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Children grasp the gist: they understand a few words and decipher the rest using different clues to interpret the meaning.

any correction immediately demotivates

boys need different language experiences with girls

safe environment

obvious reasons for learning English

activities need to be linked to some interesting

activities are interesting and fun, concentrating on concepts children have already understood in their home language

activities are backed up by specific objects

introducing the remaining sounds is better left until children have more experience in using language and reading

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there is a universal grammar - an innate ability to understand the grammar of our first language

there is a structured system in the mind that just gets activated and filled by certain aspects of language in a human environment

language isn't a biological adaptation

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Critical Period Hypothesis (CPH): There is an optimal "window" in childhood, often cited as from birth to puberty, during which language acquisition occurs most naturally and effectively. After this period, acquiring a new language to a native-like level becomes more challenging.

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Children learn from actively interacting with the physical environment in developmental stages.

They learn through their own individual actions and exploration.

The children gradually develop their formal, logical thinking.

Children are encouraged to solve problems.

Knowledge derives from action

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The social environment, the cultural context, and the influence of peers, teachers & parents engaged in interactions with children are major sources of learning & development (Social Constructivism).

Zone of Proximal Development (ZPD): the difference between the current knowledge of the child & the potential knowledge achievable with some helps from a more knowledgeable peer/adult.

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Scaffolding

Teachers have to get children interested in the tasks

Teachers have to simplify difficult tasks breaking them into smaller steps.

Teachers have to keep the children on track always reminding of the goal set.

Teachers have to assist the children's effort demonstrating other ways of doing the task

Teachers have to show the idealized version of the task.

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Individuals possess different types of intelligences, such as linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic.

In language learning, this implies that students have unique ways of understanding and processing information.

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Total Physical Response (TPR): Kinesthetic intelligence and memory is used because children do not learn in a conscious intellectual way. Children do not learn by thinking, but by “doing” things.

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Natural learning: Children learn language and other essential life skills naturally and effortlessly from their surroundings.

Sensory experiences: Learning is most effective when it involves sensory experiences, such as seeing, hearing, touching, and doing.

Repetition: Children learn best through repetition and practice.

Concentration: Children can focus deeply when they are interested and engaged in their activities.

Physical activity: Children need more physical activity to support their development and learning.

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Foundation for development: Understanding how children develop the foundation for emotional, social, and mental health is crucial.

Individual differences

Real-world focus: Curriculum should be grounded in real-world experiences and situations to be relevant and meaningful.

Stages of Psychosocial Development ("Eight Ages of Man"); theory of emotional development, which covers the life spans of human beings.

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T-S: feedback, instructions

T-Ss: chorus work, TPR, presentations

S-S: dialogues, pair work, games

S-Ss: peer teaching

Ss-Ss: group work, projects, debates, role plays

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Short attention and memory span

Learning through play

Curiosity and imagination

Learning by doing

Self-centered

5 senses should be involved while learning

Social learning and the desire for approval