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Teaching and learning materials for motor and speech development
- 1. Teaching-Learning Material : MotorDevelopment ; Speech & Language
- 2. Spectrum of educationalmaterials that teachers use in a classroom to support specific learning objectives as set in lesson plans. Teaching materials are the aids used by the facilitator to help him/her in facilitating the lessons effectively. Importance of TLM Makes lessons interesting and easy to learn Helps learning to remain in mind for longer period of time Helps the teacher to deliver lesson successfully
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- 4. Gross Motor Development • Largemuscle development • Control over infants action to get around the environment Fine Motor Development • Smaller muscle development • Refers smaller movements like reaching, grasping etc. Indicates on the progression of muscular coordination required for physical activity-body balance, body coordination and sensory integration
- 5. • Movement-walking forward,backwards and sideways • Walking on tip toes • Running, stopping and starting • Climbing steps • Pivot around and around a feet • Jumping up and down • Balancing along a plank • Balancing on one leg • Walking on line with or without objects in
- 6. • Blocks- Differentsized blocks –stacking into piles • Rolling a ball –picking it-bring back the ball • Ball- kicking,throwing,catching,bounce • Hop & skip • Sand play • Bat and ball-Batting and bowling • Tumbling –kind of acrobatics–lay 5-6 pillows on floor-encourage to play,tumble,and roll over it-balance on the top • Rolling-help the child to lie on belly and roll over
- 7. • Spider web-Move and imiatate the action of the rhyme “itsy bitsy spider”/”Rolly polly Rolly polly” • Obstacle course –create obstacle cross path chalk/tape around many toys-encourage to walk,crawl, jump, push and pass through…
- 8. • Drawing/Painting-Grip apencil/Paint brush • Assembling a jigsaw • Hammer shapes peg boards • Pouring water/dry sand from one container to another • Thread beads • Manipulate play dough • Collage work • Finger friends-draw funny faces on the finger tips of the gloves with pen-assign different characters-puppet show-encourage child to mimick you • Sorting the beads • Sewing/threading and beading
- 9. • There aremainly 4 learning styles –Visual, Auditory, Kinesthetic, tactile • Each child learn better through one/more of these channels(multi sensorial approach) –helps to become a successful learner • VAKT kits/ method has got concrete aims and activities that involve as many as senses as possible Visual-learning by seeing(images & visualization) Auditory-learning through language( hearing/reading) Kinesthetic-Learning through doing(moving) Tactile-Hands on learning(touching)
- 10. Various learning styles Visual learning style-Visual learner takes information through eyes-visual information processing. 2 sub channels –a)Visual linguistic(learning through written language-reading & writing tasks); b)spatial learners(have difficulty with written language & do better with pictures/charts) TLM for visual learners-Pictures, Diagrams, Dramatization, posters, experiments, demonstrations ,flipcharts
- 11. Various learning styles Auditory learning style-Auditory learner prefers listening/reading-information is processed in language area of brain TLM for auditory learners- Debates, Plays, Music &songs, Books on tape, Memorization games, Spelling bee competition, Educational CDs, DVDs, Radio, tape recordings
- 12. Various learning styles Kinesthetic & Tactile learning style- learner takes information through touching and moving. Hands on activities that involves movement requires modifications in TLM to meet individual needs. Lose concentration if there is little /no external stimulation or movement Scans through the materials and then focus on details Typically use color highlighters and takes notes by pictures ,diagrams etc TLM for kinesthetic & tactile learners- Games, models & diagrams, math manipulative, letter tiles, computer software, art & crafts, field
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- 14. • Language materialinclude anything that can facilitate language learning. • Can be experiential, instructional, elicitative and /or exploratory- provide experience of language in use, they can stimulate language use / can help learners to make discoveries about language for themselves • Speech & language teaching has 5 important components-Facilitator, Students , Materials, Teaching methods and Evaluation. • Role of materials(especially textbooks) in language teaching- For students a resource of activities for language use and communicative interaction ,for improvement of grammar, vocabulary, pronunciation, stimulation and ideas (Richards & Cunnings,2003)
- 15. Behaviourist approach Language learning shaped and controlled from outside the learner by a process of reinforcement-rewarded for correct responses and ignored/penalized for wrong responses. Based on this idea- early language learning explain on the useful social phrases & instructions very young infants apparently imitating when they first say “bye-bye”, “tat” Imitation plays an important role in extending vocabulary in the preschool and early school years –helping with the control and practicing of the
- 16. Nativist approach Language development is innate in a human being Naom Chomsky –strong proponent-Suggests humans have Language Acquisition Device(LAD) Cognitive approach Believes that language development is an aspect of general cognitive growth and depends on the maturity of these general structures of thinking for its development.
- 17. Social interactionistapproach Views that the total social and cultural setting in which language learning occurs is important for grammatical learning and language use Emphasizes on the social skills of newborns, need for attachment to a key person /persons; tutoring style; and importance of establishing pre verbal communication from which language emerges.
- 18. Language comprehension • Understandingof a language • Ability to extract the intended meanings for a language • Comprehension develops faster than production (ability to speak fluently) • Kind of language processing-includes word comprehension, text comprehension, sentence comprehension, discourse comprehension • Involves a variety of capacities/skills that are uses to derive the meaning from spoken, written and signed language
- 19. Types of Language-Receptiveand Expressive Receptive language • Understanding of the language input • Understanding of words and gestures • Goes beyond the vocabulary skills • It involves ability to interpret a question as question,understand concepts like ‘in’ and on ; ‘above and over’ • Children demonstrate awareness of language properties before they acquire the words.(Ingram,1999) • Repeated experiences with speech –explains how language is acquired
- 20. Types of Language-Receptiveand Expressive Expressive language • Output language • Ability to formulate thoughts that are expressed using proper word /combination of words • Children use-sounds/gestures/verbalize to express themselves • Demonstrate expressive language- by asking question;repeating sounds/rhymes. • The 2year old has a vocabulary of 50-600 words that quadraple/quintaple in the next year –adds between 3000- 4000years /yr to productive language until she/he graduates from high school(Kuczaj,1999)
- 21. 1. Instrumental- “Iwant” function, where a child makes know his/her desires and needs(eg: Gimme sweet) 2. Regulatory- “ Do as I tell you ” function, where child exercises control over people in their environment(eg: Wash hands) 3. Interactional- “Me & you” function, where child uses language to establish a personal contact contact and enter into social relationships(eg: Love Mommy ) 4. Personal – “ Here I come” function, where the child uses language to assert their individuality and to express their identity and feelings(eg: Jimmy is a good boy)
- 22. 5. Heuristic- “Tellme why” function, where a child uses language to explore his/her environment,to find out the reality that they inhabit(eg: why the bus stops at bus station?) 6. Imaginative- “Let’s pretend” function, where child uses language to create hi/her imaginary environment/ where they uses language playfully(eg: in rhyme/songs) 7. Representational- “I’ve got something to tell you” function, where child uses language as a means of communicating or expressing ideas.***The first four functions –Concerns with use of language to satisfy the physical, emotional and social needs ***The last two functions-concerns with use of language by the child in relation to their environment
- 23. Developmental lag inspeech and language • Speech –sounds that comes out of mouth as words Language- form of communication , written/spoken/sign • Developmental lag occurs when a child’s language is developing at a right sequence ,but at a slower rate – Speech lag –abnormal speech that is unintelligible ,unpleasant or interferes with communication – Language lag- Delay in mastering the rules of language that result in inference in communication “Communication disorder like sluttering, impaired articulation, a voice impairment that affects a child’s educational performance.”(IDEA,2004)
- 24. 1. Expressive languagedisorder • Expressive language development is substantially below the normal for child’s age • Symptoms- Limited vocabulary, makes error in tense, recalling problems ,using sentences that lack complexity & length based on the age of the child 2. Mixed Receptive - Expressive language disorder • Both receptive and expressive language development is substantially below the normal for child’s age • Symptoms- Expressive language problems + receptive language problems (difficulty in understanding words, sentences of specific types of words ) Since expressive lang. development is dependent on receptive lang. development, a purely receptive language development is almost never
- 25. 4. Fluency disorder •Sluttering • Developmentally inappropriate disturbance in normal fluency and time patterning of speech – Interferes with social and academic communication 3. Phonological disorder • Formerly called as developmental articulation disorder • Errors in sound production, use, representation/organization base on child’s age • Substitution of sounds /omission of sounds from words – Interferes with child’s social and academic performance
- 26. Specific speech andlanguage disorders (APA,2000) Type of disorder Age Percentage of children(%) Expressive language Birth to age 3 10-15 School age 3-7 Mixed receptive expressive Preschool 5 School age 3 Phonological 6 & 7 yr olds 2 17 yr old 0.5 Fluency Children 1 Adolescents 0.8
- 27. MODULES TO FOSTERLANGUAGE DEVELOPMENT DURING EARLY YEARS (0-2 years) • Teach the baby to imitate caregiver’s /teacher’s actions – clapping hands, blowing kisses and playing finger games • Use gestures like waving goodbye to convey meaning • Introduce animal sounds to associate with specific meaning Cat meows- “Meow!Meow” • Talk during bathtime, feedtime and while dressing the baby • Children learn very early about how conversation work by taking turns, looking attentively and using facial expressions • Encourage peer learning –mixed age group • Read to the child
- 28. • Use clearand simple speech from the child to model • Repeat what child says indicating that the parent understands-Build and expand on what was said • Use baby talk if needed to convey the message and when accompanied by the adult words • It is time for din-din .We’ll have dinner now” • Use photographs of familiar people and places and retell what happened or make up a new story • Help the child understand and ask questions- ‘yes or no’ games • Expand vocabulary –Name the body parts and identify what you do with them • Sing simple songs and recite nursery rhymes to show rhytm and pattern of speech MODULES TO FOSTER LANGUAGE DEVELOPMENT DURING EARLY YEARS (2-4years)
- 29. • When achild starts conversation ,give full attention whenever possible • Gain attention before speaking to them • Acknowledge , encourage and praise all attempts to speak • Continue to build vocabulary • Pause after speaking-Give the child a chance to continue the conversation • Talk about spatial relationships(First, middle,last; right & left ) • Talk about opposites (Up & down ;on & off) MODULES TO FOSTER LANGUAGE DEVELOPMENT DURING EARLY YEARS (4-6years)
- 30. • Offer description/clueand let the child identify the concept/ particular object that is being described • Help the child to follow 2-3 step direction- – eg: Go to your room and bring me the red pen” • The T.V can act as a valuable tool-Talk about what the child is watching and what might happen next-talk about characters –Are they happy/sad? • Take advantage of daily activities – At kitchen encourage child to name the ingredients – At grocery shop-discuss what to buy ,how many you need – Discuss size-(large or small) ,shape (round, oval, square),Weight(Heavy/light)
- 31. • Be agood model –Speak clearly, slowly and face the child while speaking. If child says an incorrect word/ sentence, say what you have understood-help the child to hear correct version • Use simple language and explain new words • Observe and comment-when playing ,take a steop back and make sure they don’t feel like being observed-Just comment on the what child is doing so that he/she can hear and learn new vocabulary • Let the child lead the play-Helps to build self confidence and don’t put pressure to talk • Books –teach early literacyskills_more the exposure to books prior to schooling –helps to develop literacy skills early • Sing songs/rhyme
- 32. • Motivating soundgames– Play the game “ready …steady… go…” . Let the balloon go . Do this few times and then pause after you say “ready …staedy…” and wait for the child to say “ go” • Communication temptation- Tempt the child to elicit speech /vocalization. • Hold the biscuit packet ,do not open until the children vocalizes a request (Teaches voice is a tool for initiating a request) • Adding language-Comment on what child sees, commentate on what he/she is doing/expand what they say – The child puts a eraser under the desk. Teacher/adult: “You are putting it under the hat – Eg: Child: “Car” Teacher/adult: “The Blue car”
- 33. • Toys- buildingblocks- – Speech and language opportunities –Adjectives (big , tall) up),verbs(fall down, build),preposition(on- top),nouns(colour,numbers) – Communication and social skills-turn taking, joint focus, sharing,listening,attending,observing • Role play- encourage the children to enact a situation by assigning roles – Eg:Fire station- Firemen,fire,engine,ladder,water,hose,burning,driving,climbing, smoke,hat , boots,jackets …
- 34. • Music –Enhancesspeech and language-improves listening skills . songs/rhymes-child follows intonation and stredd and Have musical beat( important while talking and syllablication) • Give praise and positive attention