ERIC Number: ED449906
Record Type: RIE
Publication Date: 1995
Reference Count: N/A
Building a Language-Focused Curriculum for the Preschool Classroom. Volume II: A Planning Guide.
Bunce, Betty H.
A language-focused curriculum emphasizes the development of language skills as a key to learning. The curriculum is designed to be appropriate for 3- to 5-year-olds, whether having difficulty acquiring language, developing language skills at a typical rate, or learning English as a second language. Intended to accompany the first volume's practical framework for creating an effective language intervention program at the preschool level, this volume presents a semester's worth of ideas for creating a language-focused preschool curriculum. In addition to addressing broad curricular issues, the volume provides detailed, day-to-day activities, successfully implemented at the Language Acquisition Preschool at the University of Kansas. Activities are organized around central themes for each week--focal topics that give children a context for communication and create naturally occurring instances for intervention. For each theme, the volume provides art, music, dramatic play, group discussion, and story time activities. Themes include animals; caring for ourselves, our world, and others; different homes; things that can be filled; occupations; senses; and things big kids do. The volume also provides detailed instructions for each activity, specifying the materials needed and explaining how the activity facilitates certain language, social, cognitive, and motor skills. (HTH)
Descriptors: Child Language, Curriculum Development, Developmentally Appropriate Practices, English (Second Language), Intervention, Language Acquisition, Language Impairments, Learning Activities, Outcomes of Education, Preschool Curriculum, Preschool Education, Speech Language Pathology
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Publication Type: Books; Guides - Classroom - Teacher
Education Level: N/A
Audience: Administrators; Practitioners; Teachers
Authoring Institution: N/A
Identifiers: Language Delayed; University of Kansas
Note: For Volume I, see PS 029 199.