03-+DIARY+OF+CLASS+AND+THEORY

//**Language, culture & life **//
 * UNIT 1 **


 * ** COMMUNICATION AND REPRESENTATION **

- Observe the world and life: explain it with words.

- Respond

- Think, negociate and share

- Act & value, assume new challenges


 * ** LANGUAGE & DEVELOPMENT: FUNCTIONS **

- Representative Function

- Symbolic Function: Language helps building images/symbol of the world/experience in our mind.

- Informational Function: Language helps us to share information.

- Regulatory Function: Language regulates behaviour - rules - self - control - Ethic D. Regulate others's behaviour.

- Communicative Function: Language help us to participate in a common task.


 * ** SKILL, COMPETENCES & CAPACITIES **

- Listening and understanding

- Responding and speaking

- Oral interaction

- Reading and understanding / reading interaction

- Writing and written interaction

//**<span style="color: #800080; font-family: Tahoma,Geneva,sans-serif; font-size: 150%;">Basic competences: **//



= = = = //**<span style="color: #ff3700; font-family: Tahoma,Geneva,sans-serif; font-size: 150%;">PIAGET’S STAGES OF COGNITIVE DEVELOPEMENT **// <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Intelligence en action: child interacts with the environment by manipulation objets.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">//**Sensoriomotor stage**// ( 0-2 years old )

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Logical reasoning can only be applied to objects that are real or can be seen.
 * //**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Preoperational. **//
 * Preconceptual (2-4): thinking dominated, but child becomes more capable of symbolic function; language development occurs.
 * Intuitive (4-7): child still unduly influenced by own perception of environment.
 * Concrete operation ( 7-11 years old )

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Individual can think logically about potential events abstract ideas. media type="youtube" key="TRF27F2bn-A" height="251" width="336" align="center"
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">//**Fo****rmal operations**// ( 12 years old )

//**<span style="color: #ff3700; font-family: Tahoma,Geneva,sans-serif; font-size: 150%;">H. GARDNER MULTIPLE INTELLIGENCES **// MULTIPLE INTELLIGENCES: media type="youtube" key="tDtZEpf_SJ4" height="251" width="336" align="center"
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">//Existential//:to exhibit proclivity to pose an ponder questions about life, death and ultimate realities.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">//Verbal linguistic//:the capacity to use language to express what’s on your mind and to understand other people.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">//Logical/mathematical//:the ability to understand the underlying principles of some kind of casual system.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">//Interpersonal//:the ability to understand other people.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">//Intrapersonal//:having and understanding of yourself, of knowing who you are, what you can do, etc.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">//Visual/spatial//:the ability the spatial world internally in your mind.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">//Naturalist://the ability to discriminate among living things as well as sensitivity to other features of the natural world.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">//Body/kinesthetic//:capacity to use whole for parts of your body, to solve problem, make something, or put on a production.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">//Musical/rhythmic//: the capacity to think in music, to be able to hear patterns, recognize them, and perhaps manipulate them.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">• //**Paral****anguage**:// the objetive of this is attract the attention in this kind includes pitch <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">and rhythm.
 * <span style="color: #00ff00; font-family: 'Comic Sans MS',cursive; font-size: 300%;">Unit 2 **

<span style="display: block; font-family: 'times new roman',times,serif; font-size: 120%; text-align: justify;">• //**Strategis communication**// <span style="display: block; font-family: 'times new roman',times,serif; font-size: 120%; text-align: justify;">→ Representative <span style="display: block; font-family: 'times new roman',times,serif; font-size: 120%; text-align: justify;">→ Communicative <span style="display: block; font-family: 'times new roman',times,serif; font-size: 120%; text-align: justify;">→ Informative <span style="display: block; font-family: 'times new roman',times,serif; font-size: 120%; text-align: justify;">→ Regulative symbolic

<span style="display: block; font-family: 'times new roman',times,serif; font-size: 120%; text-align: justify;">• //**Non verbal languaje**// <span style="display: block; font-family: 'times new roman',times,serif; font-size: 120%; text-align: justify;">→ Rroxemics <span style="display: block; font-family: 'times new roman',times,serif; font-size: 120%; text-align: justify;">→ Kinetics <span style="display: block; font-family: 'times new roman',times,serif; font-size: 120%; text-align: justify;">→ Semiotics (Signs cue signal)

<span style="display: block; font-family: 'times new roman',times,serif; font-size: 120%; text-align: justify;">• //**Non verbal Signs**// <span style="display: block; font-family: 'times new roman',times,serif; font-size: 120%; text-align: justify;">→ Emblems <span style="display: block; font-family: 'times new roman',times,serif; font-size: 120%; text-align: justify;">→ Ilustrators <span style="display: block; font-family: 'times new roman',times,serif; font-size: 120%; text-align: justify;">→ Adaptors <span style="display: block; font-family: 'times new roman',times,serif; font-size: 120%; text-align: justify;">→ Regulators <span style="display: block; font-family: 'times new roman',times,serif; font-size: 120%; text-align: justify;">→ Affect displayers <span style="display: block; font-family: 'times new roman',times,serif; font-size: 120%; text-align: justify;">→ Qualifiers <span style="display: block; font-family: 'times new roman',times,serif; font-size: 120%; text-align: justify;">→ Characterizers <span style="display: block; font-family: 'times new roman',times,serif; font-size: 120%; text-align: justify;">→ Segregates media type="youtube" key="P5j0DFkbnE0" height="219" width="294" align="center"

media type="youtube" key="5brSO79RfyI" height="219" width="294" align="center"

media type="youtube" key="y1H2kZWjqTA" height="219" width="294" align="center"

media type="youtube" key="5FEbfUDzNoI" height="219" width="294" align="center" <span style="color: #00ff00; font-family: Tahoma,Geneva,sans-serif; font-size: 300%;">UNIT 3 <span style="color: #ff009e; font-family: Impact,Charcoal,sans-serif; font-size: 160%;">Tell A Story <span style="font-family: 'times new roman',times,serif; font-size: 120%;">The stories have common elements such as characters, situations and events, but this is how to count what makes the stories special. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Before telling a story, we should be in mind that materials we will use, when we do silences to give emotion to the story and how they will participate students during the story. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">If we have to encourage them to read, either in language or another, there are also books to read them with resources that can be included in the stories spoken,as are the drawings with textures.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">One way to tell stories for very young children is to mimic the actions that are happening throughout the story, besides using a slower pace than we normally use to talk to other adults.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">At story time we must consider the ability of children placed in the context of the story, for that reason we must make aproper introduction of the characters, the time at which the story and the actions that are occurring along the story.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">To keep the attention of children in history, sometimes you have to turn to resources like the songs,they are part of the story, puppets,...
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The most attractive stories to young children are the fables of animals or children like them. Fantastic stories that move their imagination while learning help.