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Profiles

Supporting the Development of English by Young English Language Learners ELL Module 3


Event Description

There are shifting demographics across our country that change the way early care and education professionals introduce language in their environments. Currently there are over 110 languages spoken in Ohio and studies have shown that supporting children's home language in their early learning and education settings is a critical component to optimal language development. Come to this session to find out how bilingualism is defined, what the stages of development are for children learning more than one language, and how you can best support these children even if you only speak one language yourself. This session is Module III of the five part series on supporting young English Language Learners.


Sessions / Training Location Info


Session Being Hosted At:
4c for Children - 2100 Sherman Avenue, #300 Cincinnati Hamilton (directions)

Session Being Hosted At:
4c for Children - 2100 Sherman Avenue, #300 Cincinnati Hamilton (directions)

Instructor(s)

Rebecca Howard

Event Information

Contact Hours 6.00
Training approved for OA-L1
Registration deadline May 13, 2019
Number of open seats 9
Event Owner 4C Cincinnati
Sponsor Phone (513) 758-1301

Topic Areas

Target Audience Classroom Staff / Teacher,Staff working with children with special needs,Program Administrator,Family Child Care
Age Groups related to content Infants,Toddlers,Preschoolers
Core Knowledge Area Child Growth & Development - Level 1
Child Development Associate Area To advance physical and intellectual competence
Early Learning and Development Standards Language and Literacy Development
Assessment Type Reflection
Small group activity
Journal
Individual activity

Objectives

Objective: Define bilingualism in early childhood
 
Core Knowledge Document: Ohio's Early Childhood Core Knowledge and Competencies
 
Area: Child Growth and Development
 
Subgroup: Developmental Process
 
Competency: 1.2 Identifies basic developmental sequences, stages and milestones of young children.
Objective: Distinguish between simultaneous and sequential bilingual development
 
Core Knowledge Document: Ohio's Early Childhood Core Knowledge and Competencies
 
Area: Child Growth and Development
 
Subgroup: Developmental Process
 
Competency: 2.1 Applies direct observation and knowledge of children's development as a framework to provide appropriate experiences for children.
Objective: Identify the oral language stages through which sequential emergent bilinguals frequently progress while acquiring an additional language/s Examine the ways contextual and individual
 
Core Knowledge Document: Ohio's Early Childhood Core Knowledge and Competencies
 
Area: Child Growth and Development
 
Subgroup: Developmental Process
 
Competency: 1.2 Identifies basic developmental sequences, stages and milestones of young children.
Objective: Examine the ways contextual and individual factors influence the dual language development process
 
Core Knowledge Document: Ohio's Early Childhood Core Knowledge and Competencies
 
Area: Child Growth and Development
 
Subgroup: Developmental Process
 
Competency: 1.1 Recognizes and respects individual differences in children's growth, development and learning and adjusts practices and expectations for individual children accordingly.
Objective: Evaluate differences between typical and atypical bilingual development
 
Core Knowledge Document: Ohio's Early Childhood Core Knowledge and Competencies
 
Area: Child Growth and Development
 
Subgroup: Developmental Process
 
Competency: 2.2 Identifies children's differing developmental needs and implements responsive strategies.
Objective: Recognize the different competence areas that contribute to communicative competence
 
Core Knowledge Document: Ohio's Early Childhood Core Knowledge and Competencies
 
Area: Learning Environments and Experiences
 
Subgroup: Interactions and Relationships
 
Competency: 1.14 Conveys respect for diversity among children and families as evidenced by attempts to accommodate beliefs, needs and differences noted among children.
Objective: Compare common oral language acquisition strategies used by simultaneous bilinguals to those frequently used by sequential emergent bilinguals
 
Core Knowledge Document: Ohio's Early Childhood Core Knowledge and Competencies
 
Area: Child Growth and Development
 
Subgroup: Developmental Process
 
Competency: 1.1 Recognizes and respects individual differences in children's growth, development and learning and adjusts practices and expectations for individual children accordingly.
Objective: Analyze the differing language demands of school and home/community
 
Core Knowledge Document: Ohio's Early Childhood Core Knowledge and Competencies
 
Area: Learning Environments and Experiences
 
Subgroup: Physical Environments
 
Competency: 1.1 Recognizes when a child's behavior is being affected by characteristics of his or her surroundings and adjusts expectations or mitigates the effects of these influences.
Objective: Identify a set of principles to guide the development of culturally- and linguistically-responsive instructional practices in support of English language learners' development
 
Core Knowledge Document: Ohio's Early Childhood Core Knowledge and Competencies
 
Area: Learning Environments and Experiences
 
Subgroup: Interactions and Relationships
 
Competency: 2.2 Adapts to and includes each child, individually accommodating for his/her temperament, personality, strengths, interests and development.

Training Organization


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