s manner, as the children’s thinking is developed, it is crucial to include items or materials in the classroom environment and curriculum that links to or facilitates the recalling of past lessons. Educators may observe and document what they see by placing children in their natural environments which include classrooms, the outdoors or home, mainly because the children will express more in actions that they would in words. Their actions, such as frustration by ripping pages, may be documented in anecdotal records that briefly describe specific incidents.
Through pretend play, children are able to develop linguistic competence because they can first of all make sense out of their world and after developing cultural and social understandings, can express their feelings and thoughts. When a child pretends to be another person in play, he is able to construct statements and metacommunication appropriate to that role in order to maintain the episode of play. Through this, they will be able to internalize rule systems related to the language of the pretend play as well as ways of generating multiple forms of expressing thoughts (Shonkoff & Phillips, 2000). Through an observation made from teaching experiences in which non-French children were learning basic French, a student expressed linguistic competence by noting another, who pretended to be a French baker, was not stressing the sound ‘R’. By playing with language, this student was already feeling in control of it and was showing competence in understanding the concept of sounds and syllables. That shows the significance of pretend play in supporting linguistic competence through focused verbal interactions.
Not all the Field Experience sites give children opportunities to present their learning. However, it was observed that children can present their learning through pictures, numbers, athletics, music and words. Therefore, as educators it is important to first allow the students discover their own ...Show more