Running head: Bechara-Week3 Paper 3

Samantha Bechara

UC San Diego Extension CLAD through CTEL

Language and Language Development

Week 3- Paper 3
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The heart of my preschool special needs classroom revolves around play. As stated by

McCafferty (2002), play and drama are essential in early learning as stated by Vygotskys Zone

of Proximal Development (ZPD) and second language learning. Play in the early childhood

classroom promotes language and social learning. Through play young children can further their

individual development through exploration of classroom materials and interactions with their

peers.

As stated by Vygotsky, the ZPD helps children acquire the understanding of culture

throughout environmental learning. My classroom is very child-centered and is continuously

being altered to maximize their learning throughout the school year. The classroom is set up to

include various high interest centers such as dramatic play, blocks, sensory table, library, writing

center, art center, art easel, science/ exploration center, and table toys. Within each center, realia

is utilized. The usage of a variety of materials and realia within the classroom environment

enhances the language utilized by students related to their play as well as social interactions

together. McCafferty (2002), describes the learning of a second language as a transformational

process that moves from an interpersonal to an intrapersonal plane of development (p.192-

193). This shift from social language and modeling drives internal learning and growth as

supported by the ZPD. Following the classs interests in learning, classroom materials change to

include things that children are interested in while supplementing their individual developmental

growth.

In addition, classroom-learning themes mirror student interests in the form of various

projects of focus. Following the project approach, short and long term projects allow children

explore interests, problem solve, make connections, think critically, and strengthen academic

foundations. The usage of short and long term projects promote second language learning related
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to the themes or interests of the students increasing student motivation for second language

learning related to the topic or theme. As stated by Brown (2014) this intrinsic and extrinsic

motivation enhances the students learning. Student motivation for learning as well as mutual

classroom engagement is comprised of collaborative learning, joint enterprise and, shared

repertoire as stated by Brown (2014). The understanding of the classroom learning community

can promote the belief of Vygotskys ZPD including instructional scaffolding in the form of

modeling; critical thinking questions based on student curiosities or ideas; classroom

provocations or prompts; learning cues; and environmental learning from the classroom

environment and world around them. The learning environment can be viewed as a third teacher

within my preschool special education classroom.

The classroom environment is very important for an early childhood classroom as it

provides naturalistic routines-based learning opportunities. A positive effective environment

affects young childrens development and supports theyre learning across all developmental

domains. Throughout the classroom, careful consideration is provided to each high interest

center throughout the classroom to provide relaxing and inspiring spaces that promote

communication, relationships, creativity, and exploration. As the natural and authentic materials

provoke childrens ideas and stimulate creativity and curiosity.

As stated by McCafferty (2002) and Brown (2014), Vygotsky Zone of Proximal

Development can be promoted through student curiosity via imitation of language, gestures, or

actions. Gesture is an important meditational means in both play and drama; indeed Vygotsky

(1978) pointed out in reference to how objects used in play come to represent other things that it

is only on the basis of indicatory gestures that play things themselves gradually acquire their

meaning (p.108) (McCafferty, 2002, p. 193). The usage of materials for other usages than
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initially intended promotes second language learning, creativity and imaginative learning a key

aspect in early childhood development As adapted from the Reggio Emilia approach, throughout

my classroom children have the opportunity to express their learning through multiple modalities

such as words, movement, music, art, and building. Following the 100 languages of the child

from Edwards, Gandini & Doreman (2012) the usage of multiple modalities for expression of

learning and differentiation within the early childhood classroom for student growth is essential

toward Vygotskys Zone of Proximal Development. Collectively my classroom reflects student-

centered learning opportunities utilizing the environment and materials to expand upon second

language learning for the preschool special needs/ English language learners, which I teach.

References:
Brown, D. (2014). Principals of language learning and teahcing: A course in second language
acqusition (Sixth Edition ed.). White Plains, NY: Pearson Education .
Edwards, C., Gandini, L., & Forman , G. (2012). The Hundred Languages of Children: The
Reggio Emilia Experience in Transformation, 3rd Edition (Third Edition ed.). Santa
Barbara, CA: Praeger.
McCafferty, S. G. (2002). Gesture and creating zones of proximal development for second
language learning. The Modern Language Journal , 86 (ii), 192-203.