1 Unit 8 Seminar

2 Welcome to Unit 8 Seminar Hello! While you are waiting, please feel free to chat among yourselves. I am sure you have lots to talk about. Technical support’s phone: I am looking forward to tonight’s discussion.

3 Diversity and Individual Differences Encourage positive self-concepts. Provide opportunities for discovery of cultural identity. Promote social skills including perspective taking, communicating, and conflict resolutions. Teach lessons using multi-cultural curriculum. (Black & Puckett, 2005, p. 366).

4 Parten’s Pattern of Play Onlooker play: the child observes others playing Solitary play: the child participates in a different activity without the involvement of others (Black & Puckett, 2005, p. 367).

5 More Play Patterns Parallel play: the child plays in a like activity without the involvement of others Associative play: the child plays, talks about the activity, but does not allow other play goals to override his goals (Black & Puckett, 2005, p. 367).

6 Play Patterns Cooperative play: the child plays, cooperates, and works out assigned role in mutual agreement with other children concerning shared goals and themes (Black & Puckett, 2005, p. 367).

7 Role of play in Language Development Sociodramatic play: the child’s attempt to integrate social knowledge into role playing activities Concrete objects are significant props in play themes Metacommunication: the child uses his or her cognitive skills to plan, reconstruct, and talk about play scripts (Black & Puckett, 2005, p. 406).

8 Building Pre-number concepts Develop pre-number concepts Classifications Discovering relationships between sets Conservation of a number More or less Numbers have value Counting (Lightenberg & Troutman, 1995).

9 Phonemic Awareness Phonemic awareness: individual sounds are used to create words Phonemes: children can be taught to listen for sounds in words and that words are made up of the smallest parts of sound. Phonics: understanding relationships between sound and written letters (U.S. Department of Education, 2007).

10 Sounds make words Children need to be taught the sounds individual printed letters and groups of letters make. Knowing the relationships between letters and sounds helps children to recognize familiar words accurately and automatically, and “decode” new words (U.S. Department of Education, 2007).

11 Vocabulary and Comprehension Vocabulary development: teach children the meaning of words and how they are pronounced. Build on the child’s understanding of the written or spoken words. Teach children how to use the words that they know. Comprehension strategies: teach children to remember what they have read or heard read to them. (U.S. Department of Education, 2007).

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14 Theorists Piaget: Hands-on, concrete objects, and sensorimotor development Vygotsky: Zone of Proximal Development Gardner: Multiple Intelligence Erikson: Stages of Development. Our 4 and five year olds are in the initiative versus guilt stage. Positive interactions help to develop good self-esteem in the child of this age. Negative ones give the child a distorted picture of himself (Black & Puckett, 2005).

15 Please make sure you … Read the announcement section for this week. Answer the discussion questions. Submit all your work for class by Tuesday. Submit the Unit 9 Project—25% of your grade by December, 14th. Mark your calendars concerning the last date I will accept any work unless prior arrangements have been made. December 14th

16 References Black, J.K., & Puckett, M.P., (2005). The young child: Development from prebirth through age eight. Fourth Edition. Upper Saddle River, NJ: Pearson Education, Inc Jupiter Images Corporation, (2007). Clipart.com. Retrieved August 28, 2007 from website: Lightenberg, B.K., & Troutman, A., (1995). Mathematics a good beginning: strategies for teaching children. Pacific Grove, CA: Brooks Cole Publishing Company. U.S. Department of Education (2007). Educational Partnerships and Family Involvement Unit. Retrieved August 23, 2007 from website: ed.gov link.