Académique Documents
Professionnel Documents
Culture Documents
Samantha Bechara
Week 3- Paper 3
Bechara-Week3 Paper 3 1
The heart of my preschool special needs classroom revolves around play. As stated by
McCafferty (2002), play and drama are essential in early learning as stated by Vygotskys Zone
of Proximal Development (ZPD) and second language learning. Play in the early childhood
classroom promotes language and social learning. Through play young children can further their
individual development through exploration of classroom materials and interactions with their
peers.
As stated by Vygotsky, the ZPD helps children acquire the understanding of culture
being altered to maximize their learning throughout the school year. The classroom is set up to
include various high interest centers such as dramatic play, blocks, sensory table, library, writing
center, art center, art easel, science/ exploration center, and table toys. Within each center, realia
is utilized. The usage of a variety of materials and realia within the classroom environment
enhances the language utilized by students related to their play as well as social interactions
193). This shift from social language and modeling drives internal learning and growth as
supported by the ZPD. Following the classs interests in learning, classroom materials change to
include things that children are interested in while supplementing their individual developmental
growth.
projects of focus. Following the project approach, short and long term projects allow children
explore interests, problem solve, make connections, think critically, and strengthen academic
foundations. The usage of short and long term projects promote second language learning related
Bechara-Week3 Paper 3 2
to the themes or interests of the students increasing student motivation for second language
learning related to the topic or theme. As stated by Brown (2014) this intrinsic and extrinsic
motivation enhances the students learning. Student motivation for learning as well as mutual
repertoire as stated by Brown (2014). The understanding of the classroom learning community
can promote the belief of Vygotskys ZPD including instructional scaffolding in the form of
provocations or prompts; learning cues; and environmental learning from the classroom
environment and world around them. The learning environment can be viewed as a third teacher
affects young childrens development and supports theyre learning across all developmental
domains. Throughout the classroom, careful consideration is provided to each high interest
center throughout the classroom to provide relaxing and inspiring spaces that promote
communication, relationships, creativity, and exploration. As the natural and authentic materials
Development can be promoted through student curiosity via imitation of language, gestures, or
actions. Gesture is an important meditational means in both play and drama; indeed Vygotsky
(1978) pointed out in reference to how objects used in play come to represent other things that it
is only on the basis of indicatory gestures that play things themselves gradually acquire their
meaning (p.108) (McCafferty, 2002, p. 193). The usage of materials for other usages than
Bechara-Week3 Paper 3 3
initially intended promotes second language learning, creativity and imaginative learning a key
aspect in early childhood development As adapted from the Reggio Emilia approach, throughout
my classroom children have the opportunity to express their learning through multiple modalities
such as words, movement, music, art, and building. Following the 100 languages of the child
from Edwards, Gandini & Doreman (2012) the usage of multiple modalities for expression of
learning and differentiation within the early childhood classroom for student growth is essential
centered learning opportunities utilizing the environment and materials to expand upon second
language learning for the preschool special needs/ English language learners, which I teach.
References:
Brown, D. (2014). Principals of language learning and teahcing: A course in second language
acqusition (Sixth Edition ed.). White Plains, NY: Pearson Education .
Edwards, C., Gandini, L., & Forman , G. (2012). The Hundred Languages of Children: The
Reggio Emilia Experience in Transformation, 3rd Edition (Third Edition ed.). Santa
Barbara, CA: Praeger.
McCafferty, S. G. (2002). Gesture and creating zones of proximal development for second
language learning. The Modern Language Journal , 86 (ii), 192-203.