A Multimedia Resource Manual to Facilitate English Language Instruction for Elementary Youth in Taiwan

The purpose of this project was to develop a multimedia resource manual to facilitate English language instmction for elementary youth in Taiwan. To accomplish this purpose, a review of current literature regarding multimedia technology in English language instmction for EFL/ESL learners was conducted. In addition, unit overviews, objectives oflesson plans, learning activities, teaching strategies, and instmctional materials were adapted and developed

The Impact of Teachers\u27 Social Emotional Competency and Reading Pedagogy on the Emergent Literacy of Children in Early Childhood Classrooms

According to the study, teachers\u27 beliefs significantly shape the instructional practices they choose to employ in the classroom. The study\u27s overarching goal was to ascertain whether children’s emergent literacy development (ages 3 and 4) is positively influenced by their early childhood teachers\u27 social-emotional instruction, reading pedagogy, phonological awareness activities, and educational qualifications. This study focuses on early childhood centers across the southeastern jurisdiction of the United States. The researcher selected participants from a comprehensive list of over 2,300 regional non-governmental financed early childhood programs that were publicly available through the Texas Department of Family and Protective Services (DFPS), a state-managed database. One hundred seventy-four early childhood teachers participated in the research. Multiple regression statistics were utilized to investigate the predictability of the research hypotheses at the .05 level of significance, with a primary emphasis on four independent variables. According to the findings of this study, early childhood teachers\u27 beliefs and practices regarding phonological awareness, social-emotional learning, and reading pedagogy improved the emergent literacy development of prekindergarten children (ages 3 and 4) participating in non-government-sponsored childcare centers

Asperger's and the Effective Learning Environment

This meta-synthesis of the literature on developing an effective learning environment for children with Asperger Syndrome examines four critical areas that help support academic and social growth and self-advocacy. Early intervention and social skills instruction, while considering the specific needs of the child are foremost and provide the foundation from which all future learning will evolve. Effective learning not only encompasses approaches that are person-centered but also requires adaptations that support transition. For the Asperger child, as he moves into adulthood, transitioning can be especially challenging. As an adult, with ongoing support and interventions, transitions can be opportunities for self-awareness and growth

Practitioners' strategies for enhancing early childhood music education in Taiwan

The purpose of this study was to describe practices of pre-school educators and to investigate the extent to which they enhance music instruction among five-to-six-year-old children. This was accomplished through an examination of three early childhood educators investigating what strategies are used for providing music instruction to pre-school children, the attitudes of teachers and parents in regard to this, the most effective approach for providing music instruction, and the assessments used to measure student progress in achieving musical skills. Primary participants included three early childhood teachers, and secondary participants included nine parents. Qualitative methods were used, including formal interviews with the three chosen teachers. They were each interviewed one time individually. Parents were given open-ended questionnaires designed by the researcher. Observations of teacher interactions with students were conducted in 14 separate sessions over a period of three weeks, where the researcher sat in during general and music class in the same classroom; the field notes cataloged observations of musical activities. The collected documents included teaching materials developed by the music and classroom teachers, such as lesson plans and a teaching activity handbook. The Taiwanese pre-school music curriculum included singing, music and movement, listening, and playing musical instruments. Data indicated that children can only audiate to one instrumental sound or one melodic line at a time. The teacher provided feedback was found to be effective in enhancing student musical learning. Teachers served as musical models in singing, music and movement, and in playing instruments to assist children's musical learning. Bruner's theory of enactive and iconic modes of representation played an important role in singing, music and movement, as well as listening in the class. The model movements or gestures were presented by the teachers and imitated by the children. Teachers and parents had positive attitudes toward early childhood music education. When music classes were provided, the music teacher could enhance both the classroom teacher and children's musical skills. Effective approaches were storytelling and using body movements. Participants reported several different opinions regarding teachers' assessment of students including having teachers follow the national curriculum standard, assess her students through their classroom response, and observe her students at a graduation concert. In general, the practitioners' strategies for enhancing pre-school music education were positive and related to previous research findings on music instruction and educational theories

Practitioners' strategies for enhancing early childhood music education in Taiwan

The purpose of this study was to describe practices of pre-school educators and to investigate the extent to which they enhance music instruction among five-to-six-year-old children. This was accomplished through an examination of three early childhood educators investigating what strategies are used for providing music instruction to pre-school children, the attitudes of teachers and parents in regard to this, the most effective approach for providing music instruction, and the assessments used to measure student progress in achieving musical skills. Primary participants included three early childhood teachers, and secondary participants included nine parents. Qualitative methods were used, including formal interviews with the three chosen teachers. They were each interviewed one time individually. Parents were given open-ended questionnaires designed by the researcher. Observations of teacher interactions with students were conducted in 14 separate sessions over a period of three weeks, where the researcher sat in during general and music class in the same classroom; the field notes cataloged observations of musical activities. The collected documents included teaching materials developed by the music and classroom teachers, such as lesson plans and a teaching activity handbook. The Taiwanese pre-school music curriculum included singing, music and movement, listening, and playing musical instruments. Data indicated that children can only audiate to one instrumental sound or one melodic line at a time. The teacher provided feedback was found to be effective in enhancing student musical learning. Teachers served as musical models in singing, music and movement, and in playing instruments to assist children's musical learning. Bruner's theory of enactive and iconic modes of representation played an important role in singing, music and movement, as well as listening in the class. The model movements or gestures were presented by the teachers and imitated by the children. Teachers and parents had positive attitudes toward early childhood music education. When music classes were provided, the music teacher could enhance both the classroom teacher and children's musical skills. Effective approaches were storytelling and using body movements. Participants reported several different opinions regarding teachers' assessment of students including having teachers follow the national curriculum standard, assess her students through their classroom response, and observe her students at a graduation concert. In general, the practitioners' strategies for enhancing pre-school music education were positive and related to previous research findings on music instruction and educational theories

The Critical Relationship of Dramtic Play and Literacy Development: Primary Plays Handbook, Activity Packets and Dramatic Play Kits for the Primary Classrooms

Dramatic play is a critical element of programs for young children as a means of acquiring literacy. Literacy-enriched play encourages children\u27s exploration of reading and writing in the world around them. Although child-structured dramatic play is widely recognized as being important, few opportunities are provided for primary educators to incorporate this type of drama into their reading curriculums. This project provides a foundation to implement dramatic play activities in the preschool through third grade reading curriculums

Preschool Number of the Day

This action research project was completed by a researcher was interested in the preschool math curriculum. More specifically, in the numbers and how their relationships including one to one counting and producing the amount when given a number in preschool. This researcher has taught preschool for 7 years. The students were able to participate in the study. One class of students did not receive the number of the day lessons, while the other students received the lessons throughout the entire school year. The study was part of our learning standards aligning to the Iowa Early Learning Standards and Gold Teaching Strategies. The students were asked to count one item at a time until they skipped a bear or missed/ said a number that was not next in the corresponding order. The study also had the students produce the amount on the card with the same bears in random order. These learning standard assessments were given at the beginning of the year and at the end of the year to see if the number of the day was successful in those lessons. The research was conducted to result in further lessons in the number of the day is proven to be successful

Supporting Children\u27s Language and Literacy Through Collaborative Shared Book Reading

Language and literacy skills are critical for academic success. Shared book reading is an evidence-based practice for improving a range of language and literacy skills in young children, including those with or at risk for learning disabilities. The aim of this paper is to describe how teachers and speech-language pathologists (SLPs) can collaborate to support young children’s learning through shared book reading. An overview of shared book reading is presented, followed by a description of the collaboration, implementation of the shared book reading sessions, as well as instruction that can take place after the reading. By collaborating through shared book reading, teachers and SLPs can enhance their overall instructional quality to more effectively support the language and literacy needs of children with or at risk for learning disabilities

Teachers\u27 understandings of phonological awareness

The purpose of this qualitative study was to investigate teachers\u27 perceptions, knowledge, and teaching practices of phonological awareness. Sixty-four kindergarten and first grade teachers in a rural East Tennessee school district volunteered to participate in the study. The survey instrument was a mailed questionnaire in the form of a two-part written interview. The written interview contained six demographic and general information questions and eight open-ended questions designed to reveal teachers\u27 understandings of phonological awareness and their instructional approaches within the classroom context. Data were analyzed using the constant comparative method. This study found that most teachers perceive phonological awareness and its constituent skills to involve letter-sound relationships rather than the segmental aspects of oral language. Generally, teachers did not believe phonological awareness to be an essential component of reading instruction; however, approximately one-third of the teachers perceived phonological awareness to be causally related to reading. The conclusions of this study were that most teachers have limited knowledge concerning the meaning of phonological awareness, how it relates to reading acquisition, and of the ways to instruct it in the classroom context. All but a few of the teachers are conducting phonics lessons rather than instructing children to identify and manipulate various segments of speech. It is also evident that many of the teachers in the present study have actively sought information regarding phonological awareness through professional development programs, the Internet, and collaborating with colleagues; thus, it appears that their limited knowledge of phonological awareness is not attributable to their disinterest, but to inadequate sources, which often fail either to clearly differentiate between phonological awareness instruction and phonics instruction, or to deal adequately with the complexity of the construct