DEVELOPMENTALLY APPROPRIATE

INSTRUCTION
• CHILDREN DEVELOP EMOTIONALLY, MORALLY, PHYSICALLY AND COGNITIVELY AT
DIFFERENT RATES.
• CHILDREN’S PHYSICAL AND PSYCHOLOGYCAL NEEDS.
• TEACHERS PROVIDE CARE AND INSTRUCTION.
• TEACHERS MUST BE AWARE OF THEIR STUDENTS STAGE OF DEVELOPMENT TO BETTER
DESIGN LESSONS.
ATTRIBUTES OF DEVELOPMENT

• EMOTIONAL / SOCIAL DEVELOPMENT

• COGNITIVE DEVELOPMENT
• PHYSICAL DEVELOPMENT
EMOTIONAL / SOCIAL DEVELOPMENT
THE CHILD…
• IS USUALLY IN A POSITIVE MOOD • EXPRESSES FRUSTRATIONS AND ANGER
• IS NOT EXCESSIVELY DEPENDANT ON ADULTS EFFECTIVELY AND WITHPUT ESCALATING
DISAGREEMENTS OR HARMING OTHERS
• USUALLY COPES WITH REJECTION ADEQUATELLY
• TAKES TURNS FAIRLY EASILY
• HAS POSITIVE RELATIONSHIPS WITH 1 OR 2
PEERS
• NEGOTIATES AND COMPROMISES WITH OTHERS
APPROPRIATELY
• DISPLAYS THE CAPACITY FOR HUMOR
• ACCEPTS AND ENJOYS PEERS AND ADULTS OF
• EXPRESSES WISHES AND PREFERENCES CLEARLY ETHNIC GROUPS OTHER THAN HIS OR HER OWN
 COGNITIVE DEVELOPMENT
THE CHILD… • GRASPS CONCRETE AND/OR ABSTRACT
• CAN FOLLOW ONE-STEP INSTRUCTIONS CONCEPTS EASILY

• CAN FOLLOW TWO-STEP INSTRUCTIONS • CAN MAKE CONNECTIONS BETWEEN DIFFERENT

CONCRETE CONCEPTS
• CAN FOLLOW THREE-STEP INSTRUCTIONS • CAN MAKE CONNECTIONS BETWEEN DIFFERENT
• UNDERSTANDS THE CONCEPT OF SYMBOLS SUCH ABSTRACT CONCEPTS
AS NUMBERS AND LETTERS
• COMPREHENDS CONCRETE AND/OR ABSTRACT
• IS INTERESTED IN ACADEMIC CONTENT CAUSE AND EFFECT RELATIONSHIPS
• LIKES READING OR BEING READ TO • CAN RECOGNIZE PATTERNS
• LIKES PLAYING WITH WORDS, NUMBERS, OR • CAN FOLLOW A SEQUENCE OF EVENTS
ABSTRACT SYMBOLS
• CAN CLASSIFY CONCRETE PICTURES, OBJECTS,
AND/OR ABSTRACT CONCEPTS
PHYSICAL DEVELOPMENT
THE CHILD…
• DEMONSTRATES MUSCLE CONTROL WHEN USING
SCISSORS
• DEMONSTRATES MUSCLE CONTROL WHEN USING
FAT CRAYONS, PENCILS, OR MARKERS
• DEMONSTRATES MUSCLE CONTROL WHEN
HOLDING FORKS, SPOONS OR KNIVES.
• DEMONSTRATES MUSCLE CONTROL WHEN USING • IS ABLE TO SKIP, HOP, RUN, JUMP, AND DANCE OR
SKINNY PENCILS, MARKERS, CRAYONS, OR
PAINTBRUSHES
• DEMONSTRATES THE MUSCKE AND HAND-EYE
COORDINATION NECESSARY TO CATCH A BALL
• DEMOSTRATES MUSCLE CONTROL AND FOOT-EYE
COORDINATION NECESSARY TO KICK A BALL
WHEN ROLLED
• DEMOSNTRATES HAND-EYE COORDINATION
NECESSARY TO HIT A BALL WHEN THROWN AS IN
TENNIS, BASEBALL, OR VOLLEYBALL
MOVE TO MUSIC

• DEMONSTRATES THE MUSCLE COORDINATION

NECESSARY TO THROW OR KICK A BALL
ACTIVITY
• THINK OF A CHILD YOU KNOW. THE CHILD MAY BE A STUDENT FROM YOUR OBSERVATION PRACTICUM OR A
RELATIVE. PROVIDE EXAMPLES OF THEIR PHYSICAL, COGNITIVE AND SOCIAL/EMOTIONAL DEVELOPMENT.
TEACHING LISTENING AND SPEAKING TO
YOUNG LEARNERS
 Listening Speaking Both

VYLs

YLs
WHAT IS LISTENING?

• IN TEAMS, THINK ABOUT AT LEAST 2 DIFFERENT CONCRETE ACTIVITIES YOU

CAN USE TO TEACH LISTENING TO YOUR STUDENTS.
TEACHING LISTENING
• HEARING VS. LISTENING
BOTTOM-UP AND TOP-DOWN ACTIVITIES
PRINCIPLES FOR TEACHING LISTENING TO
YLS
• 1. PREPARE TEACHER TALK CAREFULLY.
• 2. USE LISTENING ACTIVITIES THAT REFLECT REAL-LIFE COMMUNICATION.
• 3. USE LISTENING ACTIVITIES THAT ARE DEVELOPMENTALLY APPROPRIATE.
• 4. USE A VARIETY OF TECHNIQUES TO MAKE LISTENING INPUT COMPREHENSIBLE.
• 5. CHECK COMPREHENSION USING A VARIETY OF RESPONSE TYPES.
• 6. KEEP LISTENING ACTIVE – ALWAYS GIVE LEARNERS A LISTENING TASK.
• 7. EQUIP YOUR STUDENTS WITH INTELLIGENT GUESSWORK STRATEGIES.
TEACHING SPEAKING

• IN TEAMS, THINK ABOUT AT LEAST 2 DIFFERENT CONCRETE ACTIVITIES YOU

CAN USE TO TEACH SPEAKING TO YOUR STUDENTS.
TEACHING SPEAKING
• SPEAKING IS THE MAIN MODE OF COMMUNICATION FOR MOST PEOPLE.
• IN MOST CASES IS A TWO-WAY COMMUNICATION.
• YL ARE STILL LEARNING HOW TO COMMUNICATE AFFECTIVELY IN THE L1.
• EYLS TEACHERS HAVE TO CONSIDER WHAT KINDS OF ORAL
COMMUNICATION ARE APPROPRIATE ACTIVITIES FOR LEARNERS AT
CERTAIN AGES.
PRINCIPLES FOR TEACHING SPEAKING TO
YLS
• 1. BUILD CLASSROOM ROUTINES IN ENGLISH
• 2. USE SPEAKING ACTIVITIES THAT REFLECT REAL LIFE COMMUNICATION.
• 3. USE SPEAKING ACTIVITIES THAT ARE DEVELOMENTALLY APPROPRIATE.
• 4. USE A VARIETY OF ACTIVITIES TO IMPROVE BOTH ACCURACY AND FLUENCY.
• 5. BUILD CLASSROOM INTERACTION BY GIVING STUDENTS PLENTY OF OPPORTUNITIES TO PARTICIPATE.
• 6. KEEP THE SPEAKING ENVIRONMENT ACTIVE – DO NOT CORRECT ERRORS EXPLICITLY.
• 7. EQUIP YOUR YLS WITH NEGOTIATION STRATEGIES.
HOW CAN WE INTEGRATE THE TWO SKILLS
IN OUR LESSONS?