Note: This is the first scenario of ten (some more will be added later). We meet Pat for the first time. He is quite young – and not too young to learn. Someone asked me if his child was old enough to start learning to read. I asked, "How old is he?" He answered, "Three," and I said, "You are already three years behind times."
In order to simplify the gender issue, Pat is a boy in these scenarios. Pat can be a girl as you read them.
NPL Scenario #1 – At Home With a Very Young Pat V,A,T
The Activity -- Kim is putting Pat down for his nap. She says, "Well, you really are sleepy. Let me wipe your hands with this white towel. Here is your teddy bear. Sleep tight -- I love you.
Commentary -- It's no big deal? That's Right!
Your child is ready to learn new and ordinary words and he will know that these words (sounds) are connected to something. His condition and "sleepy" go together. Hold your child's hands as you say the word "hands" -- say "towel" as it touches his hands -- say "white" – give him the toy as you say "teddy bear." Don't make a big deal out of it -- this is Natural -- just talk as you use and do things.
Use the words in context and there will be a lot of Incidental Learning. We acquire a lot of our information incidentally, without any planning. This is in contrast to the idea of introducing words in a reading or spelling word list. Many of those words are meaningless to the child and there is no good referent for them. We don't have to keep repeating the word or to give it a nice dictionary definition. We learn a lot by doing and watching.
We're starting out with only two of the elements; the Referent and the Spoken word, using the Auditory sense. Pat isn't ready to look at the Written word.
We are using the most realistic things; hand, towel, toy, bed, sock, spoon, etc., at this time because we need to have Pat gather in a lot of natural experiences, experiences that have words associated with them.
The Word Meaning Model: We have now introduced two parts of
1. The Referent – the towel
2. The Spoken Word – "towel"
We will get to the third part when Pat is ready for it.
3. The Written Word – t-o-w-e-l
This model will be used for quite a while. You simply make this a common communication form with your child. Oh, can you hear the soft music playing on the stereo? It sounds like Mozart to me.
Music, Art, Poetry, and Literature are essential parts of the program. Just bring them into the environment and let your child experience them. Later, we'll put words and stories into the Arts world.
The End of Scenario #1
The VAKT Designations – At the beginning of each scenario you will see some or all of these letters: VAKT. These letters indicate which of these senses are being used in the scenario learning process:
Visual – Using the eyes to get a picture of the word.
Auditory – Using the ears to get the sound of the word.
Kinesthetic – Using the movement of muscles to get the shape of the word.
Tactile – Using the sense of touch to get a feel for the shape of the word.
The Word Meaning Model – Reading is reading only when comprehension (meaning) is present. Recently I read an instruction on how to improve my use on this computer. Actually, I was able to pronounce each word but I simply had no idea on what to do. So, in my definition of reading, since there was no comprehension, I did not read that passage.
We will keep referring to the Word Meaning Model and the three parts of it: In the early stages we will be using only the Referent and the Spoken Word – the Written Word comes later when the Child is ready and able to make the correct connection.
1. The Referent – the object, e.g., the thing holding the food.
2. The Spoken Word – say the word, "spoon".
3. The Written Word – spoon – spelled s-p-o-o-n.
The Commentary Section – The commentary deals with what was done, how it was done, and why it was done this way. Kim says the word FOOT at the same time as she takes hold of Pat's foot and she says SOCK as she is putting the sock on – referent and spoken word together. Later we will add the written word.
Incidental Learning – Much of what we learn is learned in real life and we learn new words, ideas, and concepts, as part of an experience. We call this "Learning" and it is highly individual in nature. It includes Creativity and Critical Thinking.
The opposite of Incidental Learning we will call Programmed Instruction. This uses a method called "Teaching." Teaching is organized, sequential, one size fits all, and self-contained. It generally tends to be non-creative and predetermined.
Numbers and Colors – Words dealing with number and color will occur naturally. Give them their names when the occasion presents itself. When your child sees a nice new car you can say, "That red car does look nice." and "I like those blue flowers in that yard." Also, number concepts; one, two, large, small, big, little, heavy, light, high, low, penny, nickel, etc., will occur naturally and in context.
Peter S. Pierro, EdD parentscoachesasteam.com
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