Principios para implementar y fomentar un programa de dos idiomas – Ryan Pontier/Paula Moujalli

¿Qué significa ser bilingüe?

Los bilingües:

  • Usan más de un idiomas a grados diferentes.
  • Usan estos idiomas para una variedad de propósitos.

Niño bilingüe:

Alguien que está expuesto a dos idiomas sin importar su nivel de suficiencia en cada idioma.

¿Quiénes son los bilingües emergentes?

  • Diferentes culturas, prácticas.

Investigaciones:

  1. Niños nacen capaces de aprender más de un idioma.
  2. Los años prescolares son críticos para el desarrollo de lenguaje (época ideal para exponer a niños y jóvenes a sus beneficios)
  3. Efectos positivos en habilidades cognitivas:
  • funciones ejecutivas, capacidad de tomar decisiones, matemática.
  • Lenguaje, memoria, atención
  1. Apoyo intensivo en casa fomentará la adquisición de un segundo idioma.
  2. El enfoque de dos idiomas tiene éxito para bilingües emergentes jóvenes y los que hablan inglés.
  3. Hacerse bilingüe tiene beneficios cognitivos, académicos, sociales, culturales y económicos a largo plazo.

 

Las destrezas se transfieren de un idioma a otro con niños bilingües.

iceberg analogy

 

Componentes del lenguaje dual:

  • Diferencias culturales.
  • Importancia de relación maestro- niño en la promoción del desarrollo socio- emocional positivo.
  • Estrategias que promueven interacciones.
  • Importancia relación maestro- familia.

 

¿Quiénes son los estudiantes que aprenden un segundo idioma?

  • Expuestos a dos idiomas
  • Aprenden un segundo idioma mientras siguen desarrollando el primero.

 

Beneficios programa dual:

  • Habilidad esencial en el siglo 21 (plus)
  • Mayor flexibilidad cognitiva y el rendimiento académico
  • Mejor comunicación y entendimiento
  • Destrezas sociales: más cómodos interactuando con niños de otros lugares
  • Transferencia de información a través de idiomas

 

Aprendizaje:

  • Oportunidades para utilizar 2 idiomas.
  • Planificación de lenguaje intencionada.
  • Equilibrar necesidades de los niños.
  • Uso de apoyos visuales, tecnología.
  • Tiempo para hacer conexiones.
  • Apoyo para diferentes estilos de aprendizaje.

 

Recursos para las familias:

  • Toda comunicación en inglés y español.

 

EXTRA INFORMATION:

Programa de Lenguaje dual

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Let’s get together: Relearning the power of small group instruction in pre-K. Jenn Rogers

Play:

  • Mental development
  • Social-emotional development
  • Physical development

Why playing?

Who plays? Everybody!!

What happens during play?

How long should play last?

Can we teach?

 

Whole group: read a book

Small group: questioning the book

Why?

  • You can communicate better
  • Create a safe environment for students
  • Children feel confident
  • You can know your students better: likes, dislikes, difficulties.

 

RELATIONSHIP, ASSESMENT

Small group instruction:

  • Play with children outside
  • Could happen in learning centers

Small group stations:

  • 4 stations: 2 teachers directed, 2 independently
  • Provide ample learning materials. All children, especially infants and toddlers, benefit from having many different, safe things to play with and inspect. Many objects, typically found around home and the community, offer opportunities for children’s discovery and learning. For example, a set of metal or unbreakable plastic mixing bowls can become tools for children to figure out concepts such as big and small when they try to nest or stack the bowls.
  • Encourages creativity and collaborative work (create daily journals, short videos, newsletters)
  • 45 minutes each day
  • Groups are not separated by skills.

 

Learning the language of Math concepts: Using Piaget’s three kinds of knowledge as a framework for developing conceptual understanding of math words in late preschool and kindergarten using play and manipulatives – Marie Kielty/Mary Wonderlick

Examine the trajectory (sequence) for teaching numbers, including terms such as AB patterns, ordinal numbers, plus, minus, and equals. Relate the learning of math language to Piaget’s three kinds of knowledge, and connect children’s use of manipulatives to their understanding of mathematical language and concepts.

PATTERNS:

You must show, create and use different kinds of patterns. If you provide a variety of examples children will learn and get them easier.

AB

AABB

AAB

ABB

AABBCC

ORDINAL NUMBERS:

As they relate to cardinal numbers.

For children is difficult to understand that 1st, 2nd, 3rd and 5th are related with cardinal numbers.

When children hear “4th, 6th, 7th and 8th” is easier for them to recognize numbers, because they sound similar to cardinals.

Is really important to work and play with materials to introduce and reinforce concepts.

When children don’t understand the mathematical language they can feel confused.  As teachers we must check that everybody understand the same concepts and ideas.

ADDITION CONCEPTS:

Use a scale and connecting cubes to show addition concepts. Use numbers and words.

4+1=

1+4=

Say: 4 and 1

4 and 1 make…

4 plus 5 equals …

NUMBER SENSE:

More than >

Less than <

Fewer than

Is almost _____ (9 is almost 10)

Children must compare numbers frequently.

ERRORS IN ADDITION:

Is really hard for kids to understand the meaning of =.

Exercise:      8 + 5= ___ + 3

Answer:       8 + 5= 13 + 3

Error: problem to stablish and understand equality

  • Experience precedes the math language.
  • Free play is an excellent time to learn.
  • Language is really important. If you talk a lot with children about numbers, they will have better learning experiences.
  • Children use mathematical language casually. They can express their ideas, verbalize the way how they solve problems.

 

MAKE QUESTIONS:

How much…?

How long…?

What do you do first?

You can find math everywhere!

What you have needed.. A MATH LENS

  • Play as a child
  • Put on math lens
  • Evaluate the play
  • Query the player
  • Think of next steps

MATERIALS:

  • Pattern blocks
  • Dices
  • Cards
  • Books
  • Candies
  • Two-color counters

 

EXTRA INFORMATION:

Sit Still, Pay Attention and Look at Me: Understanding the Developing Attention Skills of Children – Dr. Becky Bailey

Educators increansingly report children with limited abilities to attend, self-regulate, tolerate frustration, and delay gratification. Often both adults and children struggle with skill of conscious, mindful attention. We frequently resort to demanding a child’s attention (sit still and look at me!) or fall into the belief that if we get children to sit still and pay attention in circle time for 10 minutes when they are 2 years old, they will be prepared for a 20-minute circle at age 4. Attention is a complex skill that does not develop through stamina training. This session covered how attention develops in our social brain.

ATTENTION AND NEUROPLASTICITY

Neuroplasticity is the brain’s ability to change its structure, circuits, chemical composition and function in response to changing environments. Where we place our attention literally alters the structures of our brains.

  • Average focused attention span in 2000 = eight seconds.
  • Average focused attention span in 2013 = four seconds.
  • Attention = Attend, distract, refocus

Attention is a whole brain/body/mind activity; it is not stamina training.

N.A.R.C.S.

Noticing and downloading calm or excitement.

Assertive adult – Focus o what you want and use a tone of no doubt.

Rhythm and routines in pictures – Music and movement with pictures/visuals books showing what to do and what to expect.

Composed adult – Model and teach children how to breathe and relax.

Safety job description, language, intention and sensory diet.

 

WHAT IS HELPFUL? 

Joint attention: The ability to share a commmon focus on something (people, objects, concept, event, etc.) with someone else. It involves the ability to gain, maintain and shift attention.

  1. Orienting and attending to a social partner
  2. Shifting eye gaze between people and an object
  3. Sharing emotional states with another person
  4. Following the gaze and point of another person
  5. Being able to draw another person’s attention to objects or events to share

 

D.N.A. PROCESS

Describe emotional signals (“Your face is going like this”)

Name the feeling communicated. (“You seem _______ .”)

Acknowledge the child’s desire with positive intent. (“You wanted _______ .”) or “You were hoping ________ .”)

 

OPTIMAL ATTENTION 

Regulating and developing the executive system for optimal attention requires:

  • Conscious awareness of triggers
  • Intentional goal setting and commitments
  • Maximizing play’s ability to override biology: Play extends attention span
  • Utilizing social play, dramatic play, all play: Play is not just to give the brain a break, it develops attention
  • Noticing instead of judging: Talk out loud
  • Balancing novelty and routine
  • Keeping realistic expectations: Attention span is equal to age: Two-year-old = two minutes, 20-year-old/adult = 20 minutes
  • Using interest and relevancy

 

WHAT CAN YOU DO FOR YOURSELF AS A TEACHER?

Exercise, drink more fluids, get rid of clutter and do one thing at time (multi – tasking is the enemy of attention). Focus on what you want and what is most important to you.

Center time ideas you’ll L.O.V.E-Jenny Spencer/Lindy McDaniel

Conscious Discipline is a comprehensive evidence-based self-regulation program that integrates social-emotional learning and discipline.

conscious discipline pyramid

Transformative, brain-based and practical

Seven Skills of Discipline: Provides adults with the seven discipline skills needed to effectively transform any problem into a life lesson.

Conscious Skill
(emerges from powers)
Life / Communication Skills Value
Composure Anger management,
gratification delay
Integrity
Encouragement Pro-social skills (kindness, caring, helpfulness) Interdependence, optimism, gratitude
Assertiveness Bully prevention,
healthy boundaries
Respect for self
and others
Choices Impulse control,
goal achievement
Persistence
Empathy Emotional regulation, perspective taking Honoring diversity, honesty
Positive Intent Cooperation,
problem-solving
Compassion, generosity
Consequences Learn from your mistakes Responsibility

Seven Powers for Conscious Adults: Perceptual shift that empowers us to see discipline encounters as an opportunity to teach new skills.

  1. Power of Perception: No one can make you angry without your permission.

Goal: Take responsibility for our own upset and, in turn, teach children to be responsible for their own behavior.

 2. Power of Unity: We are all in this together.

Goal: To perceive compassionately, and offer compassion to others and to ourselves.

3. Power of Attention: What we focus on, we get more of. When we are upset, we are always focused on what we don’t want.

Goal: To create images of expected behavior in a child’s brain.

4. Power of Free Will: The only person you can make change is yourself.

Goal: Learning to connect and guide instead of force and coerce.

5. Power of Acceptance: The moment is as it is.

Goal: To learn to respond to what life offers instead of attempting to make the world go our way.

6.Power of Love: See the best in others.

Goal: Seeing the best in others keeps us in the higher centers of our brain so we can consciously respond instead of unconsciously react to life events.

7. Power of Intention: Mistakes are opportunities to learn.

Goal: To teach a new skill rather than punishing others for lacking skills we think they should possess by now.

Brain State Model: Addresses internal state first, using a neurodevelopmental brain model, so adults and children may learn to self – regulate effectively.

brain model

L.O.V.E

L ⇒ Language Facilitation

O⇒ Organizing Play

V⇒ Visual Supports

E⇒ Engaging all learners

M.A.P 

  • Model your expectation
  • Add pictures
  • Practice a lot