At the development stage between three to four years old, children look up to their parents and teachers to acquire communication skills. It implies that teachers and parents need to create a stable and ideal learning environment that enhances language acquisition among such children. As a professional, it is an obligation to find ways to help these young people properly develop their language skills. There are many activities which can enhance such skills, and the teacher can use them to improve language acquisition skills among the children. In this article, the focus is on interview questions to understand the best ways to approach the language acquisition process at the preschool level. The interviewee is Jane; a preschool teacher is years of teaching experience. After the interview, there will be an analysis of these answers and how best a professional can enhance language acquisition skills among the pre-school children between three to four years old.
The interview
Me: there are numerous approaches a preschool teacher can find beneficial to children when teaching language acquisition. According to you, which of them do you find most helpful or suitable for children between the ages of three to four years old?
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Jane: I cannot precisely spot any of them because most of them are beneficial. However, I like to help these young people connect with language within their surroundings. For instance, if I was working on some new words that I need children to grab, I always use pictures or objects or allow them to hold these objects or items. In my view, I like my children to learn in a hands-on way. I understand and believe that this is the best way to allow these children to identify the word and also try to remember when they come across such picture or objects.
My elaboration : From this answer, it is evident that the natural approach to language acquisition seems the best. People should grant children the freedom to interact with their environment to enhance their understanding and language development skills. The natural approach includes physical responses to items and vivid pictures which strengthen their desire to learn more about these items and through such connection with nature and environment; they acquire language skills (Vos, 2008).
Me: As teachers interact with children at this level, the physical space sometimes becomes pertinent in enhancing understanding. In your opinion, what features of your physical space you think are pertinent in promoting language acquisition and development among the children at this age bracket?
Jane: I like something that creates an impression and bridge the physical gap between the children and me. For this reason, I want to have labels with the picture and words on all of the toys, learning centers, different areas, and supplies. In this manner, I place the language all around the children within the classroom to reduce the physical distance between us during the teaching process. This way, the language is all around them, and they will learn to use the labels if they need to find an item or even with spelling.
My elaboration: creating an impression such as labeling enhances language development skills because as children look at the picture and words, they can relate them with items in the photos. It helps them understand how to read such words.
Me: Parents also spend some time with their children; how do you partner parents to encourage them to provide support for children’s language development skills?
Jane: There are two ways I engage parents and encourage them to participate in developing children’s language acquisition skills. The first is regular parent meetings. During the meeting, I encourage children to read for their parents, or their parents read for them and motivate them to read even more. It also includes encouraging the parents to hold a conversation with their kids about reading. I also provide reading materials that children discuss with their parents back at home.
My elaboration: Meeting creates a chance for the children and parents to discuss and also share their experience within their environment. Further, when a teacher provides children with materials to help them read, they tend to Have a chance to read everywhere in the house, car, and school. It enhances language acquisition skills among children.
Me: What are the skills your class prioritizes and is working on to help in developing and acquiring language?
Jane: I prioritize reading because it allows children to use their imagination mostly when I try to introduce new words. The children can "read" picture books by creating their own stories. The older children learn to blend essential simple words and can follow along as people read to them.
My elaboration: According to Piper (2012), children experience sensitive interaction with language that appeals to children and creates conversations about language, books, and concepts. Dickinson also claims that "there is evidence that is simply providing books has value, especially in settings where very few books are otherwise available. However, the evidence is much stronger than the combination of books and guidance for reading has great potential to result in and lead to more frequent and more effective reading and improvements in children's language and self-regulatory competencies” (Piper, 2012).
Me: There are numerous techniques teachers use to enhance or motivate language acquisition. In your opinion, what is the best technique you would prefer for your case?
Jane: I like praising them and drawing for them a funny face when they do well in their reading process. I believe this encourages them to try their best when they have another chance.
My Elaboration: From her elaboration, I think Jane view classroom interaction as fun, and this creates a situation where children depend on the fun they have while reading. Playing and having fun is critical in children's life. As a teacher, it better to integrate fun and play during language acquisition development as this will enhance their skills, and this is important for children (Heald, 2012).
Summary
Between the age of three to four years, children should achieve some specific milestone such as following simple rules and commands. Further, such children should be able to count one to ten and also be able to eat independently. They should be able to dress on their own, recognize and name picture and colors. It means that they should have some stability in their language skills and development. The first way to enhance their language development among this student’s thus to read aloud along with them while asking them questions to get them to think and also critically be able to understand what they read. While undertaking such a process, a teacher must allow them time to respond as they tend to take some times to analyze what they read. The next one is to enhance play and create fun while interacting with the children (Piper, 2012). As Jane noticed, creating a jovial environment is critical in strengthening understanding the context of what they read. Lastly, connecting the children with nature as they develop their skills is vital. These can be done through labeling and using pictures and items to enhance better understanding of words learned.
References
Heald, S. (2012). Language Acquisition in early childhood education (Interactive Game). Retrieved from: https:// jeopardylabs.com/play/language-acquisation-in-childhood-early-education
Piper, T. (2012). Makin meaning, making sense: Children Early language Learning (Electronic version). Retrieved from https://content.ashford.edu/
Vos, J. (2008). Can preschool children be taught the second language? Early Childhood News. Retrieved from http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=60
