Evolución de las Distribuciones de Tamaño

Organizing the Environment Educators can…

ƒ Provide an environment that is rich in language, both spoken and printed ƒ Build and expand upon what children say

ƒ Increase verbal expressions as projects are described

ƒ Increase vocabulary through exposure to diverse cultural materials, toys and objects ƒ Bring children to a variety of social and community activities and participate with them

in social and verbal interactions as much as possible

ƒ Encourage communication and/or participation by using culturally appropriate books and activities from children’s home environments

ƒ Display children’s work at their eye level

ƒ Ensure that the home and learning environments do not include cultural and other forms of bias

ƒ Print rich environment with colorful pictures posted at child’s eye level (laminated to prolong durability), and pictures with words.

ƒ Provide a variety of books for children to explore, including both fiction and non-fiction, and various textures.

ƒ Provide books that are of sturdy construction (such as board books) that have laminated pages, round edges, with bold and realistic illustrations, simple text with repetitive words and textured surfaces that encourage sensor motor exploration.

ƒ Place books on low shelves for children to learn book handling and “read” through books. ƒ Offer a cozy space to read with the children

ƒ Pillows or cushions ƒ Proper lighting

ƒ Basket with ‘Family Picture Books’

ƒ There are two benefits for a child who sits in an adult’s lap to listen to a story. The first is the enjoyment of looking at the pictures and hearing the story, and the second is the pleasure of snuggling with the loving adult who is reading. Both prepare children to be lifelong readers.

Responding to the Individual Differences of Children

A child’s language development is embedded in the context of their family, both immediate and extended; the community, and the values, norms and customs of their culture.

Dual Language Learners:

A critical consideration in the area of language and literacy development is that children will demonstrate skills in their home language first; consequently, educators are called to honor their diverse heritage, primary language and culture.

ƒ A child whose family speaks a language other than English at home, most likely will speak that language before English.

ƒ A child whose family speaks both English and their native language, most likely will use words from both languages easily.

ƒ In order to build on children’s strengths as literacy learners, educators can provide experiences and opportunities for children to build on prior knowledge, which helps children explore and strengthen their sense of cultural identity, thereby building self- esteem.

ƒ Actively support and value children’s home language by encouraging children to use it at home and across early learning settings.

ƒ Build on children’s strengths as literacy learners by including the family and culture in daily activities as much as possible.

ƒ Combine language activities with physical movement and music as much as possible; finger plays, songs and poems with hand motions, and games that involve movement and oral language.

ƒ Provide culturally and linguistically diverse models of communication including; body language, voice, touch, gesture, and facial expressions

Respecting the Diversity of Families

The relationship between the parent and the infant’s caregiver is crucial to the child’s optimum growth and development.Parents use different styles of communication for interacting with their children, with many of these styles being culturally based. There are several things to consider when thinking of communication styles within a cultural perspective:

ƒ A major aspect of communication style is the degree of importance given to verbal or non- verbal communication. Non-verbal communication includes not only facial expressions and gestures; it also involves seating arrangements, personal distance, and sense of time. In addition, different norms regarding the appropriate degree of assertiveness in communicating can add to cultural misunderstandings.

ƒ Another aspect of communication style is language usage. Across cultures, some words and phrases are used in different ways. For example, even in countries that share the English language, the meaning of "yes" varies from "maybe, I'll consider it" to "definitely so," with many shades in between.

ƒ Interculturalists have identified numerous differences in communication styles from culture to culture; the most important and most studied distinctions are the “indirect” and “direct” communication styles. These opposing styles can be easily misinterpreted. The direct style asks direct questions, stating problems in words. The indirect style often avoids asking or answering direct questions. Their style depends more on the non-verbal clues and the subtle approach to making issues known. While the direct style values

straightforwardness, the indirect style values manners and subtleness.

It is important for educators to become more knowledgeable about their own cultural beliefs and values in order to be open and respect the diverse cultural styles of the parents they work with. Awareness of the contrast in styles of communication in diverse cultures helps keep the

2.4 Cognitive Development: Introduction

reason. Young children are learning not only knowledge, skills, and concepts, but also acquiring “learning to learn” skills. Jean Piaget (1896–1980), the Swiss psychologist, has had the greatest impact on the study of cognitive development in early childhood. Piaget's theory states that the child is born with an innate curiosity to interact with and understand his/her

environment. It is through interaction with others and materials in the environment that the young child actively constructs his or her development, learns to use tools, makes things happen, and finds out about the physical properties of things.

Infants and toddlers draw on all domains, including social- emotional, language and physical motor skills, to further their cognitive development. They are attuned to the relationship between objects, actions and their physical environment, but especially, they are attuned to people. Parents, family

members, friends and educators play a key role in supporting the cognitive development of infants and toddlers by providing healthy interpersonal, social and emotional connections in which cognitive development can be acquired. Caring, responsive adults in the young child’s life provide a secure base that encourages full engagement in behaviors and interactions that promote cognitive learning. When provided with a stimulating, nurturing and safe environment, infants and toddlers will use all of their senses to explore their surroundings. Through the use of their senses, young children begin to make connections about the way the world works.

Educators can support and guide this process by observing the activities of infants and toddlers to determine their latest discovery. By responding with enthusiasm and new learning

opportunities, educators can promote these continued discoveries and enhance cognitive development in infants and toddlers.

When provided with a stimulating, nurturing and safe environment, infants and toddlers will use all of their senses to explore their surroundings. Through the use of their senses, young children begin to make

connections about the way the world works.

The learning guidelines for Cognitive Development for the infant are: ƒ Refines reflexes into purposeful actions.

ƒ Develops memory skills.

ƒ Performs simple actions to make things happen and displays a beginning understanding of cause and effect.

ƒ Develops problem solving skills.

ƒ Explores materials and discover mathematical concepts. ƒ Explores the environment making new discoveries.

ƒ Discovers creative expression through music, drama, dance and art experiences. ƒ Becomes aware of family and others in the community.