Title: Learning Time With Language Experiences for Young
Description: How teachers can best provide for the young child's learning presents an overwhelming challenge in today's education. This book will help those concerned to meet this challenge because it treats of the skills of language which are basic to all learning.
Chapter 1 begins with an explanation of language and its stages of development. Emphasis is placed on the relationship of the communication skills with all concept formation within an intricate design for learning. The teacher is given a wealth of aids for helping the child with defective speech and also the child with a non-English speaking background.
At whatever age the child enters school, his beginning experiences help him to develop a favorable concept of himself and strengthen and preserve his sense of personal worth and self-confidence. In Chapter 1, Louise Binder Scott describes the kinds of interaction the child experiences with people and the impact of this interaction upon the image the child has of himself. Before he can communicate freely, he must identify with adults and with children of his age. Thus, the teacher sets about helping the child to discover himself and his potential and to believe in himself as a successful person.
Since poetry is the natural language of young children, sound, syllable, word repetition, and vocal play are described as necessary parts of the child's speech development. This natural, rhythmic speech can be kept alive through encouragement of self-talk and exposure to poetry, pantomime, and music. These activities help the child to give free rein to his creative impulses.
Because children from limited backgrounds sometimes have few patterns for simple greetings and courtesies, there is a section in Chapter 1 entitled "Language As a Social Skill." Original stories invite critical discussion on values.
Subjects: pedagogy, Classroom environment -- United States, teaching, children education