布里斯班代写assignment:孩子的写作技巧

2017-10-11 02:11

我开始让自己更多的在数字故事使孩子开始时对各图写文字作为从业人员应“支持和脚手架个别儿童写作的机会会出现”（DFE，2012年31）。我想知道孩子的写作技巧，使我能支持她达到自己的最大潜力在识字她的最近发展区内（ZPD）。最近发展区是指之间的距离一个孩子可以做独立和他们有可能会随着更多知识的成人和同伴的支持（心、工具2014）。例如，我提供的儿童短篇故事和几句话的卡片有关她的故事，她可以用。从几个选项中，她能够选择她想要使用的单词，例如“构建”而不是“make”。有几个拼写错误，她发明了自己通过文字的声音但我鼓励孩子没有纠正她因为孩子的拼读可以反映出他们试图在连接关系的语言的发音的字母系统的持续（怀特海，2010）。我能看到写作增加了当她写不看犹豫孩子的信心。通过这个，我意识到孩子在识字的积极发展为孩子的写作技巧与早期学习目标在EYFS，她能写简单的句子，能读能正确拼写一些单词和发音合理.
布里斯班代写assignment:孩子的写作技巧
I started to involve myself more in the making of digital story when the child started to write text on each drawing as practitioners should “support and scaffold individual children’s writing as opportunities arise” (DfE, 2012a:31). I wanted to know the child’s writing skill so that I can support her to reach her maximum potential in literacy within her Zone of Proximal Development (ZPD). ZPD refers to the distance between what a child can do independently and what they could potentially do with the support of more knowledgeable adults and peers (Tools of the Mind, 2014). For example, I provided the child with short stories and few words’ flashcards related to her story that she can use. From the few options, she was able to choose which words she wanted to use, for instance, the word ‘build’ instead of ‘make’. There were a few spelling error where she invented herself through the sounds of the words but I encourage the child to continue without correcting her because children’s invented spelling can reflects their attempts in connecting the relationships of language’s sounds to the alphabetic system (Whitehead, 2010). I could see the child’s confidence in writing increased when she write without looking hesitant. Through this, I realised the child is developing positively in literacy as the child’s writing skill matched the early learning goals in EYFS where she could write simple sentences that can be read and could spell some words correctly and some phonetically reasonable

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