Theoretical Framework

2. MAIN PRINCIPLES OF SOCIO-CONSTRUCTIVISM
Aligned to Vygosky: as a teacher I bear in
mind. ZDP, scaffolding,
interpsychological and
intrapsychological development, peer
collaboration cultural tools.
According to Piaget about the importance of
the development stages, previous
knowledge and the interaction with the
environment towards the construction of
the new knowledge.
As Bruner states The representation by
discovery : active, iconic and symbolic
modes.
Multiple Intelligences to vary the strategies of
planning taking into account these.
Mourao highlights the importance of adapting
language learning activities to learners’
age acoording to their cognitive
,physical,social and emotional
development. UNESCO

3. WHAT EDUCATION AT AN EARLY AGE SHOULD
CONSIDER
1. Teacher Expertise: It is needed to have the advanded level of Language
Proficiency and the ability to implement meaninful strategies for this
purpose
2. Motivation: To be aware of the importance not only of funny but also
cognitive engagement strategies to strive motivation.
3. Out of school Learning: to promote the use L2 in different context of
children’s environment, where families are involved within the
education community

4. CREATIVITY, PLAY AND MULTIMODALITY
CLASSROOM ENVIRONMENT
ELA
WHAT I AM DEEPLY ALIGNED IS TO ADJUST AND REFLECT ABOUT THESE MAIN ASPECTS AFOREMENTIONED TO
PERFORM IN OUR CLASSES, TAKING INTO ACCOUNT THE SPIRAL PYRAMID. WE AS TEACHERS MUST BE
FACILITATORS IN THE CONSTRUCTION OF THE CHILDREN’S KNOWLEDGE. PROVIDED ITS EFFECTIVENESS, THESE
YOUNG LEARNERS WILL BE ABLE TO PLAY, AND IN SO DOING CREATE OTHERS TOUGHTS, THROUGH A SERIES
OF SIGNIFICANT ACTIVITIES TOWARDS THEIR COMPLETE ENJOYMENT AND COGNITIVE ENGAGEMENT..

6. WHAT I MEAN ….
To plan a motivated class, I need to bear in mind, children are of a certain
age, and give tasks according to them, being a facilitator of their
achievements, taking into account their environment and previous
knowledge and also the expertise to adapt, solve, modificate and adjust
contents within this wide context.
To foster their imaginative skills, their own confidence and self esteem, I
need to offer them a range of activities in regards to their different
intelligences as well as the context they live, framed by my expertise
joined to their motivation, and the out of class activities involving their
families.
To reflect in every stages to develop next activities within useful insights by
scaffolding or making distinctive transition along the process of
teaching to Young learners.

7. TO KEEP CHILDREN ENGAGE …..
According to Manzur « every language teacher should be aware of what children are capable
of doing before planning»
Furthermore teachers in early childhood need to be creative and flexible in the children
process of thinking, what their attention is kept, what interests sustain the children’s
motivation, so as to balance cognitive and enjoyment engagement in the process. (
Enever )
Tenets of the Constructivism support the active role of learners by developing their senses
and skills through a variety of materials and resources ( a meningful context) that
encourage social interaction.
Perform each activity strategy, with the correct scaffolding, and the transition path about a
content in a well contextualized form, according to the Seven Pillars of the Creativity.
Provided that is aligned to the expertise of language teachers, teaching English as a
second language will assure a well performed and motivated environment for children.

8. SOME QUOTES TO REMEMBER
As Manzur states « exploring multimodal projects can help
teachers gain insights into how multimodal language use
works with other modes of representation to create
menaings»
As Manzur states « exploring multimodal projects can help
teachers gain insights into how multimodal language use
works with other modes of representation to create
menaings»
As Millington asserts « perhaps the greatest benefit to using
songs in the classroom is that they can be fun. Pleasure for
its own sake is an important part of learning a language»

9. RELEVANT BIBLIOGRAPHY TO CONSULT ABOUT CONSTTRUTIVISM
Gray, C. & MacBlain, S (2015). Learning Theories in Childhood.
London: Sage Publications. (ygostky and Social
Constructivism
Pinter, A. (2011). Children Learning Second Languages. New
York: Palgrave Macmillan. Theories of Child Development
Beloglovsky. M. & Daly. L. (2015). Early Learning Theories Made
Visible. St. Paul: Redleaf Press.
Gray, C. & MacBlain, S (2015). Learning Theories in Childhood.
London: Sage Publications. How Children Represent Their
World

10. MORE RELEVANT BIBLIOGRAPHY ABOUT THE LESSON DESIGN
Multimodality, creativity and children’s meaning making: Drawings,
writings, imaginings
Zannie Bock (University of the Western Cape) 2016
Extracted from Read, C. (2015). Seven pillars of creativity in primary ELT. In
Maley, A. and Peachey, N. (eds.) Creativity in the English language
classroom. London: British Council
Tomlinson,B and Masuhara, H (2018)The complete Guide to the Theory and
Practice of Materials Developmentfor Language learning Oxford: WILEY
Blackwell
Sandie Mourão Taking play seriously in the pre-primary English classroom