Support, love and parental care are a pre-requisite for a child's mental development, which in turn would strengthen his linguistics. "Unfortunately, many children who are eventually labeled "unprepared" spent their early years in unresponsive care settings, missing out on the behaviors and language embedded in responsiveness that form the basis for social, emotional and language development (fund, 2007)
Highlighting the importance of parental attention, a child welfare organization, and the Ounce of Professional funds states: "Early language development is dependent on the quality of the social interactions a child has with the important adults in his life. Social situations in which caregivers and infants share the same focus on an object or topic are referred to as episodes of joint attention (fund, 2007)" "Children's acquisition of words and word meanings is a complex process (Knudtzon, 1997)" The language impairment can avoided if this complex task is efficiently executed by taking into account the essentials of child training
¶ … Teaching writing to young children Learning how to write is an important tool in encouraging young children to get excited about reading. A 2010 experimental study in the Journal of Educational Research (Jones, Reutzel & Fargo 2010) compared two common techniques used in kindergarten classrooms to help young readers learn to write: interactive writing and the writing workshop method
The administration wants to create new jobs with the stimulus packages, but to take advantage of those new positions; these adults need basic literacy skills." (Britt, 2009) INSTITUTIONAL and PERSONAL CONTEXT for the PROGRAM The educational institutions have a keen interest in the adult literacy program because this program will not only assist adults who need literacy skills, and desperately so, but will also assist the school-age children and the interactions that the institution has with these individuals who are parents and grandparents interacting in the community
Oral interaction skills are also important for literacy and beginning-level learners, because they form the basis for English literacy development. (McKay and Schaetzel, 2008) NATURE and EXTENT of the PROBLEM The work of Britt (2009) states that approximately 14% of adults in the United States cannot read which is about 1 in 7 U
adult education system's three models and three basic policy approaches are set to the task. But to-date, the ability of adult education to "mold a world" remains questioned (Guy, 2006)
African-Americans use their own African-American vernacular English or AAVE as the indigenous expression of their imagination and reality. But American school administrators use it as a criterion for establishing literacy levels and an achievement gap (Ruiz, 2006)
But before students can learn to think critically about the material they read and pose their own questions, they have sufficient information literacy. The National Forum on Information Literacy gives the following definition of information literacy: "Information Literacy is defined as the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively use that information for the issue or problem at hand" (Keller 2009)
Lauer and Yodanis (2004) show the importance of information literacy in a student's scholarly efforts through its deficiency in American schools. These American-trained sociologists spent time teaching in a Swiss school, and found themselves changing their teaching methods to include "international examples and data that [they] could use to illustrate points made during lectures" (Lauer and Yodanis, 2004, p
Therefore, this essay finds that the use of new technologies in the classroom will help to improve the ability of teachers to deal with individual needs the come from gender, ethnicity and learning differences. (Cesarone, 1) To this point, today, television has increasingly come to offer different kinds of programming that appeal to the educational and developmental needs of child viewers
This, Hobbs say, is called media literacy and, as technology increasingly enters every aspect of our lives, is an important part of developing the reasoning tools needed to succeed in education, society and emotional development. (Hobbs, 4) Media literacy helps the child to understand the explicit and implied messages of content as well as the medium in question
Students reported more enjoyment using the Internet than reading or watching television." (Mokhtari, 1) This is to show that just as television has a far greater flexibility than the printed page, so is the interactive nature of the internet showing the next horizon in literacy education
[and] that children, particularly the youngest viewers, did not understand the purpose of sales messages, could not evaluate their claims, and could not distinguish them from the programs." (Morrow, 121) This was a major conflict in terms of television's social responsibility
Media, therefore, can be used as a training tool to educate and equip students with multiple skills. Over the years, a number of other well-known educational scholars have also asserted similar opinions (Alvermann, Moon, and Hagood, 1999; Hobbs, 1997; and Thoman, 1999)
Texts from popular culture may challenge and disrupt the routines of the classroom and provide opportunities for teachers and students to discuss epistemological issues relevant to students' growing understanding of the processes involved in learning and communication (Hobbs, 2001)." Those who oppose the use of popular culture in classrooms to equip students with CML skills argue, "Schools, at all levels, are constituted to devalue popular culture, including its electronically mediated forms" (Aronowitz and Giroux, 1991, p
Similarly, Kincheloe (1999) believes that racism and promotion of white-supremacy has become a critical component of mainstream media. Similarly, others argue that gender inequalities, substance abuse and violence prevention can all be addressed by educating the masses through CML programs (Carnes, 1996; Jospin, 1992; Landa, 1992)
" On the contrary, critics argue that the media has an underlying selfish purpose and they are out there, financing CML programs to root out negative media information in these programs. They propose a close watch on all media sponsorships and transparency in all school-media relationships so that poorly designed CML programs can be stopped and replaced (Cowrie, 1995)
They feel that meaning and concepts are derived from experience both inside and outside the classrooms. Therefore, they make their case, CML skills can be taught by engaging students in not only the classical works in literature, theatre and films, but also in popular television programs like Beavis and Butthead or the Simpsons (Dewing, 1992; Giroux, 1994)
Hobbs (2004) in his recent study reviewed the scholarly work carried out on CML and identified five merging principles regardless of the methodology and approach that was used by most CML scholars. He listed them as follows: All messages are constructions; Messages are representations of the world; Messages have economic and political purposes and contexts; Messages use languages and conventions; People interpret messages differently (Hobbs, 2004)
Hobbs (2004) in his recent study reviewed the scholarly work carried out on CML and identified five merging principles regardless of the methodology and approach that was used by most CML scholars. He listed them as follows: All messages are constructions; Messages are representations of the world; Messages have economic and political purposes and contexts; Messages use languages and conventions; People interpret messages differently (Hobbs, 2004)