It is important to know and understand that all children are different and unique and learn in different ways. Having knowledge of a child’s cultural background is important. Understand children may come from a home language that is different than English and therefore must be respectful and honor that language. Educators must strive to foster supporting all children in language development and adapt to understand how to work with children and families with different home languages. Educators should promote having program goals that reflect the needs and interests of diverse children, using standard English in instructional and planned activities, preparing activities that respect the language and cultural differences, preserving children’s feelings of adequacy and acceptance, and value children’s home language.

Identifying common strategies second-language learners use to learn Standard language on their own. This means fostering the way children learn, using gestures, begin to recognize language patterns that are frequently heard. Using techniques that can easily be recognized will help children understand. Bilingual programs, transitional programs, newcomer programs, developmental bilingual programs, two-way immersion programs, tutor assistant programs, and full immersion programs are common programs used for child instruction in Standard English. One should take into consideration if a child has speech problems along with knowing the four characteristics of language advanced preschoolers. This involves a child displaying long and complex sentences, mature idea expression, reading ability, persistent attention to task, deep focus, and may know all letters and sounds. 

Knowing and understanding your program's goals will help guide an educator's teaching style. Having a large understanding of your program's standards along with common core state standards will help educators achieve a higher level of curriculum and program development. Child observations and documentation activities are now part of the teacher’s responsibility not only in elementary schools but now many preschool programs as well. Language use in all curriculum areas is used daily. All planned activities use language in one way or another. Children have the opportunity to build language skills through daily routines, hands on activities, planned program and activities, and classroom environment with displays all promote language growth. A school’s goals serve as the basis for program planning. Following best practices set by staff members help guide a teacher’s techniques in the growth of target needs, growth in literacy, language arts, or knowledge and skills. 

The teacher serves as a model of everyday language use. The teacher is a provider of experiences in which many events are planned yet others may happen on naturally occurring occasions. The teacher is a facilitator and creates sharing experiences and builds a trusting connection with the children while encouraging conversation. The three functions should be balanced, relative to each child’s developmental level. The teacher's role is to constantly be the decision maker based on what they hear and know. 

Early childhood language arts foundational skills educators should keep in mind during daily activities and adult-child interactions include the child’s growing

Ways teachers model positive language behavior is important. Correcting children in subtle ways, using please and thank you as they are often mocked by children. They also model through using dictionary use, listening skills, gestures, good print form, and proper book use. Modeling a good attitude towards towards reading, writing, listening, speaking and modeling enjoyment of the literacy building activities used. Using words to help advance knowledge with visual and physical examples. 

The four major types of listening discussed are appreciative, purposeful, discriminative, creative, and critical.  

Appreciative listening is when a child finds pleasure and entertainment in hearing music, poems, and stories. 

Purposeful listening is when the child follows direction and give responses.

Discriminative listening is when the child becomes aware of changes in pitch and loudness. Sounds become differentiated in the environment. Eventually, the child is able to discriminate speech sounds.

Creative listening is when the child’s imagination and emotions are stimulated by the listening experience. Thoughts are expressed spontaneously and freely through words or actions, often both.

Critical listening is when the child understands, evaluates, makes decisions, and forms opinions. The teacher needs to scaffold the learning with questions that make the children think about their responses. 

Creating a safe classroom environment for children with language or cultural differences is have program goals that reflect the needs and interest of diverse children. And design activities that respect language and cultural differences. Its helpful for teachers to understand the student cultural background to establish positive relationships with the children. Teacher themselves need to do their own observation and research to identify cultural and differences that affect children growth and development. Teachers working with young children respect the child natural speech and do not try to stop the child from using it.  Recommend strategies of language learners use it to build on what the child already knows, ensuring children inclusion by inviting a child by name to small group activities. 

Language helps children learn, retain, recall, transmit information. Using every opportunity to add meaning in a natural way during the preschool day. Having planned activities should have purpose for a child can understand in some ways to connect to what they already know. The best literacy promoting program is the one that captives the imagination, engaging, and stimulating to motivate further literacy exploration. Using new words with children, extending children comment through questioning, engaging in intellectually challenging conversations and providing opportunities for children to work independently or in groups. 

The roles of a teacher for early childhood language provides experiences, activities, materials and is facilitator who encourages and promotes word usage and conversation. A teacher is an observer who supports child discovery, problem solving, and expression of children ideas and concerns. Teacher promotes positive language behaviors by modeling Standard English and correct child errors in a delicate way. They model listen skills, use of gestures, dictionary use, and modeling positive attitude toward reading, writing, listening, and speaking.

Listening happens many ways. They are appreciative, purposeful, discriminative, creative, and critical. Purposeful listening practice is to increase the children ability to follow directions and instructions, perform task, and respond appropriately. Using a three-step method help young preschoolers to gain skill of listening. First step they tell the children what they are going to tell them, second, they say it, third they tell the children what they told them. A teacher interaction that aids young children listening is the teacher speech is clear and distinct and has appropriate pace. Activities that help children attention to sound are repeat rhymes, coordinate body movement with sounds or words, repeat words, poems, and recall sequences. 

 

The role of a teacher for early childhood language provides experiences, activities, materials and is a facilitator who encourages and promotes word usage and conversation.

A teacher is an observer who supports child discovery, problem solving, and expression of children's ideas and concerns. 

 

 

Purposeful listening practice is to increase the children's ability to follow directions and instructions, perform tasks, and respond appropriately. 

A teacher interaction that aids young children listening is the teacher's speech is clear and distinct and has appropriate pace.

Activities that help children pay attention to sound are repeat rhymes, coordinate body movement with sounds or words, repeat words, poems, and recall sequences. 

Using a three-step method helps young preschoolers to gain listening. 

 

 

Having planned activities should have a purpose for a child to understand in some ways to connect to what they already know.

The best literacy promoting program is the one that captivates the imagination, engaging, and stimulating to motivate further literacy exploration.

Using new words with children, extending children comment through questioning, engaging in intellectually challenging conversations and providing opportunities for children to work independently or in groups. 

 

 

Teachers need to do their own observation and research to identify cultural differences that affect children's growth and development. 

Teachers working with young children respect the child's natural speech and do not try to stop the child from using it.  

Recommend strategies of language learners use it to build on what the child already knows, ensuring children inclusion by inviting a child by name to small group activities.

Design activities that respect language and cultural differences. 

Creating a safe classroom environment for children with language or cultural differences has program goals that reflect the needs and interest of diverse children.