Cross Cultural Communication in Early Childhood Education.

I will pay for the following article Cross Cultural Communication in Early Childhood Education. The work is to be 5 pages with three to five sources, with in-text citations and a reference page. He has trouble acquiring basic vocabulary and formulaic language, but he is very interested in learning how to write. He dutifully copies from the blackboard and other materials. However, when homework is assigned, he does not return it.

This is an Australia based private Public-Private Partnership (P3) school that has several foreign students. The community does not have much appreciation of the importance of language and culture and they do not understand the need to understand the cultural background of the students at the school, which is extremely important if the students are to comply with the classroom program. Neil is not the only non-English speaking child who has problems with the language. There are two other students who clearly need constant, specialist attention. A few parents seem to be worried about this situation. These parents feel their own children might be held back in their learning. The class curriculum is varied and includes several subjects, such as art, English, and sports. The school organizes parent-teacher conferences to check their children’s progress, but Neil’s mother has never attended any of them.

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According to Stella Vosniadou, children should be active learners, collaborate with other students and to use authentic materials. In order for students to learn and to acquire new skills and knowledge, they have to pay attention, to observe, to memorize, to understand and to set goals. Students can only accomplish this by actively participating and by becoming engaged in the tasks and activities carried out during class. Teachers also play an important role in children’s learning, for they have the responsibility to encourage students to participate in classroom activities and to explore new territory. Instead of making children listen passively, teachers should provide students with hands-on activities and have students participate in collaborative activities (Vosniadou, 2001).&nbsp.

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