Methods Of Teaching Language In Early Childhood Question Paper

Methods Of Teaching Language In Early Childhood

Course:Bachelor Of Education In Early Childhood Education

Institution: Kenyatta University question papers

Exam Year:2010

KENYATTA UNIVERSITY
UNIVERSITY EXAMINATIONS 2009/2010
INSTITUTIONAL BASED PROGRAMME (IBP)
EXAMINATION FOR THE DEGREE OF BACHELOR OF EDUCATION
(EARLY CHILDHOOD EDUCATION)

ECE 301:
METHODS OF TEACHING LANGUAGE IN EARLY
CHILDHOOD

DATE: Wednesday, 28th April, 2010

TIME: 8.00 a.m. – 10.00 a.m.
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INSTRUCTIONS:
Answer ALL questions in Section A and any TWO in Section B.
Section A:
Answer ALL the questions in this Section.
1.
Briefly explain how you can identify a child with hearing difficulties in a pre- school classroom. (6 marks)

2.
Briefly discuss the factors you would consider when developing or selecting a “tongue twister” for use in a class of 4 – 5 – year – old and give one example. (6 marks)

3.
Briefly describe four skills required for reading. (6 marks)

4.
Describe two activities that you can use to help a 5 – year old develop “Eye – hand coordination”. (6 marks)

5.
Briefly describe how you can identify a child with each of the following reading difficulties.
a)
Decoding difficulties (3 marks)
b)
Comprehension difficulties (3 marks)

Section B:
Answer any TWO questions in this Section.
6.
Discuss in detail the issues surrounding the language policy in lower primary and pre-primary school in Kenya today.

7.
One of the objectives of language activities in pre-school is “to encourage children to express themselves freely and confidently”.
a)
Discuss the importance of this objective with reference to 4 – 5 year – olds. (8 marks)
b)
Discuss in detail four strategies that a teacher can use in order to achieve this objective with 4 – 5 year olds. (12 marks)

8.
You have been identified as an Early Childhood Specialist to assess a group of pre-school teacher trainees in a “language activities” lesson. Discuss in detail the criteria you would use for this assessment. (20 marks)

9.
Compare and contrast in detail the differences in practice that are likely to emerge between Teacher Mary and Teacher Lucy who adopt the “Reading Readiness Perspective” and the “Emergent Literacy Perspective” respectively.

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