TOPIC 19 CHILDHOOD EDUCATION

TEACHING AND LEARNING OF THE LANGUAGE IN EDUCATION

CHILDREN. TECHNIQUES AND RESOURCES FOR UNDERSTANDING AND
ORAL EXPRESSION. THE EDUCATIONAL INTERVENTION IN THE CASE OF
LANGUAGES IN CONTACT.

INDEX:

0. INTRODUCTION.

THE TEACHING AND LEARNING OF LANGUAGE IN EDUCATION

INFANTIL.
1.1. Language: functions and elements that configure it.
1.2. Connection of Language with the Early Childhood Education Curriculum.
1.3. Language in Early Childhood Education: listening, speaking, and conversing.
1.4. Approach to Written Language.

2. TECHNIQUES AND RESOURCES FOR ORAL COMPREHENSION AND EXPRESSION.

2.1. Principles and most important aspects of Oral Language.
2.2. Techniques for comprehension and oral expression: methodological guidelines.
2.3. Educational intervention.
2.4. The Corner of the Library.
2.5. Other resources.

3. THE EDUCATIONAL INTERVENTION IN THE CASE OF CONTACT LANGUAGES.

4. CONCLUSION.

5. BIBLIOGRAPHY.

6. WEBS RELATED TO THE SUBJECT

The word is the sonorous tip of life,

it is what surfaces from immersed thought

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TOPIC 19 CHILD EDUCATION

(Mª Carmen Díez Navarro, 1998)

0.- INTRODUCTION

The central idea around which the treatment I will give to the topic will revolve is the
the significance of language learning for preschool children.
Language is a specifically human capacity, it appeared with the origin of
man, undoubtedly being the most complex system that exists and the instrument
the most important cognitive and communicative resources at our disposal.

As teachers, we must know what the linguistic competencies are.

our students, that is to say, their limitations and capabilities, to help them to
achieve increasingly higher development quotas.
In addition to the task of immersing the child in a bath of language every day,
create a rich and suitable linguistic atmosphere where the child finds a place
and time to learn interesting words, build stories, imagine,
listen, speak, understand and be understood, only then can we help you to
to build an increasingly correct and evolved linguistic capacity.

Likewise, in the Order of August 5, 2008, it states: 'Oral language is

especially relevant at this stage for being the instrument par excellence of
relationship and learning, of behavior regulation and manifestation of
experiences, feelings, ideas, emotions, etc.
Throughout the development of the topic, I will provide an overview of teaching and
the learning of the Language in the stage of Early Childhood Education, the resources and
techniques to stimulate their development, as well as the intervention guidelines in the
case of languages in contact, analyzing the didactic implications and
methodological approaches that stem from the psychological source of the curriculum.

Thus, the importance of the topic for this educational stage is justified.

1.- TEACHING AND LEARNING OF LANGUAGE IN EDUCATION

INFANTILE

We start from the idea that LANGUAGE is a PLANE of PERSONALITY

INFANTIL, as stated in the Order of August 5, 2008, 'the curriculum,
in this educational stage, it is oriented towards achieving the development of the
different planes that integrate childhood personality: Physical and motor, affective,
linguistic, social, cognitive, and to seek the learnings that contribute and
"they make such development possible" (Andalusian Government, 2008b).

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TOPIC 19 INFANT EDUCATION

It is considered by early childhood educators as the AXIS

VERTEBRATOR, around which practically the entire intervention must revolve.
educational.
As Montserrat Fons (2004) asserts in her book 'Reading and Writing to
to live”: the personal gratification that comes from allowing oneself to be surprised by the process
of each child in their language domain. See how each one becomes
Being autonomous in a society that defines itself as literate is a great pleasure.
both for the teacher and for the child. Since the trust that they will know is reborn.
read this world and you will be able to write another.

Therefore, we can assert without a doubt that the emergence of language is the
the most important event in people's lives, because among the words,
rationality emerges.

1.1 The language: functions and elements that configure it

Language is becoming an instrument that allows boys and girls

interpret the world and actively intervene in it" (Andalusian Junta,
2008b).
Therefore, Language is understood as a system of signs that serves to
express ideas and feelings. It has two inseparable components:

A) Language as a human FUNCTION that allows the subject to communicate and

to express oneself.
B) Language as PRODUCT or tongue: it is the system of signs, expressions,
terms... that we use to name things and communicate.

As teachers, we must take these two components into account when

program what we are going to work on in relation to the Language, as we intend to
that children speak correctly (language as a product) but also,
learn to use it personally and usefully (language as function).

It is now necessary to ask how we can empower teachers in language.

THE SCHOOL CONTEXT? Creating specific moments such as the ASSEMBLY
a practical class derived from the Freinet methodology that is usually carried out
to reach agreements on different aspects of the functioning of the class
and the life of the group. To decide on a joint action, to resolve some
problem, when one wants to modify some aspect or when someone wants to
make a proposal.
If the group is five years old, we can use 'the assembly mailbox' during the
weekly you can write any suggestions you want on a sheet, sign them and
put them in the mailbox. On Friday, the mailbox opens and the proposals are read,
grouping them by themes, to move on to talk about each one of them. We encourage

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THEME 19 CHILD EDUCATION

spontaneous and autonomous writing, the interesting thing being to make proposals that
it is understood, in this way we are accepting multiple strategies
employees and the different evolutionary levels (M. Fons 2004)

Some guidelines for the assembly:

Maintain order at all times: children who misbehave will go to their

sit until they relax (this way they learn to self-regulate)
Be a role model for our students and when they speak to us.
listen to them.
We must maintain a balance between our interventions and those of the
Children. It is necessary to let them EXPRESS, REASON, and JUSTIFY.
ACTIVITIES we can do: talk about the things they've done over the weekend
Week, comment on the information that comes from the unit we are in.
working...

1.2 Connection of language in the Early Childhood Education curriculum

The present topic, "Language Development," is so important that it is included both

in the current state legislation as in the regional:
- Law 17/2007 of December 10, on Education in Andalusia.
- Decree 428/2008, of July 29, which establishes the regulation
and the teachings corresponding to Early Childhood Education in Andalusia
(Andalusian Government, 2008a)
- Order of August 5, 2008, which develops the Curriculum
corresponding to Early Childhood Education in Andalusia (Junta de Andalucía,
2008b).

A) GENERAL STAGE OBJECTIVES (article 4, of the aforementioned Decree)

Everyone participates to a greater or lesser extent in the learning of the language.
but more concretely:

d) "To represent aspects of lived or imagined reality in an increasingly

more personal and tailored to different contexts and situations,
developing communication skills in different languages
forms of expression.

e) "Use oral language in an increasingly appropriate way to the

different communication situations to understand and be
understood by others.

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TOPIC 19 CHILDHOOD EDUCATION

Approaching reading and writing through various texts

we relate to everyday life by valuing written language as
instrument of communication, representation, and enjoyment.

B) CONTENTS:

AREAS OF EARLY CHILDHOOD EDUCATION.

In the Order of August 5, 2008, the contents are grouped into three areas,
we will analyze those that are most closely related:

3. Area 3. "Languages: communication and representation":

The objectives that we could highlight in relation to the present theme are:

2. "Use oral language as a communication tool, of

representation, learning, and enjoyment...
4. Progress in the social uses of reading and writing...

Block II: Verbal language.

Listen, speak and converse

The school will continuously offer communication situations where the
adults, children have the opportunity to participate
speaking and actively listening.
The tutor will create daily situations where they listen and
understand oral texts such as stories, narratives, legends, poems, rhymes… that
gather the Andalusian cultural wealth, as a source of pleasure and learning.

C) METHODOLOGY: we must take all the principles into account at the time
to carry out a linguistic activity. I highlight, Globalizing approach and
meaningful learning: after reading a story and recalling it orally, it
we dramatize and graph.

D) EVALUATION.
We will take into account both the Order of August 5, 2008 and the Order
from December 29, 2008 (Andalusia Board, 2008b, c). We will make several
questions:

WHAT TO EVALUATE?
- Oral language: ability to express, listen, understand...
- Written language: interest in written texts.

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TOPIC 19 CHILDHOOD EDUCATION

WHO EVALUATES? not only the tutor but also others can
evaluate the children, for example with a questionnaire about whether they have
liked the proposed activities
WHEN TO EVALUATE? Initial evaluation, during the process and final
HOW TO EVALUATE? through observation, notes
spontaneous, productions of the children...

Ultimately, I intend for my students to communicate, express themselves, and develop.

expand their experience and can think of worlds that do not
they know but that exist (North Pole, Africa...) so that they open up to culture and to
the fantasy (idea extracted from the O. August 5, 2008).

1.3. Oral Language in Early Childhood Education: listening, speaking, and conversing.

The annex of the Order of August 5, 2008 includes the following in relation to
to block 2-Verbal language: listening, speaking and conversing-of area 3:

First cycle:
The adult should talk to the child, helping them to express themselves, communicate their
ideas… to do this, it will avoid using childish language; on the contrary, it will be rich.
varied…

Second cycle:

THE USE OF THE VARIOUS FUNCTIONS OF LANGUAGE in contexts and situations

Everyday life will allow children to come into contact with them, generate
ideas about them, learning the use of language to denote reality,
keep the communication channel open, obtain information, do
demands, to fantasize or imagine" (Andalusian Board, 2008b)

Both in the LEA (Board of Andalusia 2007) and in the Order of August 5th
In 2008 it is considered: "the approach to a foreign language will be done through
of usual communication situations, and in everyday life contexts
where greetings, farewells, and other courtesy formulas will be used
in children the necessary interest to participate in oral interactions in
another language..."and the specific LAW that this approach to the foreign language is
It will be carried out especially in the last year of the stage.

1.4 Approach to Written Language

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TOPIC 19 Early Childhood Education

The current decree places greater importance on the learning of reading and writing.
considering it as the objective of the stage (see objective f) outlined in the point
1.2).
Moments will be promoted and created in which writing will be invited.
real situations: expressing messages, making shopping lists, writing your name
in their productions...". (Andalusia Board, 2008b).

Children must learn to write in real usage situations, which allows them
it will allow to approach the learning objective meaningfully. If it is created the
the need to produce a text suitable for a specific objective, we are
endowing the activity with meaning allows us to affirm that 'to write is to'
"learn by writing." The role of the teacher is fundamental to promote a
context of meaningful, functional, and cooperative experiences (along the line
of integral language) and from these facilitate the process of each of their
students.

*Note: you can include a box like this referring to the stages through which
the child in learning the writing system and the hypotheses they have
about this (see figure 1: interventions to advance in the writing system
by M. Nemirovsky

STAGE INTERVENTION ACTIVITY

1.-UNDIFFERENTIATED Break the stroke Use of the card of
(little snake): writing is not the same as name for what
draw, they have no hypothesis perceive the
about the quantity or strokes. element one a
one. And when writing.
2.-DIFFERENTIATED Analysis Highlight the
(Discrete units): loose qualitative strokes (the differences between the
like little balls, sticks, crosses, they use letters of the names in the
some letters of your name in words initial sound...
repeated. (They are interested in the different aspects)
visual language as a means of
leave marks. At the end of this stage
they develop the variety hypothesis
internally: identical letters do not say
nothing. The size of the object keeps
relationship with the number of letters.

3.-SYLLABIC: each syllable is Analyzed Which one starts...

corresponds to a letter, with or without qualitative which one comes next...?
phonetic correspondence (if it exists Mobile letters for
to form words.

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TOPIC 19 CHILDHOOD EDUCATION

correspondence usually uses a Compare words

vocal that they remain the same.

PUSS IN BOOTS TITA-TILA

4.- SYLLABIC-ALPHABETIC: Analysis What is the A...?

They need more than one letter for a qualitative.
syllable, but it doesn't always happen.
PUSS IN BOOTS
5.-ALPHABETICAL: correspondence Reflection Which one goes…?
biunique phoneme-graphy. First orthographic Reciprocal review.
steps towards separation of the Semantic function.
words.
THE BOOTS CAT
Figure 1: interventions to advance in the writing system by M.
Nemirovsky

You must summarize the table, since everything in parentheses is information.

additional, with a simple explanation and the example is enough.

In the second cycle of Early Childhood Education, the work revolves around texts for use.
It will generate knowledge about each of them based on their
use in everyday life situations” (Order of August 5, 2008),
according to VVAA (2004) following the line of Miriam Nemirovsky, Ana Teverosky...
that advocate for a constructivist approach to learning, we can carry out
the work of varied texts (see figure 2):

Lists, indexes, agendas... we can make the list of the

ENUMERATIVES buy when we make a recipe.
Tales, poems, tongue twisters, fables... Example: to tell and
LITERARY analyze different versions of the same story
we noted similarities and differences (cover, characters,
history...)
Newspaper, advertisements, correspondence…Example: Reading of
INFORMATIVES news headlines, making predictions about the content.
Recipe, instructions for assembling an object...Example:
PRESCRIPTIVE clasificar recetas: entrantes, primer plato, segundo y
dessert.
Books of consultation, biographies pages of
Explanatory Internet... Example: intercycle activity where children from
elementary school students dictate aspects of the life of a
author to create his biography.
Figure 2: types of texts and activities.

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THEME 19 CHILD EDUCATION

In short, as stated in the Order of August 5: 'In schools and classrooms

of Early Childhood Education, a rich literacy environment in social use texts,
situations where functional writing and reading interactions occur with
equals and more literate people will enhance that from very early on
boys and girls try to engage with reading and writing as activities
inserted in the daily tasks of the culture where they live.

2.- TECHNIQUES AND RESOURCES FOR ORAL COMPREHENSION AND EXPRESSION

LANGUAGE is becoming an instrument that allows children

"to interpret the world and actively intervene in it" (Andalusian Board,)
2008b). In order to achieve that children are able to use language
as such, we must consider a series of techniques and resources to
achieve it.

2.1 Principles and most important aspects of Oral Language

The fundamental means of human communication is oral language, the voice and the
It speaks. The E.I must enhance these functions and create the appropriate conditions.
to achieve it.
In this regard, it includes the ORDER of August 5, 2008 "the SCHOOL will offer
continuously communication situations where adults, the
boys and girls have the opportunity to participate by speaking and listening
actively.

The principles that every teacher must have to promote Language are:

Communication requires the presence of the other.

Language has a strong mimetic and cognitive component, hence the

importance of acting as linguistic models for our students.

By learning a language, one also learns a behavior towards it.

Language and towards communication. That is why we have to teach them to use the
language as a means to resolve conflicts and jointly create norms
(extracted from the article: "On Coexistence" by Mª José Martín
French, Children's classroom magazine 2007.

The school as an institution compensating for social inequalities

idea supported not only by Bernstein (1985), but also by Order 5 of
August 'to teach appropriate, rich, varied linguistic patterns... especially to
children belonging to disadvantaged social strata.

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TOPIC 19 CHILDHOOD EDUCATION

On the other hand, every educator must work on the following plans in relation to
oral language

Motivation and liberation of oral language.

2. Use and enrichment of the Language resources: structures
lexical, syntactic and discursive.
3. Entry into Literature with capital letters as we will see in the following
section (not infantilized, but all that cultural and literary heritage,
considered capital in our culture we must make it available to
our students).
4. Reflection on Language (Metalanguage).
5. Approach to Written Language.

2.2 Techniques for oral comprehension and expression: guidelines

methodological.

We have seen what to work on, now let's see how (techniques) we are going to do it:
Child-adult interaction: it should be stimulating, rich in affection, and generative.
to please...
Immerse the child in a daily language bath.
Special sensitivity towards the child's communicative intentions or
girl, for language to develop in a conversation, it is necessary to
two people.
We will act on the zone of proximal development (Vygotsky, 1978). Eg:
we will help a child decipher words they do not know from a story or
primary school children sponsor a child throughout the school year and
we establish reading situations.
Take into account non-verbal language. "Through gesture and the
movement children express emotions, feelings, desires...
Andalusia, 2008 b).
Provide continuous 'FEEDBACK' (Bruner, 1989). This is stated by the
Order of August 5, 2008: 'adults will return the
properly crafted message, they will use some strategies such as the
phonetic substitution, semantic extension, and syntactic expansion.

2.3 Educational Intervention

We will follow the KEY EXPERIENCES of Hohman, Banet, and Weicart (1990) in
his book 'LITTLE KIDS IN ACTION' that advises us on a series of
guidelines to promote the development of oral language:

Talking to other children and adults about personal experiences

significant: "The verbal explanation of what they are learning, of what

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TOPIC 19 CHILDHOOD EDUCATION

they think and what they feel, is an essential instrument for shaping their
personal identity, to know, to learn to do..." Order August 5
from 2008.

Likewise, we can:
Make the most of all communication opportunities as much as possible.
the sequence: I think about what I am going to do, I plan it, I carry it out and I talk about it.
what happened.
Encourage interaction and cooperation among boys and girls.
Transfer the questions or problems of one child to another.
Interpret and deliver messages.
Stimulate active listening.

Describe objects, events, and relationships, example:

Direct the attention of boys and girls so that they describe things by making them
that they answer their own questions.
Provide children the opportunity to describe what they will do or what
they did.
Play descriptive games (I spy).
Serve as role models.
Read stories to children.

To express feelings with words.

Maintain an atmosphere of care and security conducive to communication
interpersonal.
Speak to them realistically when the children ask.
Recognize and accept the feelings of children.
Express your own feelings in words.

Example: Book of the heartbeats that gathers emotional experiences and losses that it goes through.
weaving along the course such as the birth of new ones
brothers, the loss of a pet... in this way we give life with words
to feelings (Silvia Palou, 2004), establish gestures to show states
in mood and describe it (game: guess, how do I feel?).

Having fun with language:

Provide children with books for them to look at and 'read'.
Read books, stories, and poems.
Tell them stories and tales, recite poems, rhymes, and verses.
Invent songs, rhymes, and small poems with them.
Invent characters and imagine situations and stories...

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THEME 19 CHILD EDUCATION

Friday Theater (teachers present a story worked on in class) and

"The letters have godparents," each child with their family creates a book about a letter.
related to their name or surname to finally present it to the group. (The
green ear of the school Carmen Díez Navarro, 1998), see
www.maricarmendiez.com

To make spoken language be put in writing and be read:

- We will ask the boys and girls to describe their drawings, and we will write down the
exact words that they have used.
- Label the different areas of the classroom. For example, the area of the
constructions, animal trays, block containers of
construction,...
Make cards, letters, or thank you notes for friends and relatives.
Write a collective story.
Put in writing what we have done during the corner time...
A character is invented, and each week they visit a house and add something to the story.
and is illustrated.

We highlight some key ideas for the initial steps in reading and
writing (Read and write to live, Montserrat Fons, 2004) are:
Coexisting with a literate world: we use reading in the presence of children and
the writing. Thus, in the corner of the little house, they will imitate us by writing the list of the
buying, reading a newspaper...

Read aloud to the new readers. Example: weekly experience of 5 min.

silent reading, then a book is chosen and the teacher will read it aloud for
all.

Co-write: whether it's a story, an ad, or a poster to announce it.

that we are working in class so that the primary students can help us
To know more about the topic we are addressing... everyone contributes what
saben.
Use materials from the environment: product wrappers, traffic signs, branding
of the car, its name...

The Library Corner

The classroom library as a resource is of paramount importance when it comes to

promote a good taste for reading, because although all children
they end up "learning" to read and write, not everyone ends up knowing how to make use of
this learning in a rewarding way.

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TOPIC 19 CHILDHOOD EDUCATION

It is necessary to establish a continuity in order to accompany and guide the new one.
reader in this process of discovery and experiment of reading
pleasurable.

This resource is included in block 2 (verbal language) of area 3.

Languages: communication and representation when referring to written language:
An essential space for both approaching Literature and everything
the written language" (Andalusian Board, 2008 b).
Among the strategies that are used, we can highlight scaffolding support.
(Bruner, 1989) refers to a continuous process of negotiating meanings.

A) How should this corner be?

It should be a quiet, pleasant place, with carpet, table, chairs, and display cases.
Likewise, Fons (2004) states that: The activity of the library is almost always based on
in the printed material of the stories and are a good way to discover taste
for reading, but not the only one.
The school must enable children to have many successful experiences.
independent reading and be able to experience reading diverse material for
to be able to form your own taste.
That is where the need to expand classroom libraries comes from, starting from day one.
that are used, with books of all kinds. Next to the varied and rich stories,
there must be knowledge books, newspapers, children's magazines, compendiums of
poems, riddles, and books created by the children themselves can expand
the offer that stimulates the desire to read.

The basic materials that it must contain are:

-Environment material: advertising brochures, product labels, trading cards,

posters...
Various books (as we mentioned earlier).
Calendar to note important events, bulletin board,
news and for poems.
Alphabet.
Sheets of all kinds: in different colors, grids, in different sizes...
Pencils, erasers, fine and thick markers, and pens.
Chalkboard and chalk, both for collective proposals and for activities
individuals and small groups.
Computer and printer to be able to write names, titles, lists, and texts.
briefs.
Laminated signs with the names of the children to copy, group,
identify them...

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THEME 19 CHILDHOOD EDUCATION

Individual notebook that can go back and forth from school to home. For taking notes.
materials to bring, events, communicate a departure, etc.
Mobile letters and letter and word games. Letters of different types, colors,
magnetic, to compose words, classify them, domino, memory, lotto,
puzzle, etc.

All these ideas are gathered by the Order of August 5, 2008,

classroom library must contain social use texts: stories, comics,
encyclopedias, biographies, art books, newspapers, maps, travel guides
cookbooks... whether printed or in digital format. This is how they will learn to
value the library as an informational and entertainment resource
enjoy.
As well as other socially used texts: advertising brochures, medical prescriptions,
packaging and product labels, bank notifications..., will help children
in their approach to the real uses of written language.

We added printing materials: stamps, letters, sponges, writing tools...

just as well as the keyboards and screens of the knowledge society,
installed in the library or in another space, they will be a necessary resource for
"bringing boys and girls closer to written language"...Example: searching for information,
send an email to the Lorca House Museum to request information if
we are working on that author...

B) WHAT ACTIVITIES CAN WE CARRY OUT?

All those that promote the development of the ability to communicate in

its double aspect the expression and the comprehension of language. Types of.
activities

We can establish two moments for the use of the library (Fons,
2004):
1.-As a classroom library (5 years old) where we dedicate about 30-45 minutes to the
week whose structure of the activity is as follows:
Free choice of the book.
Individual silent reading.
-Peer and teacher exchange. Sharing that revolves around
three axes:
a) Conocimiento del libro: título, de qué habla, etc.
b) Emotional experiences: whether we liked it or not, why, etc.
c) Detailed observation of some part that has been particularly appreciated
(illustration and/or text).
2.-Library corner that is free and will be held daily.

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THEME 19 CHILDHOOD EDUCATION

Palou (2004) proposes to classify the stories from the classroom library by
emotions as an example:
-Rabia: No, no and no!, What a tantrum! (Ed. Corimbo), Santi does not want to eat (Ed.
Combel) ...
-Jealousy: How jealous!, In my houses there is a goblin (Anaya)…
Sadness: Tom's grandfather has died (Combel), Toño is sad (SM)…

Establish a BOOK LOAN SYSTEM, where children

They can take home a book, CD, or DVD; we will establish some usage rules.
care and return within a specified time. To keep track we will use
a record where children note the title of the book, reference, and release date.
We can also give it a format so that they can do a work at home with it.
book
What did you think or what did you like the most about it, and making a related drawing.
that has suggested to us.

* Reading plates, for example, “las meninas” by Picasso steps to follow:

a) Presentation of the sheet and global reading. What are we seeing? A painting.
b) Descriptive analysis: space and people; dog, women, girl...
c) Análisis narrativo: quién, qué, donde, cuándo, cómo, porqué y para qué.
d) Translation to personal experience: it resembles another picture we saw...

Storytelling. The fundamental purpose of storytelling is

to stimulate the imagination and creativity of children (Romea Castro, 1996).
Some guidelines we can follow for narration:
We need to think about which children the story is aimed at.
The story must please us.
Gaze upon the different listeners.
The tone must be moderate.
Make positive comparisons between the characters and the listeners. E.g.:
Snow White had skin as white as Susana.
The stories will begin and end with ritual formulas.
Before telling them, you have to learn them.
Briefly answer the listeners' questions.
We can use mediating elements such as puppets, felt boards,
overhead projector, slides, DVD, CD...

Some activities based on the story: remembering the names of the characters,
explain your performance, distinguish and order the presentation, climax, and conclusion...

Reading strips of drawings or photographs arranged sequentially.

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TOPIC 19 CHILDHOOD EDUCATION

Language games aimed at working on the different dimensions of

Language:

-Phonetic games: tongue twisters, onomatopoeias...

Morphosyntactic games: poems, rhymes, songs, stories
accumulative...
Semantic games: riddles, puzzles, jokes, absurd stories
We highlight Rodari's techniques (2000) in his book 'Grammar of Fantasy.'
for example:

Old games: one of the games consists of cutting out two headlines from two
newspapers and mix them (subject from one and predicate from the other) to obtain news
of absurd, sensational or simply entertaining events.

What would happen if...?: we randomly choose a subject and predicate. And we do the
question: what would happen if we had an eye? Boys and girls start to
to fantasize by saying "that you couldn't wear glasses," says Pepe, or that you would have.
"To put another rubber one" to see more, says Amalia.

Folk tales as raw material:

Transforming history: as we tell a well-known story we are going
introducing changes, awakens the interest of the listeners and in turn they us
they are correcting us.

Salad of stories We mix two stories and their histories by

Little Red Riding Hood y Thumbelina.

The stories upside down: a variant of the game of transforming stories consists of
in a planned investment of the theme of the story. For example: Snow White is
bad and the stepmother is good.

What happens next? Fantasizing about what occurs after the end of the
tale.

Little Red Riding Hood in a helicopter: they are given some words that they must
Once upon a time, in a beautiful forest filled with colorful flowers, there lived a little girl. She often wandered through the woods to visit her grandmother, who lived in a cozy cottage. One day, as the girl was on her way, she encountered a cunning wolf. The wolf had plans to reach her grandmother's house first and trick her. The little girl, however, was clever and quickly thought of a way to outsmart the wolf. She took a different path, leading her to a hidden glade filled with the most beautiful flowers. There, she gathered a wonderful bouquet for her grandmother and continued on her way, finally arriving safely at her grandmother's side. Together, they enjoyed the flowers and kept the wolf at bay, sharing stories and laughter instead.

the word breaks the series, it would be helicopter for example.

2.5 Other resources.

Audiovisual material: radio-CD, computer, story CDs, the different

Sesame Street project programs, virtual school libraries to read or

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THEME 19 CHILDHOOD EDUCATION

listen to texts like legends, stories, poems, biographies,... (See

www.cervantesvirtual.com

Illustrated graphic material: advertisements, supermarket brochures, magazines... are

economic resources that allow contact with other types of
languages so frequent in today's society.

3. THE EDUCATIONAL INTERVENTION IN THE CASE OF CONTACT LANGUAGES

In most countries of the world, people live in a situation where they coexist.
various languages, that is to say in a situation of multilingualism, which means that
There are more languages than states.
In the specific case of our country, the Constitution of 1978 in its article 3
consider:

Spanish is the official language of the state. All Spaniards have the
the duty to know it and the right to use it. The other Spanish languages will be
officials in their respective autonomous communities according to their
statutes. Thus, Spain is a multilingual country.

Due to the phenomenon of immigration, it is becoming more and more frequent in

our Community that attend school boys and girls in whose midst it is spoken
more than one language.
How should we treat these children regarding language?
Recent investigations show in their results how bilingual children
they are more advanced than monolinguals in some cognitive areas
(Johnson 1991). It seems that exposure to two languages does not present a
unusually difficult problem for small children, who can differentiate and
acquire both systems.

As future educators, we must take into account that the mother tongue
constitutes the plot of the first affective relationships, allows the
discovery of self... suppressing this language can cause serious problems.
Following Arnau and others, we point out the following programs (see figure 3):

SEGREGATION PROGRAMS:
Instruction in the home language and the second language is taught as a subject.
curricular for a specified number of hours per week. It is used in
emigration situations.
MAINTENANCE PROGRAMS:
Whose priority goal is to preserve, maintain, promote, and protect
first language, which usually has a status of minority language.

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TOPIC 19 CHILDHOOD EDUCATION

That is, learning a second language without loss and with the
maintenance of the first.
IMMERSION PROGRAMS:
The instruction is conducted in the second language, for a student body with a
majority home language. Its goal is bilingualism and biculturalism,
Both languages are considered prestigious.
IMMERSION PROGRAMS:
Program developed through the dominant language and culture and have
as a social and linguistic objective the assimilation of this culture and the loss of
the own cultural identity. The new language displaces the mother tongue
because this is considered an obstacle to learning the new.
Figure 3: Different programs
What should we teachers do?
The recommendation in E.I is a maintenance program for the language itself.
and culture, while we teach them Spanish, we also have to have
consider the following intervention guidelines:

Create a warm atmosphere that invites communication

Special sensitivity to the child's communicative intentions.
Focus on what the child 'wants to tell us' and not on correcting him.
Diversifying our emissions using synonyms, simplifying phrases…
Use other languages complementarily: gestural, plastic, musical.
dramatic.

4.- CONCLUSION

As we have seen throughout the topic, LANGUAGE is the key that opens our
culture (Vygotsky), is an instrument of communication, interpretation,
learning and enjoyment (Order August 5, 2008).
The compensatory function of the school (idea captured in the D 428/2008 and that
current thinkers such as Fernando Savater (1998) in his work 'The'
The value of education is reflected in the need to work with language with children.
and disadvantaged girls. Only then can we equalize the opportunities of
development of all children.
As SAUSSURE says, the child must have a...
creative verbal autonomy and for this, teachers must enhance all the
functions of language.

Imagined things only become reality through

from the word (Vygotsky, 1978).

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THEME 19 CHILDHOOD EDUCATION

9. BIBLIOGRAPHY.

A. Legislative Documents:

MEC (2006): Organic Law 2/2006, of May 3, on Education.

MEC (2006): Royal Decree 1630/2006, of December 29, by which
they establish the minimum teachings of the second cycle of Early Childhood Education.

ANDALUSIAN GOVERNMENT (2007): Law 17/2007, of December 10, on Education

from Andalusia.
Andalusian Government (2008a): Decree 428/2008, of July 29, which regulates
Establish the regulations and corresponding teachings for Early Childhood Education.
in Andalusia.
JUNTA DE ANDALUCÍA (2008b): Order of August 5, 2008, by which it is
develop the curriculum corresponding to Early Childhood Education in Andalusia.
JUNTA DE ANDALUCÍA (2008c) Order of December 29, 2008, by which
the evaluation arrangement corresponding to Early Childhood Education is established
for the Autonomous Community of Andalusia.

B. BASIC BIBLIOGRAPHY USED.

MARCHESI, A (1985): The social knowledge of the child. Alianza. Madrid.

PALACIOS, MARCHESI AND COOL (1990): Psychological development and education.
Alliance. Madrid
- VASTA, R; HAITH, M Y MILLER, S: Child Psychology. Ariel Psychology. Barcelona.

C. BIBLIOGRAPHIC REFERENCES.

The child's speech

The Green Ear of the School
HOHMAN, BANET AND WEIKART (1990): Young Children in Action. Trillas. Mexico.
-NEMIROVSKY M. (2003): On the teaching of written language... and topics
aledaños. Paidós. Barcelona.
PALOU, S (2004): Feeling and Growing. Emotional Growth in Childhood. Graó.
Barcelona.
Learn and Write to Live

10. WEBS RELATED TO THE TOPIC

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TOPIC 19 EARLY CHILDHOOD EDUCATION

- http//: www.educacioninicial.com
- http//:www.3uji.es
- http//: www.adideandalucia.es
- http//: www.juntadeandalucía.es/averroes.
- http//: www.maricarmendiez.es
- http//. www.cervantesvirtual.es

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