Involvement of Early Education in Active Classroom Learning Assessment Answer
Early Education-Practical Classroom
The purpose of the assignment is to understand, how the “early education is actively involved during the active classroom learning. As the child transits from early years till eight, the child experiences the period of rapid learning and having a consistent phase of growth and development. The role of the educator in such scenario is to understand how the brains are developing and how to develop the material that can help the young minds to develop faster and even help to them to absorb the concept and the application with respect to their lives (Webster, 2019). The young minds learning during the early stages of life are critical. It is important to have the set foundation as a base that can help to develop the foundations for their social skills, holding the self-esteem and having a perception that can generate with the set match and having a moral outlook that can help to develop with the cognitive skills.
Phonemic awareness is defined as the subset of phonological awareness and establishes as to how the listeners can hear and even identify and manipulate phonemes, which can help to attain a smallest mental units of sound and it can further help to distinguish the set of the meaning (morphemes) (Walsemann, 2020). The main purpose is to understand how to separate the spoken word "cat" and further use the three distinct phonemes, /k/, /æ/, and /t/, which would aim to channelize into the phonemic awareness. To understand how there can be phonemes that can result in the notes in a song and can be substantially be used in the isolation. As per the National Reading Panel aims to use phonemic awareness improves children's word and to use the reading along with the reading comprehension, that can help the children to learn as to how to spell. To understand how phonemic awareness can be based on learning phonics (Vitiello, et al, 2020).
Phonemic awareness along with the use of phonological awareness can be aimed at understanding and identify the series of confusion, that can be interdependent. Phonemic awareness would also aim to relate to the ability to hear and manipulate individual phonemes. It is necessary to have the phonological awareness that would substantially help in the ability, and further enhance the ability to hear and aim to manipulate larger units of sound, for example, the use of the onsets and rimes and syllables.
Phonemic awareness can distinguish the ability and address the distinguishing basis and manipulate and how it can lead to the individual sounds, which include the /f/, /ʊ/, and /t/ and also the foot. It would involve the following phonemic awareness skills aimed for the students to practice (Malloy, 2019).
- The use of phoneme isolation: would be helpful, which can aim the individual sounds such as, "Tell me the first sound when you hear the word paste" (/p/).
- Phoneme identity aims to develop the common sound that can be used the different words, aimed at the "Tell me the sound which would be used the bike, boy and bell" (/b/).
- The use of the Phoneme substitution would also aim to use the word (like "cat") aimed at the other (like "pat"). The purpose would be to use the substitution of one phoneme (such as /h/) for another (/p/). The use of the Phoneme substitution would aim to use instead of the initial sounds (cat-pat) and the related middle sounds (cat-cut) and the similar sending sounds (cat-cap).
- Similar to the use of the oral segmenting, when the teacher can use the word, such as, "ball," and students would mention how the individual sounds, /b/, /ɔː/, and /l/.
- Oral blending: When the teacher can use the sound, such as "/b/, /ɔː/, /l/" along with the students that can respond such as the word, "ball" (Quaye, 2019).
- Sound deletion: The teacher says a word, and the purpose of the students repeat it, and even following with the students to repeat and use the sound. Such as when the teacher is saying "pronounce 'bill' without the sound of the /b/", and here the students should answer as the "ill".
- TO use the subsequent onset-rime manipulation: and also understand how the isolation, use of the identification, segmentation and how to blend or deletion of the consequent onsets ( while using the single consonant or blend can help to precede the vowel along with using the consonants), for example, j-ump, st-op, strong (Loizou, 2019).
Further, the use of the phonemic awareness activities would be aimed at the use of the sound substitution, while the students can follow the instructions to replace one sound as a consequent of another and how the sound addition, can help the students to add the sounds to words; and make a subsequent sound switching, while the students manipulate and also include the phonemes. It would be a mix of the research supports and can use the three listed required to include from, particularly oral segmenting along with the oral blending
Example, Otto: Language development in Kindergartners
Development of phonological knowledge
During the kindergarten age, it is evident that how most adults can even relate with the children growing years of learning, can help to acquiring skills set of phonemes. The children need to note how to use the word ‘th’ sound and sound the ‘tank you’.
– Articulation can even be difficult for the child’s speech intelligibility which has to be noted and constantly checked.
Phonological Knowledge of Oral Language
To understand how to use the acquisition of phonological knowledge, it is important to relate with the kindergarten children's ability and in the same manner, yet distinguish similarities during initial stages while holding the end sounds, for example, during the chants, rhymes and in action poems, one can use fine tones, vocal sound and set pronunciation to address the word games that can relate with enjoyment while increasing the children's awareness as per the sound patterns and sounding distinctions (Loizou 2019). While understanding the set perception of rhyme, it is important to use the alliteration that can represent the forerunners and relate with the phonemes and perceptions that can be based on the rhyme helps children that can result in the similarities that can be spelling patterns.
Phonological Knowledge of Written Language
The related knowledge names of letters can be represented with the alphabet and can result in the development that can be phonological awareness (Coelho, 2019).
Evidence in Reading Attempts
To understand the evidence and how there can be phonological knowledge which is evident to represent the attempts that can focus on the key letters of letter-sound connection. Conventional spelling can be identified by the Kindergartners which can identify the small writing vocabulary and how it can represent the conventionally spelled words and digraphs.
Kindergarten children while doing the written attempts, needs know techniques while using the emergent writing behaviors and how to use the printed inline language aimed during the specific speech sounds (Bellocchi, 2019). Children's early spelling attempts can be rich evidence that can relate during the acquisition of phonological knowledge during the written language.
The use of the Prephonemic spelling: aims at correcting the letters characterized by appearing inline to the sound usually that related to the letter. Children appear and how there can be represented select letters randomly. To relate with the Phonemic spelling and there can be characterized with the can be bored children which would help to encode phonemes (eg SW; LADE). Additional is the Transitional spelling, which would represent the words that write the conventional features along with the consonant/vowel patterns (eg invented spelling) (Bellocchi, 2019).
Play in the developing literacy
Play while developing the literacy levels, aims at how to sustain and how there can be abundantly that can identify the opportunities aimed for the school children to develop the social skills and how there can be learning experience while playing. It is necessary to understand using literacy levels with the additional time spent can represent the core curriculum activities. They represent the child interacts that would identify the parents, siblings, families and how the active involvement of the teachers and classmates, can represent there can be a brief interaction that can happen due to the play. While fine-tuning the child it is important to correct the adequate poor social skills can be due to the limited social interactions that can be substantially be used with language development. Language and literacy are a major part of a child's life. Literacy would be aimed to decode the messages and to identify as to how there could be adequate means to communicate. While using literacy skills, it is important to use the adequate knowledge of the spoken language. Susbequqnelty, when communicating or interacting with others, the main goal, is to identify how young children develop their linguistic competence and can also use to develop the communicative abilities within their lives. Linguistic competence is how to use the enhanced way of language and skills based on the child’s knowledge and also to facilitate learning along with the growth. It is important to use the literacy when the children play and how to communicate during the play, and use appropriate language when interacting with the different people (Lee, 2019).
For this, the Paget theory of the learning is applied, as per the age-based stages. It is important to examine, how there can be the “concrete operational” stage that can better project the cognitive development. For example, when many children's behaviors aim to have plenty of the play element which can be used through the fingerplays, or by the movement games and while using the building with blocks. The use of the play can be used for the profound effect on language along with literacy development which is equally dramatic play (Quaye, 2019).
To conclude, it is important to understand the language and literacy that can represent the child’s life. While integrating the literacy types strategies, the main aim is to have advanced learning in the classrooms. It is important to understand how to develop the child develops literacy skills that can be done through the hearing language spoken and focusing on the children to develop literacy skills such as in the classroom settings, while reading the stories to read aloud and use the emotions and the different forms of tune, to help them understand what is the derived meaning. The substantial understanding the play children participate that can represent the reading and writing experiences that can understand the literacy skills and also aim to make the formal reading instruction.