You are teaching the child hand and eye coordination, developing fine motor skills, and practical life skills.
Play cars:
With cars, you can tape different lines zig-zag , straight, or circle in order to develop concentration and fine motor skills. You can also make the students incorporate dramatic play and add signs like the stop sign and the traffic light so they can learn practical life skills. You can also allow the students to identify different types of vehicles to develop their vocabulary and object identification skills.
Young school age:
Bike: With a bike, you can play games like red light green light. This helps with the childrens listening skills. You can also allow the children to freely play to develop balancing skills and their physical development. You can also encourage the students to express themselves ask the child are you going slow, are you going fast, are you tired?
Magna tiles:
You can allow the children to free play and ask questions like “what are you building? How many tiles are you using? How many blue tiles do you have? What shapes are you using?” The child can express their imagination while developing language and concentration skills in order to multitask.
Observations:
Infants and Toddlers
I would introduce the class to Cantonese simple basic words to the classroom for family diversity and inclusion for Yin. For Miguel, I will assist him with adding words to his gestures so that he can communicate verbally if not I will teach him how to sign that he is hungry and wants to eat. I will also add some cars into activities since Shanae is very interested in looking at them out the window or do an outdoor activity to observe cars in a different environment, I’ll ask her what she likes about the cars and what she is thinking. With Tomas and Zelda, I’ll tell Tomas to use his words and explain to Zelda that Tomas is sad because he was playing with the toy first and it is best to take turns and use the toy when he is all done. I’ll ask Denise what she is drawing, I’ll also ask her what colors she is using.
Preschool Age Children
Ill help Li with her sentences so she can repeat the sentence to encourage proper vocabulary and speech. I’ll ask Carlos , Would you like some water? If he nods I’ll simply say can you say “May I have some water please” to help encourage verbal communication skills.I’ll ask Shaquana “What kind of bird do you think it is” if she doesn’t know I’ll tell her and I’ll ask her if she likes birds. If she does Ill do a lesson of birds so she can know more about them. If this situation occurs with Tomas, Milagros I’ll tell Tomas to use his words and tell Milagros it is not ok to snatch a toy when someone else is using them and it is not ok to hit someone else because he is upset, he can also cool himself off and use a different toy instead. If I see the students playing dramatic play I’ll ask Juan whos the waiter to take my order and participate in the dramatic play.
Young School-Age Children
If Solanny says “I want jugo por favor” , I’ll repeat you want juice please and I’ll respond to her in spanish
“Toma hugo”, “Heres some juice”.I’ll ask Jesus to read aloud and help him along while he turns the pages to help with his vocabulary. I’ll ask Denisha what is she writing at the center and if she can make a story while she’s there and to draw some pictures of her story. I’ll tell Serenity it is not nice to hit hitting hurts and to use her words and not scream because no one understands how to help her if she does she should only scream if she is in danger. I’ll ask where would they make the playground, what things will be at the playground, what do they like best to play with at the playground.
Hey Arelis,
good organization and good job with your answers. I like how you would use the materials in the classrooms because it shows how you think and how and what you would like students to learn.
Arelis, I enjoy reading as well as I am learning about younger children. The different ways you mention the dough can be used is amazing and I would never think about those ways. Thanks for being so thorough with that explanation. Keep up you good work.
Hi Arelis,
Very good observation
Reflecting on Communication Scenarios
Infants and Toddlers-
Yin: Speak to the mother and ask her to speak also English in her home and if she doesn’t speak English ask her to play videos or have Yin watch youtube videos at home so Yin can be able to understand and communicate in both languages once she grows up.
Miguel: once he starts doing that always ask him “Do you want the snack” and shake my head yes or no to see if he responds or tries to babble the words I just ask him.
Zelda: try to get her more social and teach her to share
Denise: That’s a great milestone for an infant/toddler so let her do that more often teach her colors and about letters and other things she can draw or write.
Preschool Age Children-
Li- say something positive like yes good job and then correct her by saying the sentence correctly and making her repeat it.
Carlos- always ask him does he want water and see if he repeats after you or always ask yes or no to see if he shakes his head or says.
Shaquana- Always ask her questions like what she sees, what colors, what is she looking at, and to count to see if she develops on these skills and practices them when looking out the window.
Milagros/Tomas- Teach them to share and to use their words to show emotions
Destiny/Juan/Sam/Chen-ask them questions like what food they serving, whats their restaurant name, how did they come up with the idea.
Young School-Age children-
Solanny- Ask the parents to speak to Solanny in English more often, correct the sentence after saying positive, and making her repeat the sentence in English.
Jesus- That’s a great milestone for his age so tell him that and ask him to read together teach him the words and ask him questions about the book.
Denisha-Good milestone tells her something positive and asks her questions about her drawing.
Serenity/Tomas- ask them to express how they feel by using their words and to try to play again.
Ana/Andre/Felix and Shania-let them be social and explore their imagination.
Hey Elianna, I like how you mentioned that the students reached the milestones for their age because that is something that I didn’t think about.
Module 4 Post #3: Supporting Language Development
How to use water-play material to support language and communication development.
-Water-play can help to support language and communication development by students having fun (smiling, laughing) with the water and at the same time having conversations. They can use the water to pour from one container to another, they can add mixture to it and make bubbles, they can use their hands to play in it or to keep them cool.
-The ring stacker can help them to say colors, shapes and count. They can also stack them up and make shapes or other objects. They will have fun while playing as well as generating conversation. Intermittent prompt from the teacher will also encourage them to talk. Both can be used to develop phonology where if they cannot say the full words clearly, they can turn them into sounds that they understand like (wa wa for water, until they can pronounce water). Morphology can help developed by the children using the letters they know and can put them together to make words, or they will understand what they are doing with the water and stacker. However, they might not be able explain/say. They can build motor skills too.
-Language skills and processes are: verbal communication – they are vocalizing, saying words/letters (sound), laughing having fun. Non-verbal – facial expressions when talking, body language in the various action used in playing with the water. Communication Skills-they will have eye contact/get attention appropriately, staring at what they are doing and watching each other, listen then talk, continue talking. Expressive – they can say things that teacher might not understand or ask questions. Receptive-they will respond when some speak, follow command or understand conversation.
Pre-school age
They can use the dough to roll, create letters, words, learn colors, make objects, patterns, stretch it etc. Teacher can ask them what they made, by encouraging conversation. They can use the cars to count, say colors, say what kind of vehicle it is (truck, car) and drive them on the floor or other surface. They can develop syntax by putting words together that they will use while doing the activities, for example “playdough”, it might be challenging for a child to say the full word and teacher can tell them it is dough. Semantics facilitate children gaining their own meaning from the activities they perform for example; the child will use his own language/understanding to explain what is being done. Though the teacher or peers might not understand. During these tasks, the teacher can check for understanding but not to push them to say the words correctly.
-Language processes and skills that can be developed: Verbal communication – by vocalizing what they are saying, sounds and words can start their enunciation. Non-verbal – facial expression while playing laughing or just expressing self and bod language and movement as they go along and perform motions (such as drive or molding dough). Communication skills-they will keep their eyes on what they are doing, get turn to communicate, have and maintain conversations among themselves and teacher. Express language-jargon to say the items, calling them by name whether they are right or wrong, might use simple sentences though they might not correct. Receptive language – they will respond to sounds, understand language/commands, ask questions, understand conversation. They can also build motor skills.
Young School Age
Children can use the bike to drive around and develop their balance and skills. Teacher give students riding instructions and see how well they follow and understand instruction. They can also socialize and have conversation among their peers.
They can use the magna tiles to build/arrange things, create letters, shapes, help with counting, learn colors, and build teamwork. These activities can help their thinking, problem solving, patience, sharing and creative skills. They can also develop motor skills. They can improve syntax by learning how to put words together to explain what they are doing as well as answer questions from teacher or ask her questions. Pragmatics can be learned because children will use the words or expressions, they are familiar with. Their teacher can also learn from them.
Language Skills – Verbal communication – saying words/phrases/sentences, laughing. Non-verbal – gestures showing actions, facial expressions, body language & movements. Communication skills – Eye contact, get attention, take turns to communicate, maintain conversation, Expressive language – jargons, words with meaning, sentences & questions. Receptive language – responds to sounds, understand language, respond to name, follow commands, answer questions, understand conversations. They can sing while riding the bike.
Scenarios – Communication and Language Development
Infant & Toddlers
The teacher can try to learn in basic Cantonese language such as: good morning, goodbye/bye. By doing so, she will understand the baby when she speaks though it might be basic because not understanding the child can lead to the teacher being confused and pressured. Learning basic words from the parent culture will motivate the parent knowing that they will say the teacher has interest in their child and appreciate their language. A teacher needs to understand the verbal and non-verbal language of her students. Morphology reminds us that children will respond to pictures before calling words and they understand more language than what they can say. This speaks to Miquel not being able to say what she wants. Therefore, the teacher needs to read her cues, understand and give her the chips, while having a conversation with her telling her what she is giving her. The teacher should give Shanae her space and time at the window to look at cars. As I said above, children understand much more language than they say. After giving her time, the teacher can go by and start a conversation with Shanae. The teacher can also allow Shanae to play with toy cars to learn more about cars. Teacher need to encourage sharing by telling Tomas that he needs to give her a turn using the toy and give Tomas options with other toys that he can play with. His crying is communication to the teacher (verbally) that something is wrong and needs to be fixed. The teacher could also tell Zelda that next time she needs to ask her (teacher) for what she needs. Leave Denise to continue to scribble and ask her what she is scribbling and listen without trying to tell her what you think she is scribbling. Likewise, if she does not wish to speak, leave her. Scribbling helps to build her confidence and writing skills.
Preschool Age Children
The teacher should value how Li speaks, listen to her and do not correct her. Instead the teacher can say, “oh you had fun over the weekend Li”. The teacher should know that children learn errors while putting words together and should not push to correct her, but to encourage her to keep talking. The teacher should understand children’s cue and should know what Carlos means by holding up the cup and give him water. As I said before children understand and can relate to pictures more than calling words. Allow Shaquana to enjoy looking at birds in the tree, knowing that children understand much more than they say. After giving her adequate space and time, go by the window and start a conversation with her asking her questions and give her adequate pausing time for her to think before speaking. Listen to her conversation and don’t take it over. The teacher should encourage Tomas to get another toy and tell Milagros to ask Tomas nicely to borrow the toy or ask her the teacher to ask Tomas. She should ask Milagros to tell Tomas that he is sorry. The teacher should gently tell Tomas that it is not nice and encourage him to find a toy to play with. The teacher could also rearrange the children. Destiny, Juan, Sam and Chen should be encouraged to continue understanding the language of a story and follow the commands and act out their play. Students who show understanding of what they read, should be encouraged to continue reading and in this case, it is acting.
Young School-Age Children
Solanny is using two languages which is evident that she speaks one at home and one at school. If here parents speak Spanish, she will learn that language. The teacher should try to know some basic words, however, if not, she could ask another teacher to interpret. On the other hand, a well-organized Daycare should employ bilingual workers and place a child with someone who knows her language. The child should be encouraged to speak both languages because it will help her to build her language skills much faster. As some children understand pictures before calling out words and understand more language than what they are saying, Jesus should be encouraged to continue looking at pictures and the teacher joins him and see how she can get him to say something if he wants. As always, do not push him. Denisha might be expressing her writing through drawing. Some children can relate their drawing to a story better than they can write it. The teacher can ask her to explain what she drew, if she chooses, if no, leave her to continue expressing her language through drawing. A picture is symbolic awareness, it speaks about something.
Serenity scream (verbal expression) signifies that she needs some attention. The teacher should try to understand what is happening. She should be encouraged to use words to express herself instead of crying. However, if she cannot speak, she must be facilitated through sign language. Serenity should be discouraged from hitting Tomas. Ana, Andre, Felix, and Shania should be encouraged to build a playground and doing so requires conversation between them about their task. The more they communicate, plan and build their playground, they are improving their language development because they will develop communication skills, language skills and literacy skills.
Hey Denise Newland Stewart
This is Luis Martinez, I agree with you that integrating water play stations in the classroom is very beneficial to young children ,because Water Play expands children’s imagination/creativity with endless opportunities to develop fine and gross motor skills . Children will increase their fine motor skills and hand-eye coordination through actions like pouring, squirting, scrubbing, stirring and squeezing.
Infant/Toddler
Water Play: I would add objects like a cups, measuring spoons, pebbles, small pieces of paper. I would have them fill and empty the cups with water to teach them the difference between full, half full/empty, and empty. Or use the pebble and paper to teach them new vocabulary words like sink and float. This language and communication skills and processes this activity and these materials would support are their receptive, expressive, and communication skills and processes. Students will be laughing, using movement and body language, initiate and maintain conversations, follow commands, and also answer and ask questions.
Ring stacker: I would give students different color orders and tell them to stack in it that order according to the colors. Then have students count the amount of rings on the stick. This will also support their receptive, expressive, and communication skills and processes for the same reasons as the water play. Students will work in pairs for this, alternating and learning how to share. They will be following commands, asking and answering questions, and taking turns when communicating with their partner.
Preschool Age
Homemade Play-dough: Allowing them to play freely in groups will support communication and expand their vocabulary while boosting creativity. They can mix colors to make different colors and make different shapes. This activity will teach them vocabulary like roll, squeeze, flat, and squish. This will support their expressive and communication skills and processes as they talk and play with their classmates also while learning.
Play cars: I would first read students a book that describes the different kinds of cars and trucks like a school bus, ambulance, fire truck, police car, and trains. After I read students this book I will give each group a bunch of toy cars and have them tell me which car is what and what sound it makes. This will support all 4 categories of language and communication skills and processes. Students will use make the sounds that the cars make, and laugh at the noise supporting verbal communication. They will gesture how the cars move when actually playing with the cars, using body movements which is non-verbal communication. For their literacy skills and processes, reading the book will support their symbolic awareness when they see the pictures of each type of car they will know what it is.
Young school Age
Bike: I will have each student ride a bike and here they will learn the difference between left and right, why respecting people’s personal space is important and I will of course teach them how to ride and hand-eye coordination. Communication skills will be supported because they have to communicate with each other to avoid any clashes and injuries, this active will have them repeating phrases like excuse me, I’m sorry, and may I please.
Magna Tiles: During this activity I will first give directions to the students then allow free play in groups. First I will have students name the different shapes they see, then I will have them create things from only one color, then ask them to show me different heights with the tiles. This will support their receptive, expressive, and communication language and skills.
Reflecting on Communication Scenarios
Young School Age children:
-While holding up both the juice and water I will repeat the options to Solanny in both English and Spanish. I will make sure she knows the word for both water in Spanish along with english this will help me know if I am giving her the right thing.
-I would ask Jesus questions about the pictures in the book, ask him what he sees, what he knows about the book so far, and what can he predict will happen if it’s a story book.
– I would compliment her drawing then ask her what she’s drawing, if it isn’t obvious, what it means to her, or why she is drawing it. This will get her to think about what she’s doing and help her the connection between thinking and communicating thoughts.
– I will go over and try to diffuse the situation by asking what happened and why Serenity is upset. I would even ask Tomas why he thinks Serenity is upset and I will ask them both do they think they are doing the right thing. I would remind Serenity that we keep our hands to ourselves and treat people exactly how we want to be treated.
– To support communication I will ask them each what they want their playground to look like and point out common ideas and have them then brainstorm together and maybe suggest somethings if they aren’t agreeing on some part.
Materials to support language & communication development
Water Play
Infant- Toddler: The use of objects in water helps kids develop more their creativity and thoughts.It makes them explore and come up with questions. The expressive language is used here.
String stacker: That helps infants to learn how to count and knowing the primary and secondary colors. Communication skills & processes is being used.
Pre-school age
Homemade playdough : I would teach the kids to make figures out of the playdough and ask them what they did. This will help kids to develop more their creativity and communication skills. Literacy skills is use here.
Play cars: I would teach the kids the different types of vehicules like car, trucks, ambulance and other different types of cars. Also the difference sounds for a police car and an ambulance. These supports all 4 language skills.
Young school age
Bike: I will talk to explain kids about red, yellow, and green lights in the streets. This helps kid with their listening skills and the visualization learning skill.
Magna tiles: I will ask students to tell me the different shapes they see. This will support their receptive, expressive, and communication language and skills.
Review the materials belows. For each age group, how much would you use the material to support language and communication development? What language and communication skills and processes would be supported?
Materials
How to Use Material
Skills & Processes Supported
Infant-Toddler
Answer: *Infant-Toddler
(WATER PLAY)
Use of Materials: by asking the child to reach into the water to grab the balls, ask the child to tap the water, ask questions like: how does the water feel , teach the child the difference from cold and warm water , ask them how does the water sound ,what does the water look like.
Skills & Processes Supported: supports fine motor skills, receptive language, communication skills, non-verbal communication, and last but not least supporting phonology.
(RING STACKERS)
Use of Materials: by verbalizing to the child what each color of the rings are, the shape of the rings. ask the child to grab for one of the rings (grasping is very important in this stage), size big to small and small to big,
Skills & Processes Supported: supports fine motor skills, gross motor skills, symbolic awareness, receptive language, non-verbal communication, making connections and observations, and last but not least supporting.
*Pre-school Age
(HOMEMADE PLAY DOUGH)
Use of materials: by letting the children the playdough to build things, ask questions such as how does it feel, what color is the play dough in their hands, what shapes can they make using the play dough,
Skills & processes supported: supports gross, fine motor skills, social skills, semantics while learning new words and numbers and also becoming more creative
(PLAY CARS)
Use of materials: by identifying the sounds that the care makes, the color of cars, having the child drive the car as fast as the car can, how does it work *if child does no know help*, how many wheels does the car have,
Skills & processes supported: supports their fine motor skills, phonology by learning the sound of the cars, syntax learning the meaning of cars and what they do and also new words, it also help the hand muscles.
*Young School Age
(BIKE)
Use of materials: by learning about balancing, using their whole body such as their legs,arms, hands, how does being on different grounds feel such as grass, dirt, street, also learn when to stop when getting too close to an object or person.
Skills & processes supported: supports fine and gross motor skills, their syntax, semantic, pragmatic, social skills most importantly because as they not only use the bike to ride, but to be able to talk about it their experience on the bike if they like it or not , what body parts did they need to ride a bike and proper gear to wear while riding the bike.
REFLECTING ON COMMUNICATION SCENARIOS
Infant/Toddler:
Yin- I would still greet thee mother with open arms and make use i have a translator available which will be downloaded on my phone when she does come so we can communicate with one another
Miguel- I would make sure to have Miguel repeat sentence after me for example “you want more snacks” or “can i have more snacks please”? , I would to get him super confident in himself, have extra time with him in the classroom such reading and writing, tracing shapes, numbers, letters and use lots of these takes repeatedly with him one on one,
Shanae- I would ask Shanae if she know what she is looking at outside the window , have her even c=draw the car that she seen , bring in a toy car for her for her to physical see and play with
Zelda- I would tell Zelda that she did was not nice and we have to be nice to each other peers. I would also ask Zelda to give the toy back to Thomas and play with it together nicely
Dense- I would ask Denise what she is drawing , I would also try to get into the habit of color shapes or numbers since she is scribbling
Pre School Age Children:
Li – I would correct Li and let her know the right terms to use but still let her explain ow her weekends was. I want my children to still feel confident when speaking to me , giving them that trust and comfort
Carlos – I would ask Carlos to speak on what he wants instead of putting the object in the air , its super important that children become verbal
Shaquana – I would walk over to Shaquana and ask her what does she like about the birds , does she like big or small bird. have her also draw birds out on the paper
Milagros/Tomas- helping to find the right words or gestures to ask for something but also teach about patience.
Destiny, Juan, Sam, Chen- Make sure everyone is being included, and having a turn having different duties in the class room it will encourages them knowing different skills.
Young School Age Children:
Solanny- Since Solanny is a Spanish speaker I would encourage Solanny to speak Spanish, I would have someone who is able to read in Spanish read, write, sing, in Spanish to the class for her and any other bilingual students but also have pictures in both languages in the class room .
Jesus- I would read with Jesus, write down his description for each page he passes in the book, and have him retell it, have hi also try to read the book outloud
Denisha- I would walk over to her and ask questions about her work and make comments to see if she was trying to draw something specific, I would later on even pull out a paper and crayons and draw with her try to engage with her as much as i can
Serenity/Tomas- I would ask Serenity to use her nice words rather than get upset or even suggest to her to take a little walk around the classroom to gather herself, I would speak to her about using her voice in different tones. Tomas encourage him to seek help, use verbal skills
Ana,Andre,Felix, Shania- I would comment on their work, ask question like what they are going to build, how many of each shape, who is going to be doing what, the shapes, how tall each item is
Hey Janate Bratton
This is Luis Martinez,I like the way you approach the different communication scenarios in a very specific way with different methods , for example in Yin’s situation you kept in mind about being cultural sensitive in the classroom.I addition you also were encouraging your students to expand their verbal communication instead of lifting objects in the air,like in Miguel’s situation.
I reviewed this module
Materials to support language & communication development
Review the materials below. For each age group, how much would you use the material to support language and communication development? What language and communication skills and processes would be supported?
Category level: Infant toddler
Water play
How to use material
Encourage infant toddlers to tap the water with their hands
Prove them with water toys such as rubber ducks, Beach toys, such as buckets, shovels, sieves, Plastic cups, squirt toys, and color pebbles
Incorporate encouraging phrases such as “Come honey listen to water waves”, “How do you thinks the water feels”. “go ahead sweetie try it”
Inspired use of phonology (illogical sounds) due to the excitement produced from splashing the water
Constantly watch the children, safety comes first make sure the child does not place objects on their mouths.
Assist every child’s needs, place objects that are thrown on the floor back into the water play table
Skills & processes supported
Water Play provides hours of rich and valuable early childhood experiences to develop children’s creativity and imagination. This interactive activity covers most of the aspects of language & communication Skills & Processes .Furthermore, water play is both enjoyable and educational, enhancing social skills and encouraging cooperation. Water Play plays a role in the developing of fine and gross motor skills across age ranges. Children will increase their fine motor skills and hand-eye coordination through physical actions like pouring, squirting, scrubbing, stirring and squeezing. It will also help master the pincer grip which will enable them to hold a pencil correctly as they moved towards the next grade level. This engaging activity will help them to learn to work with one or several children, to take turns and share the space and accessories (water toys) with their friends.
Ring Stacker
How to use material
place the ring stacker pole in the middle, place the rings side by side, arranged them by size (larger to small)
incorporate encouraging phrases
Give a little demonstration on how to stack the rings
Encourage the child to repeat after you “blue, yellow,red,green, and orange”
Let the child himself stack the rings on the ring stacker pole
Encourage the child to tell you the texture of the rings
Encourage the child to share with others
Let the infant knock all the pieces over.
Have your toddler start with the biggest pieces, progressing to the smaller pieces.
Skills & processes supported
For young infant toddler, picking items up and putting them in place helps them learn the important skill of intentional grasp and release, as well as how to control and position their fingers. They began to put their sensory skills at work, they use their entire hands to explore, hold, release, and place objects. Basically, meaning that larger, chunky shapes are just the right size for little ones to grasp. Infant toddlers will also learn about spatial relationships such as “under,” “on,” and “around” and shapes, and the cause and effect when he knocks the structures down.
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Preschool age
Homemade playdough
Ask the students to describe the texture of the playdough
Let children examine the playdough (color, texture, mixing, size)
Encourage them to share with others, and play fairly
Provide students with materials such as rollers, kids scissors, dough cutter shapes, and among other wooden/plastic dough tools
Don’t limit the endless possibilities of children, let them used their imagination to create figures, shapes.
Encourage them to think outside the box
Assist every child’s needs
Skills & processes supported
Playdough is all about hands-on exploration, playdough provides a lot of endless opportunities for children to experience independent and cooperative play. In both styles of play, children are exploring abilities, life experiences, and emotions. During play with others (classmates), children are learning about cooperation, collaboration, self-control, and friendships. The acts of squishing, rolling, flattening, and more helps young children develop muscles used in their hands for fine motor movements useful in the future, such as holding a pencil or using scissors. As children discuss what they are creating or their sensory experiences they are expanding their vocabulary. Overall, there are so many different ways children learn comprehension, listening, and communication skills through playing with playdough.
Play cars
Encourage students to sort out the play cars by color and size
Encourage children to use their imagination to visualize the different sounds that car makes
Ask children to describe the texture, design, color, the purpose of the car
Encourage children to play with others and play fairly
If possibly, provide students with other materials such as connecting roads, traffic light, stop signs, figures, homes, buildings
Skills & processes supported
By forcing children to exercise gross and fine motor skills, children learn to move things around, they see how quickly or slowly the toys roll and learn about what they can do depending on how much pressure they apply. Playing with small toy cars build a child’s fine motor skills. They develop hand-eye coordination and dexterity in both their hands as kids pick up, carry, throw, push and pull small toy cars around. Grasping and moving toy cars makes it possible for a child to later hold a pencil, cut with scissors. They learn about cause and effect when they play with small cars. They learn the word car first, soon they know about tires, doors, windows and the list go on.
Young school age
Bike
How to use material
Tell children to pedal gently
Assist any student who has trouble getting on or off the bike
Encourage children to keep an eye on their path as they ride the bike (eye coordination)
Encourage children to bike gently without rush
Tell students to share their experiences about a riding the bike ride
Ask students to keep using their muscles and describe what their musicals feel like after the bike ride.
Ask students which part of the body the use more in terms pedaling the bike
Skills & Processes Supported
child’s gross motor skills-these are the big physical movements like reaching, bending, pushing, pulling, as well as balance and co-ordination. Ride-on toys can give them valuable practice, this includes getting on requires balancing on one leg while swinging the other one over; moving forward and stopping when a skirting board comes into view requires muscle strength and forward planning. Bike riding also helps with full body sensory awareness along with visual stimulation. It also helps children with their attention and focusing on the task given to them. Overall bike riding helps children boost self-confidence because they have accomplished and learned how to do something they did not know how to do before.
Magna tiles
How to use material
Allow children to build any types of structures they want
Encourage them to learned the colors
Allow them to sort by shape and color
Ask the student to share their structure/ building his describe the process of making the thing they are making
Magna Tiles are very colorful and have magnets along their edges, which allow children to build any types of structures they want (homes, castles, cars, flowers, shapes). Magna Tiles help children with hand-eye coordination, sensory issues and other learning aspects. Children learned to manipulate the tiles with their hands and fingers, which is great for building their fine motor skills for handwriting and pencil grip. When children build tall structures, it prepares them for reading and tracking words on a page as they must use hand-eye coordination to construct buildings and towers.
Reflecting on Communication Scenarios
1.-Infants & toddlers
In yin’s situation I would do my best to make Yin feel welcome and make the classroom her second home. Even though it may be hard to communicate with yin and her mother in their language that the feel comfortable with, I approach to them respectfully and remind myself that I must approach to them being culturally sensitive, I will do this by learning about one’s own culture, learning about other cultures, learning to appreciate other cultures, and learning to interact with my student in the most approachable way.
If Yin comes from a home where English was not her first language, I will request the school administration to hire a second teacher that is bilingual that speaks well Cantonese and English. I will also refer Yin to other ESL services within the school, so they can help her with her English while at the same time she can still learned her own language. In addition, creating lesson plans (social studies) that are rich with information about diversity in communities (Multiethnic awareness).
In Miguel’s situation I will carefully place a snack on the small round tables, I will encourage him to repeat after me in a very politely way, Miguel repeat after me say “Can I have a snack please”. Since Miguel might not be able to open a bag or a container, I would gladly help him, as well help him serve his food, In addition making sure that after opening the snack there is plastic bags or other materials that may harm the infant health.
In Shanae’s situation, I will approach to her and ask Shanae “are you interested in cars, try to count the cars, look at the size of the wheels and among more”. I will encourage her to point out the cars that she spots, encourage her to repeat after me the colors that we see, encourage her to make car sounds. After the car observation, Shanae will have the opportunity to draw her own dream car by using a pencil, paper, and colored papers.
In Zelda’s and Toma’s situation, I will approach the situation appropriately, I will do this by working patiently to find a right solution to resolve the child’s issue. Though it may not seem like it at first, I will be finding a method that works best for each individual child, by carefully observing the challenging behavior, then take action to rectify it. For example, removing the child from the situation, then discuss alternatives such as encouraging Zelda to play fairly and that she needs to share the toys with her fellow classmates, whereas for Tomas I will carefully carry him up with my arms and then give him a friendly pat on the arm this will make him feel safe and calm, and then be independent again. Then offer him another play car.
In Denise’s situation, I will encourage Denise to show me what she has drawn, then encourage her to draw shapes, lines, and add color with crayons. I will ask her to repeat after me the different color that she will be using for her drawing.
Infant and toddlers
-water play- allow them to sensory explore and narrate what they are doing.
-ring stacker- say what color each one is, and describe it in detain
This supports sensory play and listening to language and mimic sounds
Preschool age
-Homemade playdough- ask them what color it is? How does it feel? Tell them how I think it feels
-play cars- ask them what color it is? Ask them which one do you think will go faster? Tell them which one I think will go faster?
This will help them build a vocabulary
Young school age
Bike- ask him if he can ride it? Ask him or her how fast they think they can go? What color is the bike? Is that your favorite color?
Magna tiles- what color are the tiles? How do they connect? Can you build a giant tower?
This is will help them understanding ang gross motor skills
I re-reviewed this module
Infant Toddler:
Water Play:
Child is able to splash water
Child is able to describe the feeling of the water and phonology of the water splashing.
Child is able to describe the temperature of the water, is it cold? hot?
if toys are in the water, child is able to create imaginative scenarios to water play.
(when I interned at the Brooklyn Children’s Museum, I worked at a section called Totally Tots and we had a water area that the kids ENJOYED so much, even after hours we had a good time playing)
Ring Stacker:
Child is able to stack colors
Child is able to tell and describe the different colors
We can ask them how do they feel about each color, What else can they name that is the color the child is holding. This can teach motor development on grabbing the toy using their muscles, and communication skills.
Preschool Age:
Homemade Play dough:
Child is able to sculpt a figure and show creative side
Child is able to express the texture
Child is able to describe the colors
Child is able to use and learn different adjectives to describe the play dough.
This all develops Pragmatic development on a child. It furthers their level of communications.
Play Cars:
Child is able to set up an imaginary setting.
Child is able to decipher different noises a car makes.
Child is able to tell you different colors they may or may not see on a car.
Child may tell you a story based on memory regarding a car.
We are able to ask children different questions as is the car rough? soft? how fast can a car go? can an animal go faster? why or why not? We can also have the child use Pragmatic, phonology, gross and motor skills.
Young School Age:
Bike:
Child is able to ride cautiously.
Child is able to pretend he is in a fast vehicle.
Child is able to pretend he is riding down a different setting.
Child is using his cognitive and social development to enforce his imagination skills and express his feelings and ideas to the scenarios.
Magna Tiles:
Child is able to tell the different colors.
Child is able to speak about textures.
Child is able to stack and build.
This encourages children to communicate with other children on what ideas they may share.
Infant-toddler
Water play
Introducing big bucket full of water
Explain that children have to put their hands and splash the water, the way they love.
Ask them what they feel and what sensations they get holding hands in water.
They may have a feeling of creating bubbles and identify obstructive images and songs and fingerplays, social functions and phonology
Ring stucker
Explaining to children how to stack the rings starting from the biggest ring pieces to the small.
Let them figure out colors, shape and size of the rings.
Persuade them to find out what the final shape of the ring stacker is.
Skills to be supported: Symbolic awareness to Identify abstract images, receptive language understanding conversations and follow comments.
Preschool age:
Homemade playdough
You introduce material that can be shaped and created many fingers by their fingers.
Explaining how easy it is to mix different colors of the material and as well separately to create great compositions , which could be flowers in fluid or house with birds…
Literacy skills and processes drawing, creating , identifying abstract images and pictures. Social skills , semantics learning new vocabulary words.
Play cars
1. Teach them what type of cars are there.
2. Teach them what each car service represents
3. Ask them to identify the colors and shapes of the car.
4. What sounds could any car make based on their service.
Symbolic awareness
Young school age
Bike
Explaining how to sit on the bike and keep balance on it
Teach them to hold with both hands on steering handlers and legs on the pedals, synchronizing and controlling movement with hands and legs to start the ride.
Ask them what sensation riding a bike gives them, and if they are comfortable or there may be other kinds of feelings with pleasure and risk.
Pragmatic development that is intimately tied to socialization and more children are spending time outside their homes.
Magna tiles
Ask children to create images from tiles
Ask what colors they will use for each image and why?
Ask that shape they what to create and why
Ask if they are going to create just one image or they are going to create several different shapes of images.
symbolic awareness and pragmatics that provides children talking skills and engaged in social activities.
Reflecting on communication scenarios
Infants and Toddlers
During drop-off Yin’s mother speaks to her in Cantonese
Obviously Yin may have problems understanding English so I am going to ask her a simple question on how she feels today. Based on her response, I will know how to continue communicating with her. If she understands English then we continue our routine of the day. But if she does not answer verbally then I will try to use all non-verbal communication to get connected with her using gestures, facial expressions and body language and movements.
Preschool age children
During the snack Carlos holds his cup up in the air indicating he wants water as a teacher walks by with the pitcher.
I would ask Carlos if he would like some water so he could communicate with me verbally and not only with body language . Then I will ask him to hold the cup stronger or suggest he puts the cup on the table so he will not spill the water. Based on this, I will then pour water in his cup and ask him to drink his water slowly and carefully. My observation about Carlos is that he needed to develop more verbal communications because I think he was using mostly body language communication.
Young school age
Ana, Andre , Felix and Shania are playing in the block area. They are talking about building a playground .
I will tell them that I am very proud of them coming up with this idea. I will ask them how the four of them agreed to arrange the playground and what to build. I will then suggest some of my ideas that they could consider. If they don’t ask for my help, then I would still give them the freedom to develop their fantasy. They are already a great team of four who agreed peacefully and they have my support for their idea and my availability to help while they are building . So I would teach them how to take turns when communicating, maintain conversations between each other, eye contact and use proper attention.
Review the materials below. For each age group, how much would you use the material to support language and communication development? What language and communication skills and processes would be supported?
Material: Water Play
Age Group: Infant Toddler
ways to use this material to support Language and communication development:
– Demonstrate to infant and toddlers how to pour water. While your pouring the water you verbally say what your doing “look friends I am poring the water out of this cup. Would you like to try?”
– Pour water on their hands and say ” Do you like how the water feels? Is the water cold? doesn’t the water feel nice?
-Demonstrate to the children what happens when you splash the water. Invite them to do the same. ask “Did you like splashing?”” Did you get wet?”
What language and communication skills and processes would be supported?
The language and communication skills and processes that would be supported are:
Communication skills: Vocalizations, sounds and even laughing.
Language Skills: cooing, babbling in response to questions,
Material: Ring Stacker
Age Group: Infant Toddler
ways to use this material to support Language and communication development:
-Show children the colors of the stackers, sing a song about stackers
– Count the rings
– physically show the children how to remove the rings and stack them back up, let the children try and talk about taking turns.
– Ask one of the toddlers “can you give me the red ring?”
What language and communication skills and processes would be supported
Communication Skills: Vocalizations Non verbal communication: gestures, Facial expressions & body language & Movements.
Language Skills: Babbling, words without meaning, Responds to sounds, Follows commands, and understands what language is
Material: Handmade Playdough
Age Group: Preschool
ways to use this material to support Language and communication development:
– ask students questions about playdough; What color it is, what they are making, how it feels, does it smell like anything
– have children share playdough and play together with other children.
What language and communication skills and processes would be supported
Communication skills: vocalizations, Words, Body language and movement, and maintain conversation.
Language skills: Words, Sentences, Follow commands answer questions, and understand conversations.
Material: Play cars
Age Group: Preschool
ways to use this material to support Language and communication development:
-ask children to describe the cars.
– ask them what color the car is, Where is the car going,
– have students play together and share.
– have them describe somewhere someone has taken them in a car.
What language and communication skills and processes would be supported
Communication skills: Takin turns when communicating, and maintaining a conversation.
Language Skills: Sentences and questions, answer questions, and understand conversation.
Material: Bike
Age Group: young school age
ways to use this material to support Language and communication development:
– ask them the parts of the bike
– ask them do they have a bike at home do they ride it at the park.
– if they have a bike at home what color is it
– who was the person who taught them to ride a bike.
What language and communication skills and processes would be supported
Communication Skills: takes turn when communicating and maintains conversation
Language skills: Answers questions, and understands conversation
Scenario responses on how to support the children with communication and language skills
Infant & Toddlers
I would support communication and language the following ways
-with Yin I would ask his mom to show me some words one or two in Cantonese. I would also play Cantonese music in the classroom.
– with Miguel I would acknowledge that he wants snack. I would repeat and demonstrate the infant sign language for snack while saying the word and getting him ready to eat his snack
-with Shana I would approach her and ask her what she see and say is that a car? do you see the car? I see a blue car. Do you hear the sounds that the car makes do you hear the horn go peep peep.
– with Zeida I would tell her (if she is an older toddler) Tomas is upset because you took the car he was playing with. Can we give Tomas the car back and then we can find another car or another toy to play with until your friend finishes playing with the car. Or look there’s more cars over her to play with lets try to play together.
– For Denise I would make sure there are different crayons available to her. I would tell her or ask her better yet what she is drawing. ask her what color she is using if she doesn’t know i would tell her ” your using the color red”
Preschool age children
– I would repeat the sentence Li said the correct way back to her so she can understand proper language
– I would ask Carlos “would you like some water” and show him how to properly use his words when asking for water. I would tell him ok Can you say Can I please have some water and ave him repeat it then give him the water.
– I would ask Shaquana what she sees in the window, ask her if she likes birds, ask her what color are the birds in the tree, is there more then one, what kind of birds does she see when she goes outside or comes to school.
I would approach Tomas and let him know hands are not for hitting if he is upset he needs to use his words. Let Milagros know that he was playing with the toy.
– I would join in in their restaurant and ask if I could order some food. I would ask them whats the best food on the menu and ask them different questions about the restaurant and the food.
Young school age
– I would repeat back to Solanny you want some juice?
– While Jesus is looking at the book I would ask him about the book that he is looking at. Ask him what the book about and what he likes about that book.
– I would approach Denisha and ask her if she can describe to me what she is drawing or writing about
– I would ask the group of children playin with the blocks what things are in there park to do. What games would they play and things they would do at the park.