Teaching English for young Learners

SCHOOLS

Presentation group 1

By :

Ashari Susanti

Asni

Harmaini

Saddam Husein

Lecturer:

Rona Elfiza, S.Pd

THE NATURE OF CHILDREN’S SCHOOLING

What is the function

of school?

What is the

nature of Changing

social development

context

in schools?

FUNCTION OF CHILDREN SCHOOLS

The Back To Basics in 1980s the function of schools should be the rigorous

training of intellectual skills through such subjects asEnglish, Math, and science.

believe that schools should be in the business ofimparting knowledge to children and should not beas concern about their social and emotional lives.

advocates – want students to have more homeworks, more tests, and more discipline.

The debate about the function of schools produce shifts of emphasis much

like a swinging pendulum, moving toward basic skills and intellectual

development at one point in time and toward options and comprehensive

training for life intellectual and social development at another, and so on back

and forth (cross, 1984)

in 1980s the pendulum swung strongly in the direction of back basis, but

today trying the push the pendulum toward a more comprehensive education

that include social as well as cognitive development.

Schools’ Changing Social

Developmental Contexts

Pre School

Elementary

Secondary level

Protect environment, whose boundary is the classroom.

Limited interact-just to teacher, peers or small group

Classroom still be a major context although it is more

Likely to be experienced as a social unit than is the

preschool classroom

The school environment increase scope and complexity.

The social field is the school as a whole rather than the

classroom

Early childhood education

What is

child centered kindergarten?

What are developmentally appropriate and inappropriate

practice?

Does it really matter if children attend preschool

before kindergarten

What are the effect of early childhood

education?

What is the nature of education for disadvantaged your children?

What constitutes of school readiness?

Child centered kindergarten

Kindergarten program was very a great deal

some expert believed that the curriculum of many today’s kindergarten

and preschool program places too much emphasis on achievement

and success putting pressure on young children to early in their

development (bredekamp &shepard 1989; Charlesworth,1989;

Elkind,1987).

In the child kindergarten, education involves the whole

Child and includes of child concern for the child physical,

cognitive,

and social development .

Instruction is organized around the child’s need, interest

And learning style.

The process of learning, rather than what is learned,

is emphasized.

Developmentally appropriate and inappropriate practices

Which is based upon knowledge of the typical developmentof children with in an age span (age appropriateness) aswell as the uniqueness of the child ( individualappropriateness). Developmentally appropriate practicecontrast with developmentally inappropriate practice,which ignores the concrete, hands-on approach to learning.Direct teaching largely through out abstract, paper-and-pencil activities presented the large groups of young childbelieved to be developmentally inappropriate.

Does it really matter if children attend preschool before

kindergarten?

The effect of early childhood Education

Clarke-stewart &fein, 1983) conclude that:

interact more with peers, both positively and negatively

Are less cooperative with an responsive to adult than home

reared children

are more social competent and mature in that they are more

confident, extraverted, assertive, self sufficient, independent,

verbally expressive, knowledgeable about the social world,

comfortable in social and stressful circumstances and better

adjusted when they go to school (exhibiting more task

persistence, leadership, and goala direstion)

Education for disadvantaged of children

School Readiness

Three important factor school readiness :

The diversity and inequity of children’s early life

experiences

The wide range of variation in young children’s developing

learning

The degree to which school expectations for childrenentering kindergarten are reasonable, appropriate, andsupportive individual difference of children.

The national association for the education of young children (1990;willer

&bredekemp) Stress that government official and educators who promote

universal school Readiness should commit the following:

addressing the inequities in early life experiences so that all children have

access to the opportunities that promote success in school

recognizing and supporting individual differences ion children

establishing reasonable and appropriate expectations for children’s

capabilities upon school entry

According to NAEYC it is important to provide families which access to the services and support necessary to prepare children to success in school.

The Transition to elementary School