1. Restate your observation (already done in first assignment). If you wish or feel the need to do so, you can pick a new observation and start over. If you do this, please refer to the first assignment in order to remind you what is required. If you need to revise anything that you, please do so.2. Restate your three models (already done in first assignment). Many of you may have to come up with new models. Also, if it was stated poorly in the first exercise, fix it now. As always, remember PROCESS. Then make sure you have followed the other rules of thumb: Generality and interesting implications. Also, remember this isn’t a list itemizing different reasons for something, but rather models that are explaining how or why something happens. Ideally, for this assignment, they should be competing models where only one of them can be true. The format should be the same as in the first homework assignment. The first sentence is a simple sentence stating the model. The next couple of sentences can explain how the model relates to the observation. The model should be separate from the observation. Most people have a tendency to state a model too specific to the observation. Watch out for this.3. State two interesting implications (hypotheses) for each model. Remember to refer to Lave and March for what makes a good model. There are new concepts, also: Simplicity and Fertility. If you are not able to come up with a wide variety of implications and hypotheses, it may be because your model isn’t fertile. Remember the rules of thumb (Generality and Interesting Implications). A few sentences should suffice for each implication.4. Describe natural experiments that will discriminate between the models. We call any experiment that distinguishes between two models a critical experiment. So, these should be natural experiments that are also critical experiments. (We will refine this more in the next assignment.) There need to be at least two experiments (if it is well done). Three would probably be better. Do not combine this section with section 3 (above). It is a distinct section although many of you will find it repetitive. Depending on your observation and your models, the natural experiments may be very similar to a re-stating of your implications. If this occurs, don’t panic. Likewise, don’t expect or anticipate this to happen.The following four points are guidelines/requirements.A) The experiments must be critical experiments. (Refer to Lave and March section 3.2.2.)B) You must have enough critical experiments to distinguish all of your models from each other. Remember, if an experiment predicts the same result for each model, then it is not a good experiment.C) All of the experiments must be natural experiments (as defined by Lave and March – and in class).D) Make sure that you specify which model is supported by a particular experimental outcome. And make sure that for each experiment you discuss more than one outcome.In addition, you will have to operationalize all of the variables used in the experiments, and you will have to indicate which variables are dependent variables and which variables are independent variables.Thus, your assignment will look like this:Section One (old/revised): A description of your observation.Section Two (old/revised): Stating your first model and explaining how it relates to your observation.Section Three (new): State the two implications for your first model. Discuss each implication separately. Use two paragraphs, one for each implication.Section Four (old/revised): Stating your second model and explaining how it relates to your observation.Section Five (new): State the two implications for your second model. Discuss each implication separately. Use two paragraphs, one for each implication.Section Six (old/revised): Stating your third model and explaining how it relates to your observation.Section Seven (new): State the two implications for your third model. Discuss each implication separately. Use two paragraphs, one for each implication.Section Eight (new): Describe one of your critical experiments. (Remember it has to be a natural experiment as well.) State what the experiment is. State which two models it is distinguishing between. And state what you would expect to see if one of the models is true, and state what you would expect to see if the other model is true.The description of the first critical experiment should look something likea) Describe the experiment.b) State which are the independent and dependent variables.c) State how you are going to operationalize the variables.d) Describe the outcomes and state which model each outcome supportsSection Nine (new): Repeat Section Eight with another critical experiment.Section Ten (new): Repeat yet again with yet another Critical experiment. (Remember, unless you can distinguish all three of you models from each other with only two critical experiments, it is strongly recommended that you use three critical experiments to successfully distinguish all of you models from each other.) Note: If your first experiment distinguishes Models 1 and 3, your other experiments cannot alldistinguish Models 1 and 3 and never discuss Model 2. I assume this is obvious.You should separate the sections. Do not merely write one long paragraph. We want to easily see you points.Realize that we are expecting more at this point. Just because you received nine or ten points on your previous assignment does not mean that you will earn as many points for the same work here.

Introduction: The concept of intentional teaching emphasizes a balance between child- and adult-guided instruction.  The goals and objectives must be developmentally appropriate for the children. The adult must have in mind goals and objectives and a selection of possible strategies for instruction.  Adults can influence children's cognitive development in many ways.   The Prompt:  Respond to the following prompt(s) for your discussion forum post: Describe the adult role in supporting children's language development during the preschool years. How will you support children's oral language development during adult-guided activities (small and large group) and child-guided activities (free choice/centers)? How will you support children's written language development during adult-guided activities (small and large group) and child-guided activities (free choice/centers)? Resources: Textbook PowerPoint Presentations Websites and Videos located in the "Additional Resources" section of the Module Additional research conducted by the student using credible sources Grading Criteria: You will be responsible for creating your own discussion thread (think of this as your response or statement regarding the discussion board topic/question) and for responding to at least two other student's posts.   Peers posts: by Paige SaundersNumber of replies: 0Describe the adult role in supporting children's language development during the preschool years. -It is important for adults in children's lives to support children's language development, especially in the early years. One way adults can help is by using scaffolding, this helps the child to have a foundation to develop their language skills on. Adults can help the child's development by being a role model as well as encouraging give and take conversations with the child. Another way adults can help support children's language development is to ask them divergent questions. Baby talking has even been proven to help develop language skills. As an adult, you could also say things like "mm-hmm" to the child when they speak to confirm that you are listening. You could also agree with them so they know what they are talking about is important and that they are worth listening to, this lets them know that they are valid as well as in control. Adults should always show interest in what the child is speaking about and respond to them because it is proven that this will result in the child having great language development and skills. How will you support children's oral language development during adult-guided activities (small and large group) and child-guided activities (free choice/centers)? -I would have appropriate dramatic play centers set up for child-guided activities. I would also make sure their are peers for children to communicate with and provide social experiences for them. I would let children know it is okay and to encourage using private speech and use mediators while doing so. I would also let them know that it is good to talk and think simultaneously. For adult-guided activities, I would make sure that scaffolding from me would take place so that children can develop on their own terms and at their own pace when they are ready. I would supply direct instructions and games. I would also incorporate one of the three "routines" in my classroom as well as language enrichment activities. I would ask questions to get the children to talk. I would make sure that while having appropriate adult conversations to have a child around so they can learn new vocabulary. Having the proper classroom arrangement is important as well. Ask/ comment on activities that children are working on that make them want to respond and the adult should not to be controlling of the conversation. Adults should always respect the home languages of English and non-English speakers. Label actions that come from adult or child and make them explicitly verbal. While thinking and using strategies, I would express this out loud. I would also tie actions with new concepts (if teaching about an item, make a big version of it so the child can get familiar with the item). Always let children know it is okay to think out loud. Switching up tasks/ concepts to ensure children are catching on to the lesson being taught and to assess them. How will you support children's written language development during adult-guided activities (small and large group) and child-guided activities (free choice/centers)? -I would support children's written language development during adult-guided activities by encouraging children to ask questions about letters, words, print, or information they are wondering about. Another thing I would do is get children to write a list containing all of their friends, then have them write a letter to one or two of those people on their list. I would encourage children to talk while writing and to take chances and experiment. Before reading a book with a child I would ask them warm- up questions. While reading the book, I would make verbal interactions pertaining to the story. I would also always positively reinforce children when they give a response. After reading a book, I would ask the child questions about it and respond to the child after they give their response as if they spoke correctly and advanced even though they might not make complete sense. I think this gives them encouragement to keep developing language skills even when they are not perfect. I would also try to encourage children to model any responses according to actions that I make. I would write down things in the presence of the child then converse about what was wrote. I would sit the child down and help them make cards for different family members or friends. I would support children's written language development during child-guided activities by not giving directions or instructions, but instead, try to reinforce how children use oral and written language. Children could make signs for a bake sale together while being supervised by adult but not instructing them. Putting children's writing on display around the house or classroom and encourage child to dictate stories. I would set up an "office" for the child to play and pretend in and have many child- appropriate writing supplies spread throughout the room and home. I would also let the child play on the computer because it has many different applications and software to help language development and the child can work through the lessons on their own (but it is always good to still supervise a child using technology). While going to the grocery store, I would allow the child to make and keep a check list as we shop. by Gissell GomezNumber of replies: 0 Describe the adult role in supporting children's language development during the preschool years The adult role is to provide scaffolding for children's language development beginning in infancy. How will you support children's oral language development during adult-guided activities (small and large group) and child-guided activities (free choice/centers)?I will support children's oral language development with simple sentences, vocabulary that is within the child's realm of experience, used by adults in a variety of cultures, and enables clear communication. Also outdoor time support children's oral language development by having them interact with other children. Small group and large group activities also support children's oral language by allowing them to interact with other children and teachers. How will you support children's written language development during adult-guided activities (small and large group) and child-guided activities (free choice/centers)? I will support children's written language development by asking warm up questions before beginning a book. Also I would support it by accepting invented spellings and non conventional sentences, offer positive reinforcement of children's responses, Begin dialogue with infants before they are capable of language, Label important parts of illustrations for infants, and Encourage infants to model their responses from what the adult does.