We can help children develop their Filipino skills by it a part of their daily lives by speaking it in every possible opportunity. 

Reading bilingual storybooks to children at an early age story books will also be helpful to develop both English and Filipino.

Adarna house has a wide variety of titles which will serve the interests of the children.

Read this article by Smart Parenting on tips on how to go about this:

Kids feel less pressured in studying when these books are also included in the learning process. Instead, make them more interesting and engaging. 

I also makes reading fun! Even with the big children, reading aloud is a must! 

The love for reading will continue to develop if reading is part of their daily routine, done in the most enjoyable way.

Read about it here:

There are two factors to consider:

Comprehensive Input and Affect Filter.

Simply put, people learn a new language when he can understand the words that he hears (through pictures, gestures, or context clues) and when the person does not experience anxiety while learning.

Watch this demonstration that Stephen Krashen himself did.

This article shows five different applications that showcase sight words. These can help children learn how to read without the dreaded part of studying. They are disguised in ways that your children would actually enjoy! Although they are educational, I still recommend using gadgets in moderation.

I found a useful blogsite which compiles resources about the mother tongue and mother tongue education:

CVC Initial Sound Make A Word Clip Cards:

Interactive Phonics Fun!

By creating ideas like this, it can be very helpful to some children out there because we have to admit, that most children these days will only be interested when pictures or illustrations are involve.

This idea can help your child in blending sounds by families and understand the words and their meaning better.

Just an idea that can be helpful for teachers and parents out there and at the same time an activity that your child/children will surely enjoy!

Once the children make the connection that they have to send messages directly to another person in order to achieve their "goal" or purpose, communication can really take off!

Having a personal experience on handling a child with communication and developmental delays, it is not easy for someone in that situation to read and understand. In some situations, they may possibly understand but couldn't actually say the word or speak, and or the other way around.

 There are quite a lot of theoretical approaches to explain how children learn to speak and understand language. Here are some approaches that we have studied and discussed in class.

Also, this article includes the following:

a) Brain Research; where it shows that brain research have allowed scientists to understand how the physiology of the brain enables human beings to learn language. It appears that the brain is most plastic, or flexible, in young children. b) Steps to Language Acquisition; where it is asked if there are steps to language acquisition and explains the rate that children acquire language is quite varied in the normal range of development.

c) Ways to Encourage Language Development; where it explains the styles of speech and it’s influences, and lastly, d) The Importance of Play; where it explains that play is a big part of a child’s development in every way and that certain types of play are particularly beneficial for promoting language.

Age Group: 4-5 years old Subject Matter: Language Arts
Objectives: at the end of the activity, the children should be able to..
1. to be familiar with the alphabet and their order
2. to be familiar with big (capital) and small letters
3. to match the big letters with the small letters Materials: 1.Cut out letters of the alphabet (big/capital letters) 2. Illustration board with small letters of the alphabet written 3. Scotch tape/glue/velcro (you can use any. But velcro is highly suggested to recycle materials) Procedure: 1. Prepare materials needed -set the cut out letters on the table, floor or you can put them in a basket or container. -Hang or stick the illustration board on the black board (or layout on the floor)
2. Introduce the materials to the children
3. Discuss rules of the activity
-They should match the big letters with the small letters by sticking the big letters on top or beside the small letters -They should pick from the big letters randomly
4. Begin with the activity
-ask the children to gather together in a circle -start with the activity by asking each one of them to pick a big letter randomly
-then ask them if they know the certain letter that they picked (e.g. What letter is that?) -ask them if they know how the letter sounds (e.g. How does the letter A sound like?) -and then let them match the big letter with the small one
5. and then after the activity, discuss and present the finish product to the class.

Children learning a language and an adult learning a foreign language uses different parts of their brains. This explains why it is natural for children to learn language and is difficult for adults.

In physiology, the larynx is the body part that is responsible for producing a variety of sounds. As a baby turns a year old, the larynx drops 3cm lower from its original position and is now called as the "voice box."

Toddlers learn 10 new words a day. They are sponges that absorb information. Children have a knack for language and most of the time, gets the grammar correctly.

Irregular grammar however, makes children use logical rules in language to create their own word. (Eg. Mouse to Mouses when it should be Mice)

It is also stated that Language was used by humans to survive. In earlier times, the quicker a child learns a language, the higher chances are for his/her survival. The better they understand the language, the better they understand the warnings.

Language as time passed has also evolved its use. In earlier times, it was greatly used for defense but now, it is also used to communicate and give us self awareness.

The power and flexibility of our language gives us an advantage over other species that live on the planet.

As early as 2 years old, children can already learn up to 500 words and by 4 years old, children can already understand and use language as adults do.

Early experience of the child helps the parts of the brain that develop good language skills. The frontal and temporal areas of the brain are the ones responsible for learning language.

Some studies say that as early a child's time in the womb, language is already developed. At birth, it is said that a child can already recognize the voice of he mother.

Social interaction is very important in learning a language. Children zero in on the sounds of the language that their parents use everyday at home. Thus, they develop their native language.

In this video its stated that these factors contributed in better language development of children:

1. Interaction with parents

2. Parents who encourage their children to speak more often and take turns in conversations.

3. Pre-school teachers who use longer and more complicated sentences to her students can help them (children) improve their vocabulary.

4. Let children learn a 2nd language at an early age.

Pre-reading questions

Motivation: Ano ang higante? Ano kaya ang ginagawa ng higante? Motive Question: Ano kaya ang gagawin ng higante sa kwento?

This story tackles about the different types of weather, followed by a few post-reading questions.

This story tackles about Pilandok and how he outsmarted the crocodiles residing in the river, followed by a few post-reading

Subject: Language Arts

Objectives:

-To expose/ familiarize students with the spelling of their names

-To develop and enhance creativity

-To introduce the concept of recycling

Materials:

-Oslo papers with the names of the students

-Crushed white eggshells (cleaned)

-Glue

-Watercolor

-Paintbrushes

-Newspapers (to be used as mats)

Procedure:

1. Introduce the activity to the children.

2. Prepare the materials and explain how each object is used.

3. Hand out to the students the papers with their names on it.

4. Demonstrate how the activity is done.

5. Let children do the activity on their own but be available for assistance.

6. Let the finished products dry.

7. Paint.

8. Let them dry again.

9. DONE

Evaluation:

1. Ask students to get their own works. (Meaning they would recognize their names on the papers)

2. Ask students to identify the letters in their names.

This article shows different strategies to help parents get into the mood or be motivated to continue teaching their children reading and Mathematics during the summer vacation.

This article gives a few chart samples or activities that can be implemented to the child or in the classroom to address the improvement of their skills in writing, reading, and speaking the English language.

One of the activity's aim is to know if the children are familiar of the letters that comprise their names and its order. The following materials will be used for the activity:

1. Straw cuts into small portions.

2. Pieces of paper with the children’s names (Scrambled letters)

3. Yarn

4. Pipe Cleaner

The final output will be shown below:

Title of Book: Old Mother Hubbard

Author: Alice and Martin Provensen

Pre-reading Question: Who do you think Old Mother Hubbard is?

Motivation: What are the silly things you do?

Motivation Question: What silly things do you think your pet would do?

Post Reading Question: Who are the main characters?

Literal: What did Old Mother Hubbard want to get in the cupboard?

Inferential/Interpretative: Why did Old Mother Hubbard go to the bakery?

Critical/Evaluative: If the dog didn’t play dead and hid from Old Mother Hubbard, what do you think Mother Hubbard would do to the dog?

Creative: If you were Old Mother Hubbard what would you do?

Enrichment Activity: Sequence Picture Cards (Cause and Effect)

Author: Russell Molina

Pre-reading Question: Bakit kailangan magpagupit ang buhok?

Motivation: Kanino ka nagpagupit? Ano ang gupit ng buhok mo?

Motive Question: Ang gupit kaya ang gagawin ng bata sa kwento?

Post reading Question: Bakit sinasabi na may magik ang gunting ni tatay?

Literal: Ano ang sinasabi ng mga parokyano pagkatapos gupitan ng buhok?

Critical/Evaluative: Kung ikaw ang anak ng isang mahusay na manggugupit, ipagmamalaki mob a siya? Bakit?

Creative: Kung ikaw ang mamimili ng buhok mo, anong gupit ang pipiliin mo?

Enrichment Activity: Draw what kind of hairstyle you would want.

Subject: Language Arts

Objectives: to be familiar with words ending with the letters “A” and “T” / “AT”

Materials: cut up colored paper, glue, yarn, crayons, cut outs of letters C, B, H, R and M.

Procedure:

1.  Prepare/gather all the materials needed for the activity

·  Papers with the letters “a” and “t”

·  the different consonants that will complete the words.

·  The materials to be used to decorate their chosen letter

2.  Explain the procedure on how to go about with the activity.

·  Show them the paper with the letters “a” and “t”

·  Make them pronounce “at” at least five (5) times

·  Put/stick on the board the consonants that would complete the word.

3.  Distribute the paper to each of the participants

4.  Start the activity

·  Describe each word that you want them to form and let them guess what letter it starts with

o  CAT – What animal makes the sound “meow”?

o  RAT – What animal loves to eat cheese and is afraid of animal number 1?

o  BAT – a creature of the night that lives in caves and feeds on fruits? Or a long wooden stick used to hit a baseball.

o  MAT – usually seen in front of doors used to wipe the dirt off the soles of our shoes.

o  HAT – it is what you put on your head to shield your face from the sunlight.

5.  Once each participant has a letter, let them start decorating their letter (make sure you show your sample work)

6.  Once they are finished decorating their letters, let them present their words in front of the class. (let them read it out loud)