Picture cards and picture handbook for learning English as a second language in day-care
Iserhienrhien, Isoken (2019)
Iserhienrhien, Isoken
2019
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2019112823165
https://urn.fi/URN:NBN:fi:amk-2019112823165
Tiivistelmä
The purpose of this activity-based thesis was to create a picture cards and picture handbook for learning English as a second language. The thesis was done in collaboration with Laugh and learn playschool located in Helsinki. The aim was for picture cards and picture handbook to be used as a method for developing English language learning for the children, was also aims to motivate the day-care staff to support the children’s English language learning by using these pictures during different activities in Laugh and Learn Playschool. Furthermore, feedback from the teachers, was to enable me to design and plan better visual material for the improvement of children language learning in the future.
The theoretical framework of this thesis was to define the language development of a child, focusing more on ages between two to four years, and some theories related to children development. To discuss the early childhood education, using the National Curriculum on Early Childhood education and care, the early childhood education in Helsinki, Language Support in early childhood education and Bilingualism in early childhood. Finally, was to also analyse the use of pictures cards and picture handbooks as supportive educational tools as well as discuss the different types of picture cards and their uses and benefits.
The method used was called the Picture Exchange Communication System (PECS). This is a method where pictures are designed to represent words and concepts. The pictures were selected from twinkling and printest. websites, they are colorful semantic pictures and action pictures with actual items which conveyed what was best for the day-care. The pictures were arranged based on the daily routine of the day-care and the surroundings. Also, the pictures that was used were suitable to my target group of 2-4 years old children at the day-care. All picture was printed, laminated and cut before use. The final product of picture cards and picture handbook was given to the day-care teachers to use during their activities with the children.
After two months feedback were collected from the teachers personally, I believe use of the picture cards and picture handbook serve their aims though learning using pictures is a gradual process. The full aim cannot be achieved within two months, so the teachers were encouraged to continue using the teaching material with the children.
The theoretical framework of this thesis was to define the language development of a child, focusing more on ages between two to four years, and some theories related to children development. To discuss the early childhood education, using the National Curriculum on Early Childhood education and care, the early childhood education in Helsinki, Language Support in early childhood education and Bilingualism in early childhood. Finally, was to also analyse the use of pictures cards and picture handbooks as supportive educational tools as well as discuss the different types of picture cards and their uses and benefits.
The method used was called the Picture Exchange Communication System (PECS). This is a method where pictures are designed to represent words and concepts. The pictures were selected from twinkling and printest. websites, they are colorful semantic pictures and action pictures with actual items which conveyed what was best for the day-care. The pictures were arranged based on the daily routine of the day-care and the surroundings. Also, the pictures that was used were suitable to my target group of 2-4 years old children at the day-care. All picture was printed, laminated and cut before use. The final product of picture cards and picture handbook was given to the day-care teachers to use during their activities with the children.
After two months feedback were collected from the teachers personally, I believe use of the picture cards and picture handbook serve their aims though learning using pictures is a gradual process. The full aim cannot be achieved within two months, so the teachers were encouraged to continue using the teaching material with the children.