Full Course Description
Play & Language: The Roots of Literacy
Foundations of Cognitive-Play-Literacy Relationship: Frameworks for Assessment/Intervention
- Dynamic systems theory: integrating nature and nurture theories
- The World Health Organization’s International Classification of Functioning
- A performance competence framework for assessment and intervention
Social-Emotional/Cognitive Precursors to Play: Birth-17 months
- Neurotypical and atypical patterns of social emotional development
- Environmental influences on social emotional development and play
- Temperamental variations in children
- Presymbolic play
Development of Pretend Play Dimensions (17 months – 5 years): Relationship of Play Dimensions to Language & Literacy
- Theory of Mind Dimension (understanding thoughts & feelings of self & others)
- Decontextualization Dimension (reduced use of props in play)
- Thematic Dimension (from familiar to novel pretend themes)
- Organization Dimension (sequencing & planning of play)
Interventions to Promote Playing to Learn
- Set goals for playful learning
- Promote literate-style language through play
- Develop phonological awareness skills through playful practices
- Promote thematic pretend play to develop foundations for language and literacy
- Explain the development and interrelationships of cognition, play, language, social-emotional skills and literacy.
- Describe methods used to evaluate a child’s play/language skills.
- Employ play to promote the cognitive, language and social-emotional skills that underlie children’s effective social interactions and literacy comprehension.
- Describe current theories of language/ literacy learning.
- Explain the role of play in self-regulation.
- Implement a playful practice approach to emergent literacy.
Narrative Intervention for Building Social-Emotional Skills and Self-Regulation in Children and Adolescents: Going Beyond Language and Literacy
Narrative Intervention: Going Beyond Language and Literacy
- Types of narratives and their roles and functions
- Life stories
- Common Core curriculum and social skills
- Cultural variations in personal and fictional narratives
Narrative Intervention to Promote
- Social-emotional skills
- Fictional narratives
- Eliciting fictional narratives using stimuli varying in cognitive and linguistic task demands
- Personal narratives
- Prompts for eliciting personal narratives
- Rubrics to evaluate personal narratives
- Life stories
- Interviewing strategies to elicit life stories
- Rubrics to evaluate types of coherence in life stories
- Narrative microstructures and macrostructures
- Vocabulary for thoughts and feelings (Theory of Mind) and complex syntax
- Structure, content/plot/theme and coherence
NARRATIVE INTERVENTION STRATEGIES: INTEGRATING FICTIONAL AND PERSONAL STORIES
Strategies to Develop Autobiographical Memory and Personal Narratives
- Reminiscing that promotes autobiographical memory
- Using children’s books to trigger reminiscing
- Elements and influences of settings on stories
- Identify and build narrative plots
- Developing landscape of consciousness (Theory of Mind)
- Making connections between emotions/ mental states and actions
- Developing vocabulary and syntax to express connections between mental/ emotional states and behaviors/events
- Support-making narrative inferences
- Question-answer relationships – from literal to inferential
- Levels of language abstraction – from contextualized to decontextualized language
- Facilitate personal narrative skills to promote problem-solving and self-regulation
Strategies to Develop Life Stories
- Role of characterization in life stories
- External (physical) and internal (psychological) traits/characteristics – identifying relationships between character traits and character behaviors and narrative events
- Use biographies/autobiographies to understand characterization – relationships between traits and events
- Character transformation: life turning points
- Identify and develop themes
- Support making narrative inferences
- Think alouds
- Questioning the author
- Facilitate life stories to develop self-identity and self-regulation
- Articulate the relevance of storytelling to the English Language Arts (ELA) state standards and how storytelling meets IEP and curriculum goals.
- Analyze the types of storytelling and their connection to social-emotional development in students.
- Employ tools to assess and document the development of students’ narrative structure, coherence, vocabulary, and linguistic elements.
- Analyze the relationships between setting, plot, character traits, social-emotional skills, self-regulation, self-identity, and problem solving.
- Utilize age-appropriate literature to help students connect emotions/behaviors/mental states of characters to self to promote self-regulation.
- Apply strategies to support inferential thinking by relating emotions and mental states to events.
- Facilitate students’ recognition of characterization, plot, and theme in fictional stories, autobiographical narratives, and life stories.