GROUP MEMBERS:

CHAN HAU YEE NG CHIA WEN NURFAEZAH BT. M. ADI PRESENA A/P SATTIVEN TAN YI SHIN YAP KE XIN

Part 1: Children Camp

Okay or Not Okay Trust Me or Not

Part 2: Teaching your kids how to read

Storytelling Nursery rhymes

Part 3: Television Program

Robot Game Right or Wrong Lets Sing session

One day camp for children & parents Target group: 8-12 years old Two activities Okay or Not Okay Trust Me or Not

Develop children sexual awareness. Differences between male and females body figures. Ability of children to differentiate between appropriate and inappropriate physical contact.

Okay or Not Okay

WHY?
Sigmund Freuds psychosexual stages, during the latency period, children will emphasis on education and the beginning of concern with others (Parke , Gauvain and Locke, 2009).

Social Interaction

Children are constructed as the asexual, naive and innocent other and perceive to be vulnerable and in need of protection.

According to Hitrec (n.d. ) : Rather than frighten the kids, we should increase their ability to identify risk,model proper strategies and boost their courage to take action. For example, teach children that their body is their own and no one can touch it without permission. Furthermore, teach children the different between safe/appropriate

Ahn & Gilbert (1992) also has mentioned some prevention programs : Lessons focus on prevention concepts that involve teaching children about private parts of the body, childrens right, stranger avoidance, verbal assertiveness, and inappropriate physical contact.

deliver a mahjong paper ,some cross shaped stickers ,some cards with specific terms

1)draw a simple human body figure on the mahjong paper 2)children paste the cross shaped stickers on the part of the body 1) elpers/parents will be deliver a guildeline or menu 2)children stick the terms cards on the mahjong paper Children have to determine which part of body they feel it is Okay or not Okay if other people touch them. Categorize good touch & bad touch Say NO.

MENU
Good Touch :children feel happy and comfortable such as kiss ,hug and stroke. Bad Touch : Those more violence action liked punch ,pinch or slap. Secret Touch : children feel ashamed ,angry and embrassing.

Latency stage- between the age of 6 to 12. If parents suppression is successful, children will repress their sexual drive and direct their psychic energy toward school, friendship, hobbies, and other nonsexual activities.(Feist and Feist, 2009) More concerning with peer relationships, hobbies and other interest The latent period is a time of exploration in which the sexual energy is still present, but it is directed into other areas such as intellectual pursuits and social interactions (Wagner, 2010)

te c t e c il re t il str it t eir frie s rel ti s i

er

gai tr st t rk i a gr it t ers as lear e erie ce t e feeli gs ei g i a gr lear t ake t e sel es c f rtable bei g it t ers

ell ile

c sist f 8 c il re stand in a circle ne f t e as t stand in t e iddle f t e it is e es cl se r blind-f ld gr c ild in t e iddle are req ire t lean f r ard r back t is gr ate

If


iddle c ild can artici ate f ll

hen the are

t e ight learn t tr st thers f ll  de el a re c f rtable feeling ith their friends nicate better c

If s


rter artici ate f ll

Learn how to work with others to s ort the falling friend  de elop strategies in order to complete the mission improve critical thinking

Introduction
A teaching guide for parents  Focused on language development  Explain on ways for parents to use to teach their children who are in the range of 3 to 6 years of age of children in pre-school category  Two approaches used: - storytelling - nursery rhymes


Preschool: Language Development

Presenter: Presena Sattiven Tan Yi Shin

   

Preschool children have a very short attention span Focus on Positive Behavior Be flexible Playful activities that full of physical movement will motivate preschool children to remember better Do not burden your preschool children with writing and reading Avoid competition or comparison that will stress and overwhelm them Repeat, Review & Revise is important for the recollection of language (Repetition is the mother of skill) Encouragement and support of parents is important to them to continue their learning
2006-2008. Teaching English Games All Rights Reserved.

Environment provides the language-learning child with a language acquisition support system (LASS) (Bruner, 1983) Emphasizes the parents or primary caregivers role as facilitators of language acquisition(Snow, 1989) Parents support children's language development at very young age with several strategies

Playing Nonverbal Games - Parents first efforts to converse with their children in early nonlinguistic games and also help them learn social skills.
 

Using Simplified Speech - Parents often modify their speech when they talk to infants and children, using simplified style (short & simple sentences)

Teaching a child to read is one of the most important things a parent can do. Here are a few simple tips:Take time
Time spent with your child is vitally important to helping them develop positive self-esteem Through watching and listening as you read, your child will naturally begin to pick up patterns in sounds and words

Its a process
Good parents dont dwell on the imperfections of their toddlers speech--quite the opposite in fact, as most parents beam with pride at the short, mispronounced language experiments that come out of their childrens mouths

Love patience and love

As teachers, it is important for every parent to recognize that it takes a lot of work to turn squiggles on a page into sounds, sounds into words, and words into meaning As teachers, it is important for every parent to recognize that it takes a lot of work to turn squiggles on a page into sounds, sounds into words, and words into meaning

Try to use more open ended questions

- Ask questions that invite phrase or sentence length answers example: \Whats going on?[ will tend to get a longer answer than \Whos hit you?[.

Ask for elaboration

- Ask more question to get them elaborate when they response you with just a single words example: \Michael hit[ then you can ask, \Why Michael hit you?[.

Model longer phrases when necessary

- If the child then says \take toy, then you can put the sentence together. \Oh, I see that you two are playing with the toy[. \Why is he doing that?[

Copyright 2011, Squidoo, LLC and respective copyright owners

Strategies to promoted conversations with children Eg: book readings, center time, and Circle time - remind the children to be active listeners

Active listeners have eyes on the speaker Dont talk and actively listen Engaged in listening, can thoughtfully respond


Attend to content of a conversation = attend to language & learning vocabulary

Story telling (to teach English) - The easiest ways to improve language development - Better understand words meaning, structure of sentences & verbal communication - teach the key words by using activities (draw flashcards), understand better with colorful illustrations - The more advanced forms (stimulating imagination) Eg: Story Predictions - call on cognitive processes develop idea & verbalize

2006-2008. Teaching English Games All Rights Reserved.

For a child that isn't expressing themselves - begin by pointing out when describing Hearing connected speech - children who aren't yet talking Those with some expressive ability - name the subject of the picture/describing

A task that is a bit more advanced cognitively - caption the photograph/describe the thinking
Copyright 2011, Squidoo, LLC and respective copyright owners

o o

o o

o o

Children love to listen story . The story can be the focal point of the lesson, giving meaning and context to odd words and phrases learned in isolation. Children can absorb the structure of language subconsciously as well as hear familiar words they know. Preschoolers will be happy to hear the same stories over and over again which is fantastic for revision and absorption. You can use the stories as a base for fun activities in learning. A useful message can be contained in the story, aside from language learning. Using stories gives you another method of putting language across and will lead to more variety in your lessons. You can use stories as quiet time in between boisterous activities. Stories, along with songs, allow children to hear and understand far more English than any other method. Enhancing story telling with gestures, actions, colorful illustrations, relevant games and role-plays increases language retention and acquisition, and makes for some really fun lessons. This is logical as you will be repeatedly reviewing and practicing the same language as well as making it real through play.
2006-2008. Teaching English Games All Rights Reserved.

Features rhyme, rhythm and repetition.

Mr. Wishy-Washy washes dishes He is the best dishwasher in the state of Washington He wont stop till the dishes are done He makes washing dishes fun When he goes, Dishy-Washy Dishy-Washy Mr. Wishy-Washy is a dishwashing man He can wash a bowl or a frying pan He can wash a cup or a dinner plate He is the best dishwasher in Washington state He goes, Dishy-Washy Dishy-Washy One day Mr. Wishy-Washy accidentally Grabbed the cat Everybody knows how cats hate water She went wild, imagine that All the cooks and saucers went and crashing They hit the floor as the cat went running by Plates and bowls were smashing Mr. Wishy-Washy said Oh my! No more, Dishy-Washy Dishy-Washy now Mr. Wishy-Washy learned a lesson that you wont forget When youre washing dishes, do not grab your pet Something just should not get wet Mr. Wishy-Washy is a dishwashing man He can wash a bowl or a frying pan He wont stop till the dishes are done He makes washing dishes fun As he goes Dishy-Washy Dishy-Washy , Dishy-Washy Dishy-Washy now

Copyright 2011 Wheelers Books All rights reserved

Recommended Wordless Picture Books Three little kittens they lost their mittens, (Continue) And they began to cry,"Oh, mammy dear, we sadly fear
Our mittens we have lost!""What! lost your mittens, you naughty kittens! Then you shall have no pie! Miew, miew, miew, miew, miew, miew, miew, miew. The three little kittens they found their mittens, And they began to cry, "Oh, mammy dear, see here, see here! Our mittens we have found!" What! found your mittens, you little kittens! Then you shall have some pie! Purr, purr, purr, purr, purr, purr, purr, purr. The three little kittens put on their mittens, And soon ate up their pie; "Oh, mammy dear, we greatly fear Our mittens we have soiled! "What! soiled your mittens, you naughty kittens! Then they began to sigh, Miew, miew, miew, miew, miew, miew, miew, miew. The three little kittens they washed their mittens, And hung them up to dry, "Oh, mammy dear, look here, look here, Our mittens we have washed! "What! washed your mittens, you darling kittens! But I smell a rat close by! "Rush! hush! miew, miew, miew, miew, miew, miew.

Features much-loved nursery rhymes.

NURSERY RHYMES

All of us know that learning nursery rhymes are fun, but what many of us parents might not be aware of is that learning nursery rhymes can also have even better effects on our children Many of us parents recite nursery rhymes to our children because it is something that our parents did with us, but what we might not know is that there are actually some really good benefits to teaching our children nursery rhyme activities For most preschoolers, nursery rhymes provide entertainment. But nursery rhymes also teach preschoolers lessons about the world around them, and encourage proper brain development and coordination

ONE:
Teaching your child a variety of skills, depending on what nursery rhyme activities you are doing but regardless of the activity they will still help

TWO:
Help your child memorize the nursery rhymes through repetition, soon learn to recognize certain words

THREE:
Increase a childs vocabulary

How to Teach Preschoolers Nursery Rhymes

Preschool teachers can choose several methods to introduce these poems to the children in ways that make them memorable

Read nursery rhymes several times a week

Children loves repetitive reading as they participate by echoing what you read. After you have read a particular nursery rhyme aloud several times, read it again, but omit the last word of each line and get the child to say the missing word Write the rhymes on chart paper, then Incorporate teach letter recognition by having the nursery child come up and circle letters that you rhymes into call out. The child can count the letters in other skills the words to practice counting skills

you teach Sing nursery rhymes

Children can learn a lot through music, and many popular nursery rhymes already have familiar tunes. Teachers can also help the kids learn nursery rhymes by singing them to the tune of songs they already know

Examples of Nursery Rhymes

Humpty Dumpty
Use this nursery rhyme with activities to teach preschoolers about ovals, colors, the letter "E" or eggs. Have the children practice drawing ovals and create finger puppets by decorating the ovals and cutting them out with safety scissors to help develop fine motor skills. You can also use Humpty Dumpty's character as an egg to teach the letter "E" and to teach preschoolers about eggs.

Rain, Rain, Go Away

This nursery rhyme offers lessons and activities about spring, rainbows and color, and various letters of the alphabet. Teach students about the season of spring -- and plants' and flowers' need for rain. Give basic information about the water cycle and clouds for a more challenging lesson. Teach preschoolers about the formation of rainbows. Teach the colors of the rainbow, and have students draw pictures of a rainy day or rainbow scene. You can also teach

Hickory Dickory Dock

Use this rhyme to teach activities about sequences of events, telling time and the letters "C" and "M." This rhyme demonstrates a particular progression of events. Give students a time line or story board and have them fill in the order of events. Challenge students to tell time using the big hand and little hand. If students understand the hour concept, challenge them with the half-hour times. Use the letter "C" for clock and "M" for mouse to teach the letters of the alphabet. Encourage the children to come up with other words that start with "C" or "M." After making a list of words that start with "C" or "M," ask them to come up with words that rhyme with those words.

Beauchat, K.A., Blamey, K.L., & Walpole. S. (2009). Building Preschool Childrens Language and Literacy One Storybook at a Time, 26 39. Estes, P. (2010, December 8). How can i teach a child to read. Retrieved 27 February, 2011, from http://www.wisegeek.com/how-can-i-teach-a-child-to-read.htm Frost, S. (2010). Ideas for Preschool Language Development Activities. Retrieved February 23, 2011, from http://www.ehow.com/list_6372556_ideas-preschoollanguage-development-activities.html Hollowell, K. (2011, January 7). How to teach preschoolers nursery rhymes.Retrieved 27 February, 2011, from http://www.ehow.com/how_7741564_teachpreschoolers-nursery-rhymes.html Jensen, A. (2011, January 4). Nursery rhymes & preschool activities. Retrieved 27 February, 2011, from http://www.ehow.com/list_7728613_nursery-rhymespreschool-activities.html

Parke, R. D. , & Gauvain, M. (2009). Facilitating childrens language development. In M. Sugarman, T. Nealon, K. Jurado, & F. Hubert (Eds.), Child Psychology: A contemporary viewpoint (pp. 239-240). McGraw-Hill International Edition. Squidoo. (2011). Language Development Activities for PreSchool Age Children. Retrieved February 20, 2011, from http://www.squidoo.com/languagedevelopment Swick, K. The Use of Pictures to stimulate social learning and language development in Pre-school Children, 93(2), 176-179. Wasik, B.A. (2010). What Teachers Can Do to Promote Preschoolers Vocabulary Development: Strategies From an Effective Language and Literacy Professional Development Coaching Model, 621-633. Wheelers Books. (2011). Retrieved February 25, 2011, from http://www.wheelers.co.nz/browse/category/picture-books/first-conceptsearly-learning/

10

minutes television program for primary school children. Objective: Deliver knowledgeable & useful information to the childrens in a more enjoyable, fun & entertaining ways.

Involved 3 childrens:  Koh Chun Hao Phoon Seng Heng Kiu Sei Feng

3 sessions: Robot Game Right or Wrong Lets Sing session

Named

Programmers Focus on the warming up & ice breaking between children & parent

Aims & objectives

Rapport

building between children & parent Enhance the bonding between children & parent

Uniqueness of program
3

people: 2 people become robot & 1 people be the programmer. The robots will stand back to back. Move forward when game is started. Change direction after moved by programmer. The robots will hug each other when face opposite each other.

Feist & Feist (2009):

Freuds

psychosexual stages theory:

Primary school age children (latency stage): Sexual concern is largely unimportant.

Energy is driven to learning the technology of the culture & strategies of the social interactions by children.

Feist & Feist (2009):

Freuds

psychosexual stages theory:

Childrens social world is expanding beyond the family to include peers & other models.

Good interactions & understanding between children & parent can avoid the occurrences of child abuse case.

Journal (Child abuse & neglect, n.d.):

Child

abuse can being reduce by enhance the bonding communication & interaction between the caregiver & the children.

No Child abuse

Good Interaction

RIGH OR

RONG SESSION

The aim : to teach the children to be aware with the important response when they facing such particular situation. to deliver proper information to the children in an easier way. to see how the children actually perceive to the situation through the end of the scenes. The session has 2 different scenes teaching the children on how they should respond : when they meet a stranger when they being abuse by people around them.

nd 2

Session continued
We found out that using sketch scenes and let the children involve in decision making will e helpful for the children to actuall learn watching those scenes.

Scaffolding theor where in the educational setting, scaffolds may include models, cues, prompts, hints, partial solutions, think-aloud modeling and direct instruction (Hartman, 2002).

Bransford, Brown, and Cocking, 2000 stated that studies have actually shown that in the absence of guided learning experiences and social interaction, learning and development are hindered.

Modern research continues to find that scaffolding is an effective teaching strategy

LE S SING SESSION

he aim : to deliver information to the young children in an enjoyable and fun way to make sure that the children at least will be able to understand the message in an easier way. Exposure to music during the early years of childhood enhances the learning process by promoting language development, creativity, coordination and social interaction, according to the NAEYC.

his session actually relate closely with our topic which is Child Abuse; give similar message from the 2nd session.

By repeatedly deliver the same message, children able to learn the message more than just one time; chances to remember and learn are higher compare to learn it only for one time. Researches and studies then report that music has great influences to children; usic can make children smarter and can give children more self confidence. When children learn to sing songs, they dont only learn the tunes but they also let their brain to learn other things. Children who get lots of e posures to music will likely have faster learning speed (H. Wendy, 2006).

THANK YOU