Full Course Description


Play & Language: The Roots of Literacy

OUTLINE

Foundations of Cognitive-Play-Literacy Relationship: Frameworks for Assessment/Intervention

Social-Emotional/Cognitive Precursors to Play: Birth-17 months

Development of Pretend Play Dimensions (17 months – 5 years): Relationship of Play Dimensions to Language & Literacy

Interventions to Promote Playing to Learn

OBJECTIVES

  1. Explain the development and interrelationships of cognition, play, language, social-emotional skills and literacy.
  2. Describe methods used to evaluate a child’s play/language skills.
  3. Employ play to promote the cognitive, language and social-emotional skills that underlie children’s effective social interactions and literacy comprehension.
  4. Describe current theories of language/ literacy learning.
  5. Explain the role of play in self-regulation.
  6. Implement a playful practice approach to emergent literacy.
Copyright : 02/02/2017

Narrative Intervention for Building Social-Emotional Skills and Self-Regulation in Children and Adolescents: Going Beyond Language and Literacy

Program Information

Outline

Narrative Intervention: Going Beyond Language and Literacy

Narrative Intervention to Promote

Narrative Assessment

NARRATIVE INTERVENTION STRATEGIES: INTEGRATING FICTIONAL AND PERSONAL STORIES

Strategies to Develop Autobiographical Memory and Personal Narratives

Strategies to Develop Life Stories

Objectives

  1. Articulate the relevance of storytelling to the English Language Arts (ELA) state standards and how storytelling meets IEP and curriculum goals.
  2. Analyze the types of storytelling and their connection to social-emotional development in students.
  3. Employ tools to assess and document the development of students’ narrative structure, coherence, vocabulary, and linguistic elements.
  4. Analyze the relationships between setting, plot, character traits, social-emotional skills, self-regulation, self-identity, and problem solving.
  5. Utilize age-appropriate literature to help students connect emotions/behaviors/mental states of characters to self to promote self-regulation.
  6. Apply strategies to support inferential thinking by relating emotions and mental states to events.
  7. Facilitate students’ recognition of characterization, plot, and theme in fictional stories, autobiographical narratives, and life stories.

Copyright : 12/09/2016