Title: |
'Creating an Optimal Preschool Environment for Listening and Spoken Language Development' |
Track: |
3-Early Intervention and Beyond
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Audience: |
Primary Audience:
Secondary Audience:
Tertiary Audeince:
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Keyword(s): |
listening; program improvement; best practices; family-centered support; preschool |
Learning Objectives: |
1.Describe the essential components of programs that faciliate listening and spoken language development.
2. Discuss the differences among various preschool program models.
3.Assist parents in observation and evaluation of various preschool program options.
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Abstract: |
Many of today’s families desire listening and spoken language outcomes for their children and it is the job of the early interventionist to ensure that children receive services throughout their day that supports the family's decision. This presentation will describe the essential aspects of a pre-school program designed to stimulate young children who are developing listening and spoken language proficiency. Program components that will be described include: professionals experienced in helping children develop auditory skills; stimulation of spoken language development engagement through play and age-appropriate activities; incorporation of auditory skill development in the context of phonological awareness, early reading skills, early math skills development; opportunities for appropriate and meaningful social interaction with typically developing peers; collaboration and shared responsibility for providing a language-rich environment with other professionals. The essential components of a listening and spoken language preschool will be compared and contrasted with the components of other preschool programs, such as a typical preschool and a preschool for children with varying disabilities. Attendees will be provided with a checklist to assist in observation and evaluation of preschool programs. |
Handouts: |
Handout is not Available
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