English Language Pedagogy

Introduction

The foundation of pedagogical approaches in early childhood education is the promotion of

learning in young learners. It is necessary for the teaching techniques to emphasise different

elements. These include a dedication to non-violence, play-based learning, participatory

teaching, and child-centred learning. Stated differently, it is vital to guarantee that

pedagogical approaches utilised in the field of early childhood education are child-centred.

Play is the foundation of learning, hence it is important to highlight play-based learning

strategies. It is necessary to treat the students with civility and politeness. Sometimes it feels

too much to work and teach young children in a nursery school. However, it is essential that

educators adopt positive attitudes and interact with pupils in a productive way. Equal rights

and opportunities should also be provided, and discrimination of any type should not be

practised on the grounds of caste, creed, race, religion, gender, ethnicity, age, gender, or

socioeconomic status, among other things.

The Multiple Intelligences of Gardner

Gardner argued that there are eight intelligences, and he has proposed that a ninth intelligence

called "existentialist intelligence" might be added. Gardner theorises that people have several

forms of intelligence, such as musical, interpersonal, spatial-visual, and linguistic

intelligences, in order to fully account for the variety of skills and aptitudes that people

possess.

According to Gardner's (1983) theory, people possess at least eight different intelligences that

they can develop throughout their lives. There are eight:

1. Logical/Mathematical: The aptitude for using numbers to reason intelligently and

recognise abstract patterns.

2. Visual/Spatial: The capacity to mentally visualise one's surroundings and the

awareness of colour, size, and shape.

3. Body/Kinaesthetic: The capacity to express oneself and find solutions through one's

body.

4. Musical/Rhythmic: The sense of rhythm, pitch, and melody; the capacity to identify

tonal patterns.

5. Interpersonal: The capacity to comprehend the emotions, intentions, motives, and

moods of another.

6. Intrapersonal: The capacity to recognise oneself and exercise self-control.

7. Verbal/Linguistic: The capacity for imaginative and successful language use.

8. Naturalist: Capability to identify and categorise what is seen and to relate to nature.
Gardner's learning styles are more suited to addressing students with disabilities than IQ-

based approaches, which is one of the key reasons they can result in more effective teaching

tactics. Common IQ tests have a bias towards specific populations and oversimplify the

intricacies of the human brain. For example, anxious people typically perform poorly on

these examinations even though they may otherwise be brilliant. On the other hand, it has

been demonstrated that teaching multiple intelligences to students with dyslexia and other

learning impairments is beneficial. Furthermore, teachers can see cognitive talents more in

line with science when using multiple intelligences theory rather than standard intelligence

testing.
Task 2

Pre-schoolers pick up a lot of new words between the ages of 3 and 4. They are employing

three-word or longer sentences. Most of the time, other individuals comprehend what they're

saying. They are able to identify common items and point to specific areas of photographs,

such a cow's nose.

Youngster will learn that we value their opinions and thoughts when we listen to them. Our

child's trust in their capacity for interpersonal communication grows as a result of this lesson.

It's also a fantastic method to strengthen our bond with our kid.

Example: Whenever you can, put down what you're doing and give your child your whole

attention.

Even though our child is unable to use and comprehend a large number of words at this age,

they may occasionally struggle to understand what we are saying. We can use a simple words

like "house" or "chair" that are as tangible as possible to help our youngster understand

concepts they can see, hear, taste, smell, and touch. When we have the opportunity to explain

abstract concepts like "truth" or "fear," try to avoid using them.

Example: Speak to your child directly, make sure they can hear you clearly, and face them.

When fostering pre-schoolers' conversational abilities, we can simply by conversing with our

child frequently, we can aid in their learning and practise of conversational skills. Talking

about topics our child is interested in and following their lead are terrific places to start.

Example: Discuss picture books and read aloud to your youngster. This will assist you in

comprehending the ideas, feelings, and thoughts of your child.

turns speaking during our talks. This improves our child's listening abilities and helps them

acquire effective conversational skills. Pre-schoolers benefit from reading and storytelling

because it improves their speaking, listening, and communication abilities. It acquaints your

child with new vocabulary and linguistic conventions. Additionally, you can assist your child

in developing conversational skills by having conversations with them about books and

stories.

Conclusion

Teachers in general and language educators in particular can use the Multiple Intelligence

Theory in the classroom. In the English classroom, a teacher can offer opportunities for

meaningful learning depending on students' needs, interests, and talents by implementing the

multiple intelligences method. For use in the classroom, a variety of multiple intelligence

assessment instruments are available online or in print. These assessments can give teachers

an intriguing overview of the innate skills of their students. Teachers can provide a range of

materials that give students opportunities to participate in active learning that complements or

enhances their Multiple Intelligences by assessing their students' abilities.

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