Analysis Of Two Children Literacy Development English Language Essay

Introduction

The first early old ages of life represents of import alterations in the kids physiological, emotional and mental abilities that contributes to their cognitive and literacy development. It is of import for complete pedagogues to understand these alterations and its impact on the kids capacity to larn. Educators use this cognition to make prosecuting larning environments and the direction plans that suite each kid alone demands. The aim of this paper is to show how utilizing of this cognition helps to measure and back up the kids ‘ acquisition and literacy development through measuring the development of two kids ( A.K and A.I ) and proposing attacks to back up their acquisition.

Instructional Context

The two pupils selected for literacy development scrutiny are pupils of Al Shouaa KinderGarten School, KG one. Al Shoaa School locates in Al Makam country in Al-Ain metropolis in UAE. The school is specialized merely on kindergarten instruction for kids age from two to three old ages old and with entire staff of 18 female instructors and four instruction aid. The teaching topics include English linguistic communication humanistic disciplines, mathematics, scientific discipline, art, music, physical instruction, Arabic, calculating and Islamic surveies. The entire instruction clip each hebdomad is 30 periods ( each period is 40 five batchs ) and the estimated hours of learning per hebdomad is 20 hours. The entire figure of kids on axial rotation are 269 and 55.5 of them are male childs.

The school follows SABIS attack for learning ; the attack implies learning a organic structure of cognition and accomplishments within minimum input within shortest clip possible in assorted ability categories and using synergistic instructional schemes for active pupil engagement. It besides involves ranged learning techniques that include memorisation and phonics in reading and boring in other basic topics ( particularly mathematics ) . The learning attack purposes to make the foundation for accelerated acquisition, originative thought and single geographic expedition and ownership of larning procedure.

Teachers utilizing SABIS attack introduce the cognition for pupils with “ indicate a clip ” using the three stairss rhythm of SABISA® Point Systema„? : Thatch, Practice and Check ( SABIS Edcuational Services, 2010 ) . In the category room, the instructor explains or demonstrates the point to be learned ; provides illustration and/or gives contexts at which this point could be used so assigns a practical ( written ) activity to look into the person ‘ apprehension of the point given. Students are besides asked to work in little groups ; this scheme allows them to acquire support from their co-workers and gives the instructor the chance to visually study and measure the acquisition advancement and the demands for blink of an eye and direct re-teaching. When all pupils demonstrate, practically and in authorship, that they have a steadfast pant of the “ point ” taught, the instructor so moves to the following acquisition point. Through this instruction method, instructors in Al Shoaa School guarantee that pupils master SABISA® course of study and the indispensable accomplishments and cognition necessary for development.

In KGI category, from which pupils are selected for this scrutiny, there are entire of 20 five pupils aged from three to four old ages ( 12 misss /11 male childs ) . The pupils are all emirates national but with different societal backgrounds, personalities and both cognitive and physical abilities which form the mixed-abilities environment suggested by SABIS attack for larning.

Analysis of Two Children ‘ Literacy Development

The two kids selected for this literacy development scrutiny are ( A.K ) and ( A.I ) . ( A.K ) was born 11/03/2005 and he has merely one older sister. ( A.K ‘s ) household live in Al Makam country, his male parent is policeman while his female parent is a homemaker. ( A.K ) ever comes to the school with clean uniform and on occasion unkempt hair. He does n’t bury his repast money and frequently brings playthings and confect and portion them with his schoolmates. ( A.I ) , on other manus, was born in 29/05/2005 and she has three sisters and one brothers. Her male parent is a governmental employee while her female parent is besides a homemaker. Aysha ever comes to the school in tidy visual aspect and brings some of her playthings and a narrative to read in the category. The two kids were selected in the base of really close ages and the non working female parents. to stand for miss and male child sample for this scrutiny. A.K and A.I, besides, show similar features and abilities in term of attitude, temperament behaviour, physical development, linguistic communication development, social-emotional development and composing accomplishments. The information relevant to these countries were collected through observation and reexamining the two ‘ kids larning records ; the information of both kid is presented in Table 1 and Table 2.

In order to measure their acquisition and literacy development, A.K and A.I had been asked to finish several assorted formal and informal unwritten and written analyzing activities that aim to capture the relevant characteristics of each kid ‘s developing abilities to bring forth and understand unwritten linguistic communication for varied intents and each kid ‘s developing abilities to memorise, read and compose. The two kids were besides observed closely to obtain the forms of behaviours each kid displays toward the literacy activities. Summarization of these activities and results are illustrated in Table 3 and 4.

Table 1. Relevant Characteristics and Abilities of A.K

Attitude work

( A.K ) has settled easy in to category room modus operandi. He is a painstaking pupil whose consistent work wonts enable him to bring forth work. He is a caring kid who enjoys happy relationships with other kids. ( A.K ) Participates confidently in unwritten activity.

Physical Development

A.K has good co-ordination ; he is ever acute, attentive and willing to larn

Language Development

He can show himself good. He knows some of phonic words taught but there are some of phonic missive that he ca n’t articulate ( like ( R ) sound, he pronounces it ( L ) , this in both linguistic communications of Arabic and English.

Writing accomplishments

He has a good control pencil and he can organize the letters in satisfactory mode ; he besides has a good ability to transcribe right.

Disposition Behavior

On occasions, he tends to be chatty and finds it hard to conform to the subject of the schoolroom.

Social-Emotional Development

He ever interacts really good with other kids and shamefacedly with grownups. But he is ever willing to be friendly.

Table 2. Relevant Characteristics and Abilities of A.I

Attitude work

A.I has taken some clip to settle in to classroom modus operandi. She works diligently and independently in all countries. She has shown an enthusiastic attitude towards larning. A.I is responsible and independent pupil who works to the best of her ability.

Physical Development

A.I has a good co-ordination ; she is ever acute, attentive and willing to larn.

Language Development

She can show himself good. She knows all of phonic missive taught in Arabic and English

Writing accomplishments

She is a difficult working and responsible pupil who takes pride in everything particularly the high criterions of her written work.

Disposition Behavior

She displays model behaviour in category ; she is ever willing to delight. On occasions, she tends to be chatty and finds it hard to conform to the subject of the schoolroom.

Social-Emotional Development

She ever interacts really good with other kids and converses freely with grownups. She is sociable and friendly student who is ever willing to assist other.

Table 3.Features of Learning and Literacy developing Abilities of A.K

Area to be examined

Led by Teacher Activity

Result

Arabic reading

Ask pupil to read the Arabic pictured alphabetic sheet

Entirely, he did n’t remember/read the letters taught but read some letters when he is with group

English reading

Ask pupil to read the English pictured alphabetic sheet.

He knew four letters with image but he could n’t retrieve the missive when presented without the image.

Arabic sloping composing

Dictate Arabic letters on the pupil ( inquire the pupil to spell the letters ) .

Could n’t compose any missive when dictated. He was asked so to compose what he remembers and he so wrote disordered 11 letters.

English spilling authorship

Dictate English letters on pupil ( inquire the pupil to spell the letters ) .

He wrote Numberss alternatively of the letters.

Pull your ego

Ask pupil to pull and colourise him/her ego in a clean sheet

He drew a face with eyes, oral cavity, nose and really long organic structure and legs colored in orange.

Quran modesty

Ask the pupil to read “ Surat Al Feel ” by bosom.

He was able merely to read the first two words.

Writing name

Ask pupil to compose his/her name in Arabic and English

He was able to compose his name in English but non in Arabic.

Memory test

Read ( orally ) 3-4 random Numberss in forepart of the kid give him/her one 2nd so ask him/her to reiterate the figure.

Out of 10 times, he was able to retrieve 2/3 in three times, 3/3 in six times and 3/4 in one clip.

Decreasing comprehension

Read for the kid the Arabic narrative of “ Yasmeen ‘ Friend ” so inquire him/her inquiry to prove if he/she captures the narrative

After listening to the narrative, he was able to reply all the inquiries about the narrative.

Articulation test

Ask pupil to call objects ( and prove the sounds elements )

He was n’t able to articulate the sound of “ Q ” in the Arabic word “ qalam ‘ , he replaced with “ K ” stating ( kalam )

Rhyme oddness

Read 3 words for the pupils, two words start/end with the same missive so inquire the pupil to place the word that starts/ends with different missive ( sound ) in 10 seconds.

Start missive: In 7 repetitions of different 3 words each clip, he was able to acquire 2 words start otherwise than the other two.

End missive: In 10 repetitions of different 3 words each clip, he was able to acquire 3 words end otherwise than the other two.

Name trial

Ask the pupil to call the objects ( in images ) every bit shortly as he /she can

He was able to call all the images in Arabic ( sum of 50 ) in 1 batch and 17 second

Table 4.Features of Learning and Literacy developing Abilities of A.I

Area to be examined

Led by Teacher Activity

Result

Arabic reading

Ask pupil to read the Arabic pictured alphabetic sheet

She was able to read all letters ( – US .O? ) in right sounds ; she read it in 60 2nd

English reading

Ask pupil to read the English pictured alphabetic sheet.

She was able to read all letters ( a-z ) in right sounds ; she read it in 40 2nd

Arabic sloping composing

Dictate Arabic letters on the pupil ( inquire the pupil to spell the letters ) .

She has really good pencil control, she wrote 11 letters showing a good ability to transcribe right.

English spilling authorship

Dictate English letters on pupil ( inquire the pupil to spell the letters ) .

She wrote 17 missive with the ability to transcribe right ( better than Arabic composing )

Pull your ego

Ask pupil to pull and colourise him/her ego in a clean sheet

She drew herself with large face with oculus, nose, smile oral cavity, ears, legs and hair with two flowers ( the manner she likes ) ; colored her face in pink.

Quran modesty

Ask the pupil to read “ Surat Al Feel ” by bosom.

She was able to read it wholly in add-on to “ Surat Al Nas ”

Writing name

Ask pupil to compose his/her name in Arabic and English

She was able to compose her name in both linguistic communication ( Arabic and English ) ; she used different sized missive in the English name.

Memory test

Read ( orally ) 3-4 random Numberss in forepart of the kid give him/her one 2nd so ask him/her to reiterate the figure.

Out of 10 times, she was able to score/remember 3/3 in 9 times and 3/4 in the last set.

Decreasing comprehension

Read for the kid the Arabic narrative of “ Yasmeen ‘ Friend ” so inquire him/her inquiry to prove if he/she captures the narrative

She understood most of the conversations and the narrative and was able to reply all the inquiries about this narrative

Articulation test

Ask pupil to call objects ( and prove the sounds elements )

She was able to call all the objects.

Rhyme oddness

Read 3 words for the pupils, two words start/or terminal with the same missive so inquire the pupil to place the word that starts/ends with different missive ( sound ) .

Start missive: In 7 repetitions of different 3 words each clip, she was able to acquire 2 words start otherwise than the other two.

End missive: In 10 repetitions of different 3 words each clip, he was able to acquire 4 words end otherwise than the other two.

Name trial

Ask the pupil to call the objects ( in images ) every bit shortly as he /she can

He was able to call all the images in Arabic ( sum of 50 ) in 1 batch.

Analyzing the results of A.K and A.I scrutiny, it is obvious that both of them met most of the cardinal indexs for the reading and composing accomplishments that characteristic their age phase. In refer to Piaget phases, they represent the preoperational phase at which kids get the “ semiotic map ” and be able to mentally stand for the objects and events. Besides, Piaget proposed that during this phase kids are considered to be “ egoistic ” and more engaged in “ self soliloquy ” with no or less interacting with others ( Woolfolk, 2004 ) . In Case of A.K and K.I, both involve in good communicating with other kids and with grownups in small fluctuation of infinite and volume for emphasize when speech production. While their address is still non fluid and this is normal in this age, A.I pronounces all letters and words much better than A.K who still mispronounces some letters in Arabic and in English. Both were able to prosecute in a shared reading of familiar text ( reading letters ) , A.K struggled a small stake reading the missive in his ain or retrieve the English missive with the image which makes him more ocular scholar than A.I. This is apparent once more in the Rhyme oddness, memory test and rime oddness exercises. Furthermore, A.K was able to supply more realistic dimensions when he drew himself in comparison to A.I a who drew large caput, square organic structure and really short legs.

Both kids have developed the abilities to listen and react to narratives read out loud and to do connexion between sounds and letters when reading and spelling through placing same and different letters in similar spelled words. They besides begin to place the words that are rhyme and words that start and/or terminal with the same initial sounds. However, when it comes to vocabulary cognition, A.I once more performs better than A.K with her cognition and ability to utilize more of mundane words that include name of familiar objects, colourss, shapesaˆ¦and so on. Both of them besides demonstrated a good ability to keep the pencil efficaciously to pull and scribble. They were able to make texts for specific intents like composing their names and spelling some letters. I would mention A.I ‘ better public presentation in reading and composing bases to her societal background with the fact that she comes from larger household ; she interacts with other more four kids with a male parent who works in authorities and most decently more available around his kids than A.K ‘s male parent who is a police officer. One more thing clear is that A.I ‘s female parent encourages her girl literacy accomplishments ‘ development by supplying her with a narrative to read more frequently than A.K who ne’er brought a book, merely toys and confect. The rustling of calling trial to correlated velocity of reading missive ability with acquisition.

Supporting Literacy Development

It is of import to detect that the schemes to increase literacy development should concentrate non merely on bettering reading and composing accomplishments but besides developing the critical thought and encouraging kids to pass on with the instructor and other kids through assorted activities at which linguistic communication is used in different format ( reading, composing, listening and talking ) and for varied and dependable intent that. It is besides to see the “ strategy ” theories and mark to change the background cognition and link the new cognition to the old one ( internal strategy ) .

In instance of A.K and A.I a, both kids are in demand for scheme to back up their phonic consciousness and their ability to hear and pull strings sounds in spoken linguistic communication. A.K, by his bend, needs more focal point to back up his ability to pronounce letters and words and to spread out his cognition of vocabulary and improves his spelling and composing accomplishments.

Date of program

Area to be improved

Led by Teacher Activity

Result

3April 2010 TO

3 May 2010

Arabic reading

We play in category room games for Arabic missive like the ring game ; the ring has missive and the pupil chooses the missive ; and a book for missive to take it place to hold more reappraisal at place

Entirely, he can remember/read the letters taught demoing good advancement than earlier.

3April 2010 TO

3 May 2010

English reading & A ; composing

Have carnal book with letters ; besides use colour page for missive and worksheet to follow missive

He likes carnal and so he got satisfactory advancement

Every forenoon before category

Quran modesty

Every twenty-four hours in the forenoon read Quran by bosom

He has being seeking to read it by bosom but he still necessitate more clip.

3April 2010 TO

3 May 2010

Writing name

I give A.K following card to follow Arabic name

He is able now to compose his name in both linguistic communication ( Arabic and English in )

15April 2010 TO

3 May 2010

Consequence for Articulation test

I used with A.K images that start with K sound like kalbe ; and others start with q sound like qalbe

After utilizing these cards, he can state the sound with aid

15April 2010 TO

3 May 2010

Consequence for Rhyme oddness

I start reading in Arabic category the rime word and pattern with A.K to hold Auditory favoritism

I try this with all category, A.K and A.I both now can discrimination the word

Supporting Plan: A.K

As suggested by all acquisition development theories, societal acquisition enhances kids ‘s literacy accomplishments particularly in early phases. Prosecuting A.K in more group activities will give him the chance to larn from the kids in his age and to pattern the linguistic communication and particularly in symbolic and function playing activities. I would urge A.K ‘s household to prosecute him in more societal activities and acquire him to blend with more kids outside the school. More significantly, is for his parents to pass on more with him, speaks with him and rectify his pronounce each clip he misspeak a letter/word. In term of reading, composing and vocabulary development, A.K I need to utilize more ocular and coloured tools and objects to acquire A.K to larn and retrieve them. They may utilize ocular books picture-rich narratives to read for A.K and to promote him to read and/or reiterate what has been read aloud. Besides, I would urge to promote A.K to read and re-read and write and revise written ( practising ) with supplying positive feedback ( support ) as suggested by behaviourism theory to further the cognitive development and it is effectual for Quran modesty. There are besides tools and engineerings that can be employed to assist progressing the kid accomplishments like the Word Wall and the “ speaking ” books which read text back to kids so they can hear it.

Scaffolding is one more scheme I can utilize and promote A.K ‘s household to utilize to back up his literacy accomplishments and to travel from dependance to independence. This scheme may used with books and multimedia resources to steer A.K to link sounds and images with printed texts.

Supporting Plan: A.I

The chief country that A.I needs aid at ( and so dose A.K ) is the phonemic consciousness and the ability to pull strings sounds in the spoken linguistic communication. The acquisition schemes should aim to develop their memory and attention-span abilities to be able to capture the significance and the sequences of sounds in the word ( s ) . Children ‘ household could be recommended to prosecute their kids in group of activities and games that are designed to learn kids to hear the person and sequences of sounds in words and set of words. Examples of these games are dividing sounds “ Ask for things or stating words in mundane conversations with a intermission between each sound ” ; Nonsense at which parents read a familiar sallies for the kids with re-wording the original words to alter from sense to no sense and dispute the childs to observe such alterations whenever they occur and more of such activities that besides enhance the bipartisan communicating. One more manner is to employee the technological tools ( like computing machine package and Web-games ) to help kids ability to link the sounds to the letters in a merriment scenes.

July 25, 2017