note language and literacy from Prof Khadijah that i got from my masters in early childhood education

1. Getting him/her ready for school ………..

2. Readiness : Readiness of many kind happen in many stages in our life. It simply means a state where we undertake a new task with ease and profitably. It has many dimensions and it is a never ending process (Morrison, 1995).

3. Aspects of Readiness Psychomotor Readiness refers to the mastery of skillsandtechniquesthat involve body movements. Psychomotor readiness becomes optimumwhen physical maturation is parallel to appropriate training. It involves the development of sensory-perceptual skills; muscles become strong, flexible and coordinated; followed by the development of fine motor strength and skills. The development of psychomotor readiness will influence other aspects of a child’s development.

4. Affective Readiness refers to students’ attitudes, needs, feelings and interests to accept the things being taught. composes of students’ attitudes as well as values when doing learning task positive affective readiness determines students’ academic achievement and performance Qualities needed to cultivate affective readiness: Ø confidence Ø independence Ø curiosity Ø persistence Ø self-control

5. Social Readiness refers to the growing ability to relate to others and to become productive members of society. The development of social readiness is interrelated and influenced by the kinds of experiences and social relationships that children have with their families and others and also by their level of cognitive development.

6. 4. Cognitive Readiness refers to the mental readinessto learn something. language develops fast between infancy and the ages of 3 or 4. By the year 8-9, a child’s language system more or less completely formed. The rate of thinking and problem solving also increased but not as rapid as language acquisition. Understanding the cognitive development of the young child can help avoid pressuring him to learn somethingbefore he is ready or missing the golden momentwhen he is ready.

10. Level of intelligence and his possession of appropriate special abilities and aptitudes

13. Harrison & Inglis: physiological, intellectual & personal readiness

14. Rubin, 1991: educational & non-educational factorsFactors affecting RR

16. Physiological

17. Environmental

18. Emotional

19. Motivation

20. Personality

21. Intellectual

22. educational & non-educational factorsFactors affecting RR

24. physical

25. cognitive

26. environment

29. Piaget: intelligence has its origin through process of adaptation to the environment

30. The quantity of the environment and the nature of children’s experiencesplay a major role in the development of intelligencePsychological factors

32. McGinnis & Smith (1982): successful learning relates toconfidence, ability to concentrate and to face difficult task, to cope with stressful situations, patience, tension and anxietyemotional-soc-beh

38. Teachers: critical source of stimulation to children’s cognitive, language & social-emotional development (Landry, 2002)

39. Carter (1970): teacher expectations affect students’ level of confidenceenvironmental

40. MATURATIONIST THEORY Maturationists believe that development is a biological processthat occurs automatically in predictable, sequential stages over time. This perspective assume that young children will acquire knowledge naturally and automatically as they grow physically and become older, provided that they are healthy. Arnold Gessell (1880-1961)

41. ENVIRONMENTALIST THEORY Watson (1878-1958) Skinner (1904-1990) Bandura (1925- ) Environmentalists believe the child's environment shapes learning and behavior. Thus, human behavior, development and learning are thought of as reactions to the environment.

43. Children’s environment shapes learning and behaviour

44. Human behaviour, development, and learning are reactions to the environmentTheories: environmentalis

45. CONSTRUCTIVIST THEORY Piaget (1896-1980) Montessori (1870-1952) Vygotsky (1896-1934) Constructivists believe that learning and development occur when young children interact with the environmentand people around them