Approaches to Early Childhood Education PDF

TOPIC 1 Approaches to early childhood education. An introduction to Neuroscience in early language development.  TABLE OF CONTENTS 1. Introduction 2. Language development in preschool years 3. Introduction to neuroscience 1. Why can neuroscience be relevant for educators and parti...

TOPIC 1 Approaches to early childhood education. An introduction to Neuroscience in early language development.  TABLE OF CONTENTS 1. Introduction 2. Language development in preschool years 3. Introduction to neuroscience 1. Why can neuroscience be relevant for educators and particularly ESL teaching? 2. The social brain: mirror neurons 4. Contemporary Theories in Early Language acquisition 1. The Neurofoundation approach 2. The seven layers 3. The verbal self 5. How can you teach a second or third language to young children? 6. EFL teaching background – primary and pre-primary education 7. Approaches to early childhood education: example of a format 1. Child-initiated activity 2. Teacher-led activity 8. Tips for teaching English considering Gardner’s multiple intelligences  INTRODUCTION According to Jeanette Vos (2007) Adults often try to learn languages in a contrived, unnatural way. When people learn a language immersed in a language like children, through play and exploration, they can learn it easily and quickly. When children are four years old and are immersed in the environment, they learn around 2,000 words. During the first six months of life, babies babble 70 sounds that make up all the languages in the world, and they will use the sounds and words picked up from their environment. And a baby will discard the ability to speak in languages if he or she does not hear. (Kotulek, 1996)  INTRODUCTION Murphy (2014) concludes that the notion of “younger is better” is not supported with empirical evidence. However, she maintains that introducing foreign language learning into the primary curriculum is unquestionable a good idea, for a number of reasons. For example, motivation and positive attitudes towards learning are evident, as far as high-quality teaching is done. The language knowledge and skills developed during such experiences can, as Murphy suggests, create a strong foundation for more effective language learning in the future (2014: 163).  1 LANGUAGE DEVELOPMENT IN PRESCHOOL YEARS If children, from birth to the age of three years develop and lay down the foundations for thinking, language and vision, attitudes, aptitudes, it would be a waste not to use their natural ability to learn during his or her most vital years. Therefore, learning a second a language is as easy as learning the first, since acquisition occurs naturally. According to the Lenneberger’s theory of Critical Period Hypothesis (1967), there is a biologically specific period of life when languages can be learnt more easily, reaching its critical stage during puberty, whereas after this period certain abilities of acquiring a language decrease. (Snow and Hoefnagel-Höhle, 1978) We could claim that during the first few years of life, children form their main learning pathways in the brain, and later in life everything an individual learns will grow from the information gained during these early years.  INTRODUCTION TO NEUROSCIENCE NEUROSCIENCE BRAIN PLASTICITY The brain's ability to CHANGE The scientific study of the nervous throughout life. The human brain system and the brain. has the ability to reorganize itself by forming new connections between brain cells (neurons).  INTRODUCTION TO NEUROSCIENCE WHY CAN NEUROSCIENCE BE RELEVANT FOR EDUCATORS? Neuroscience can offer valuable insights for educators in several ways: Understanding Learning Processes Identifying Learning Difficulties Optimizing Learning Environments Personalizing Education Enhancing Teaching Methods INTRODUCTION TO NEUROSCIENCE Why can NEUROSCIENCE enhance ESL teaching at early stages?  NEUROSCIENCE IS RELEVANT 1. Language Acquisition: Neuroscience provides insights into how young brains acquire language. 2. Memory and Retention: Techniques informed by neuroscience, such as spaced repetition and active recall, can improve vocabulary retention and language skills. 3. Engagement and Motivation: Neuroscience highlights the importance of emotional engagement in learning. 4. Multisensory Learning: Incorporating multisensory activities (visual, auditory, kinesthetic) can stimulate different parts of the brain, making language learning more effective and enjoyable for young learners. 5. Addressing Learning Differences: Neuroscience helps identify and support students with learning differences, such as dyslexia. 6. By integrating these neuroscience-based strategies, ESL educators can create more effective and supportive learning environments for young learners. How do you think these approaches could be applied in your work?  EXPERIMENT EXAMPLE OF STIMULATION: Experiment with rats https://www.youtube.com/watch?v=vsV_D0Sd7gg By the time a student reached high school, the optimum learning period is lost. In Sweden there is the highest literacy rates, many people speak different languages, especially at migrant camps where they learn different languages quickly. In its schools you can find three-year olds speaking three different languages fluently. Sensory stimulation and play is used combined with language learning. - Curiosity - Action - Playfulness - Moving around and exploring - Socialization - Exercising THE SOCIAL BRAIN It was thought that learning was Social brain accomplished studying in isolation To learn and What makes the develop our We need to interact brain adapt itself intelligence within a group to a changing environment MIRROR NEURONS MIRROR NEURONS Contemporary theories in Early language acquisition: “Neurofoundation” Basic principles: During the 1st year of life, when infants hear the same phoneme repeatedly, acluster of neurons becomes wired to respond to that phoneme. When a child hear that phoneme again, it moves from the ear to the brain where the assigned neuron-cluster automatically fires. This process forms a brain map for the sound of the language or languages spoken in an infant’s environment.  NEUROFOUNDATION BASED-LEARNING METHODS ARE EFFECTIVE Kadho’s Neurofoundation curriculum Interventions exercise children’sneural processing from the earliest age, so that all the remaining circuits work effectively during childhood and later in life, especially for the purpose of learning a second language. NEUROFOUNDATION BASED-LEARNING METHODS ARE EFFECTIVE The most important form of stimulation for a child is any form of human language.  The Neurofoundation Approach Infants are born into the world with a fully developed auditory system that is prepared to process and respond to sound. And concerning the acquisition of languages… During early years, the critical skills are sound processing and attention. “Sound processing” includes the ability to focus on and distinguishcertain sounds in an environment filled with sounds and prosodic features. “Attention” consistsof the ability to consciously focus on the sound and its aspects.  Syllabes are the key units and building blocks for language processing, while phoneme discrimination is the essential skill needed to hear languages. Neurofoundation by Khado Language have anything to do with genes. There is a critical and sensitive period for developing the brain for future language skills (from 0 to 3 years old). No matter what the children’s economic or social circumstances might be, they can reach their full language potential. Kadho’s Promoting Child Brain Development Through Games and Content | by Kadho Inc | Medium Language acquisition by Neurofoundation: "The seven layers" LAYER 1. Attunement to language sounds: This is the beginning. Inthe womb, aspects of language like rhythm, tone and stress, intonation are heard, but not the actual phonemes. LAYER 2. Development and protection: Children are exposed to the basic units of sounds from all languages in the world. LAYER 3. Enhancement and reinforcement: Combinations of the key units of sounds are used to produce all the possible linguistic combinations. LAYER 4. Preparation for language learning: Lexicon and semantics. More semantics, meaning with words and associated objects are introduced. LAYER 5 to 7. Language mastering: A child’s brain is becoming biologically mature enough to comprehend more complex gramatical concepts such as plurals, auxiliary verbs, inflectional endings, and temporal words. Increased vocabulary, better semantics, syntax, and improved grammar are introduced. The verbal self The second year of life is notable for the increased linguistic ability development, based in the left brain. As the left brain develops, words start to play a big part. It is a new verbal form of feedback from others to be mastered and the quality of this feedback matters. For optimum emotional health, it isimportant that the left brain’s operations are connected to the right brain information. The success or failure of these connections (left and right brain) may depend on what happens in the child’s important relationships during the second and third year. It seems to be the process of putting feelings into words that enables the left and right brain to become integrated. We must stimulate in babies and kids the maximum information to flow freely between the two hemispheres. HOW CAN YOU TEACH A SECOND OR THIRD LANGUAGE TO YOUNG CHILDREN? Based on the previous information, infants learn by listening, seeing, imitating and practicing. So, talk to them from the start! Tell them what you are doing and introduce them to rhymes, songs, games and counting in a second language. ADVICE: if you cannot speak another language yourself, get plenty of resources… the most important of all is to make them learn by having fun WHY IS HAVING FUN IMPORTANT? IS HAVING FUN IMPORTANT? The mammalian or emotional brain is at the center and stores memory. Therefore, learning is easier if it is made emotional or fun. In fact, the door to learning is emotion.  EFL TEACHING BACKGROUND – PRE-PRIMARY EDUCATION What has been the situation in EFL teaching under six years of age? The situation in EFL teaching under six years of age in Europe, Asia and South America is restricted to teacher instruction and children’s repetition of certain language items, the singing of songs and playing games. It is recognized that such activities can make a valuable contribution to the development of discrete foreign language skills, however, it is necessary to promote a variety of language knowledge for genuine, spontaneous and meaningful communication.  EFL TEACHING BACKGROUND – PRE-PRIMARY EDUCATION As acknowledged by Ellis (2014), each range has distinctive requirements that should be recognized in curricular and teaching approaches. The global expansion of English teaching at the pre-primary level creates an opportunity to begin this process with a focus on developing pedagogy for the youngest learners. Therefore, pre-primary teachers will not have to rely on methods originally designed for older learners and curriculum specialists and teachers of older children can build on the English language curriculum developed in pre-primary school to ensure successful transition.  APPROACHES TO EARLY CHILDHOOD EDUCATION According to UNESCO (2012), typical characteristics of early years practice around the world include: learning through interaction the introduction of mathematical and alphabetical concepts physical education Play-based activity Play, in particular, has been central to childhood education since the beginning of the twentieth century and has been by Moyles (2010: 10) as a “powerful scaffold for children’s learning”. And stimulating play environments improve verbal communication, social and interaction skills, creativity and imagination as well as problem solving and divergent thinking skills (Kalliala, 2006)  APPROACHES TO EARLY CHILDHOOD EDUCATION: EXAMPLE OF A ‘FORMAT’ In the 1980s, Bruner revealed that interaction between child and parent was structured around routines and familiar situations. He describes these routine activities as an occasion for “systematic use of language with an adult” and he called them closely circumscribed formats. A format, as he describes it, is a “routinized and repeated interaction” in which adults and children do things together with language. It is made up of three essential components: A sequential structure and a set of realization rules Clearly marked turn-taking roles A script-like quality that involves action and communication together  APPROACHES TO EARLY CHILDHOOD EDUCATION: EXAMPLE OF A ‘FORMAT’ A FORMAT Over time the young child imitates the hiding action and then the reappearing actions with the accompanying vocalization, ‘Peek a boo! This type of learning which moves the child from observer of action to participant in action is a process known as ‘handover principle’ (Bruner, 1983). In this the parent facilitates, or scaffolds, the child’s attempts to do the action successfully. As the child accomplishes parts of the routine the scaffold is removed little by little until he can proceed alone. Parents do it intuitively, and as a result, children naturally acquire their first language.  APPROACHES TO EARLY CHILDHOOD EDUCATION Two main teaching-learning structures in the education programmes: Child-initiated activity Teacher-led activity  APPROACHES TO EARLY CHILDHOOD EDUCATION: CHILD-INITIATED ACTIVITY What is a child-initiated activity? Child-initiated activity, according to Moyles (1989) is an activity that enables the child to explore materials and situations for oneself, and there is evidence that through child-initiated play children become responsible for their learning; they experiment; make mistakes, decisions and choices as they begin to develop the attributes of autonomous learners (Bruce, 2011)  APPROACHES TO EARLY CHILDHOOD EDUCATION: TEACHER-LED ACTIVITIES TEACHER-LED ACTIVITIES This principle helps understand teacher-led activities and how these support learners’ second language development. Formats appear in classroom routines and in game-like activities. Formats, through a classroom routinized and repeated interaction between adult and children, provide children with opportunities to predict, support their understanding and build their vocabulary. As Ellis (2002) suggests, it is the frequency of exposure to linguistic features and how often certain features are encountered together with physical actions or as part of a routine, that supports learners in acquiring language. The repetition of game-like activities provide children with the opportunity to become familiar with the format components. The English teacher must ensure that children are given opportunities to lead the activities, thus putting in practice the handover principle.  APPROACHES TO EARLY CHILDHOOD EDUCATION: EXAMPLE OF A “FORMAT” Peek-a-boo is a typical example of a format. Parents begin by hiding and reappearing with the exclamation ‘Peek a boo! https://www.youtube.com/watch?v=jEYvyG6mks0 https://www.youtube.com/watch?v=RjL9lVat53o  HOW CAN WE DEAL WITH TEACHING A SECOND OR THIRD LANGUAGE CONSIDERING GARDNER’S THEORY? According to Vos (2007), the following thirteen tips for teaching the children are provided: Learn by doing: while interacting in playing ‘grocery store’, make a snack or take a walk, speak a second language or third language Learn accompanied with pictures: use pictures to accompany language in a playful way (‘A’ is for apple..) Learning should be fun: learning by playing is the best way and create emotional attachments. Learn in a relaxed but challenging state: stressful environments do not help learning. Learn with music and rhythm: https://www.youtube.com/watch?v=-uSm6z5HSnQ Learn with lots of movement: use the body and mind together. Learning increases when moving, so encourage children to dance and move to the rhythm.. https://www.youtube.com/watch?v=Q4q9IVfNWC0 Learn by talking to each other: have student practice a language by talking to each other about some topic (meal, sport, fruits, music…) Learn by reflecting: let them have time to simmer....They absorb and then they talk!! Link numbers and words in a playful way: anything can be linked when learning a second language, including numbers and words (i.e. reciting the numbers or singing the alphabet): https://www.youtube.com/watch?v=ShqXL-zfLxY; https://www.youtube.com/watch?v=y0txBum55Y0 Learn by touching: singing and pointing to or touching the parts of the body.. https://www.youtube.com/watch?v=ZanHgPprl-0 Learn by tasting: Celebrate language learning by eating foods and saying the name in the second language Learn by smelling: Play by smelling (hiding and guessing things) Use the whole world as your classroom: Turn every into a learning experience  REFERENCES Blakemore, S. J. and Frith, U. (2005). The Learning Brain. Blackwell Publishing. Gerhardt, S. (2015). Why love matters. Pemba, D. and Azartash, K. (2016). Early childhood development and language learning: The Neurofoundation method. Robinson, P. Mourao, S. and Joon Kang, N. (2015) English Early Areas in pre-primary classrooms: an investigation of their effectiveness. London: British Council. Snow, C. E. and Hoefnagel-Höhle, M. (1978) ‘The Critical Period for Language Acquisition: Evidence from Second Language Learning’. Child Development, Vol. 49, No. 4. pp. 1114-1128 https://www.jstor.org/stable/1128751?seq=1#page_scan_tab_contents Vos, Jeanette (2007) Can Preschool Children Be Taught a Second Language? Available at: http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=6 0 Questions? FURTHER SUGGESTIONS?