Psychological reality and the role of the teacher in early-education sharing time.

Autor/in	Alsafi, Abdullah T.
Titel	Psychological reality and the role of the teacher in early-education sharing time.
Quelle	In: International review of education, (1994) 1, S.59-69Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/BF01103004
Schlagwörter	Language Development; Formal Aspect; Kindergarten Teacher; Linguistic Research; Sharing Time
Abstract	Abstract The study of children's language development has been strongly influenced since the 1950s by linguistic research. How well, however, has the education of young children incorporated the concept of psychological reality, which interrelates the child's perceptual and cognitive development with linguistic and non-linguistic events in his/her environment? In reply to this question, the paper concentrates on“sharing time”, known also as“show and tell”, which has both affective and cognitive value. Although sharing time is a student-centered activity, the teacher plays a pivotal role in establishing its context, structure and norms. Feedback from the teacher and peers promotes language development, and the growth of curiosity and inquisitiveness. The article is derived from experience in teaching kindergarten teachers to conduct sharing time periods in Saudi Arabia. Practical suggestions are made for the implementation of the activity, in the interests of encouraging spontaneous and personalized language rather than focusing on evaluation of students' competence in the formal aspects of language development.
Erfasst von	OLC
Update	2023/2/05