澳洲南澳代写:育儿的环境

2017-11-18 22:16

因为越来越多的孩子进入育儿的环境，他们说英语作为一种额外的语言，从业者可能不得不给予这些孩子额外的支持，以帮助他们发展他们的英语技能。从业者应该重视这种语言的多样性，并为这些孩子在他们的游戏和学习中使用和发展他们的家庭语言提供机会。家庭语言技能可以转换为新的语言，并能增强孩子对语言使用的理解。由于一些孩子的家庭可能不会说任何英语，所以很重要的一点是，孩子仍然需要在家里讲他们的家庭语言。家庭语言对于保持积极的家庭关系至关重要。从业人员在安抚父母方面扮演着关键的角色，他们通过维护和发展自己的家庭语言，使他们的孩子能够用英语学习技能。英语需要通过实际的有意义的经历和与他人的互动来学习。这些孩子可能会花很长时间听他们说话，然后进入静默期。这通常不是一个值得关注的原因，因为他们还在学习。他们通常能够理解他们所听到的大部分内容，特别是通过手势、面部表情和视觉支持的交流。在口语中，理解总是提前的，重要的是孩子们不会感到压力，直到他们有信心这么做，但是成年人继续与孩子交谈，期望他们会做出反应是很重要的。
澳洲南澳代写:育儿的环境
Because there are more and more children entering the childcare settings who speak English as an additional language, practitioners may have to give extra support to these children to help them develop their skills in English. Practitioners should value this linguistic diversity and provide opportunities for these children to use and develop their home language in their play and learning. Home language skills are transferable to new languages and can strengthen the child’s understanding of language use. As some of the child’s family may not speak any English, it is important to understand that the child will still need to speak their home language for communications in the home. Home languages are vital for maintaining positive family connections. Practitioners have a key role in reassuring parents that by maintaining and developing their home language will benefit their children with their developing skills in English. English will need to be learnt in a context, through practical meaningful experiences and interactions with others. These children may spend a long time listening before they speak and go through a silent phase. This is not usually a cause for concern as they are still learning. They will often be able to understand much of what they hear, especially where communication through gesture, facial expression and visual support is encouraged. Understanding is always in advance in spoken language and it is important that children do not feel pressured into speaking until they feel confident to do so, but it is essential that adults continue to talk to the children with the expectation that they will respond.