Developmental Psychotherapy

Please visist:

http://www.drcachildress.org/asp/Site/Developmental/index.asp

1. Communicating With Children 
2. 6 Brain Systems 
3. Emotion Systems 
4. Developmentally Supportive Parenting

BY: C.A. Childress, Psy.D., 2012

 

Developmental Milestones

Some age-related development periods and examples of defined intervals are: 

• newborn (ages 0–5 weeks); 
• infant (ages 5 weeks – 2 years); 
• toddler (ages 3-4 years), 
• play ager/Grade schooler (ages 5–12); 
• Early adolescent (ages 13–15), 
• Late adolescent (ages 16-19).

https://en.wikipedia.org/wiki/Child_development_stages

https://www.cdc.gov/ncbddd/actearly/milestones/index.html

https://www.cdc.gov/ncbddd/actearly/milestones/milestones-in-action.html

Working with Toddlers

language development

Classroom Expression

Classroom Expression
1 Hello! 你好！ Nǐ hǎo!
2 Hello everyone! 大家好！ Dàjiā hǎo!
3 Hello teacher! 老师好！ Lǎoshī hǎo!
4 It's time for our class. Let's start. 上课。 Shàngkè.
5 Class is over! 下课。 Xiàkè.
6 Open the book. 打开书。 Dǎkāi shū.
7 I will say it, and please lesson carefully. 我说，你们听。 Wǒ shuō, nǐmen tīng.
8 Please tell me. 请跟我说。 Qǐng gēn wǒ shuō.
9 Please say it again. 再说一遍。 Zàishuō yībiàn.
10 Look at the blackboard. 看黑板。 Kàn hēibǎn.
11 Is that right or not? 对不对？ Duì búduì?
12 Right. 对。 Duì.
13 Good! 很好！ Hěn hǎo!
14 Great! 太好了！ Tài hǎole!
15 Understand? 懂不懂？ Dǒng bù dǒng?
16 Understand. 懂了。 Dǒngle.
17 Is there a problem? 有没有问题？ Yǒu méiyǒu wèntí?
18 No problem. 没问题。 Méi wèntí.
19 There, you can say that again? 有，您能再说一遍吗？ Yǒu, nín néng zàishuō yībiàn ma?
20 Goodbye! 再见！ Zàijiàn!

Survival Chinese Expressions

Survival Chinese Expressions

1 Sorry! 对不起！ Duìbùqǐ!

2 Sorry!/Excuse me! 不好意思！ Bù hǎoyìsi!

3 It's okay. / Never mind. 没关系！ Méiguānxì!

4 It's okay. / Never mind. 没事儿！ Méishì er!

5 Thank you! 谢谢！ Xièxiè!

6 You are welcome! 没问题！ Méi wèntí!

7 You are welcome! 不客气！ Bú kèqì!

8 Excuse me! (When you want to pass someone) 劳驾… Láojià…

9 Excuse me...Could I ask... 

(When you want to ask a question) 请问… Qǐngwèn…

10 What is this? 这是什么？ Zhè shì shénme?

11 My Chinese is not so good. 我的中文不好。 Wǒ de zhōngwén bù hǎo.

12 I don't understand it. 我不懂。 Wǒ bù dǒng.

13 Could you repeat it? 请再说一遍。 Qǐng zàishuō yíbiàn.

14 How do you say "…" in Chinese? “…"中文怎么说？ “…"Zhōngwén zěnme shuō?

15 What does "…" mean? "…"是什么意思？ …Shì shénme yìsi?

16 Please give me… 请你给我… Qǐng nǐ gěi wǒ…

17 Please tell me… 请你告诉我… Qǐng nǐ gàosù wǒ…

18 Is it okay? …,好吗？ …, Hǎo ma?

19 How is that? …,怎么样？ …, Zěnme yàng?

Third Space in Pedagogy

I enjoyed reading Dialogical Imagination of (Inter)cultural Spaces: Rethinking the Semiotic Ecology of Second Language and Literacy Learning by Kostogriz, in Hall’s book. I am very impressed by unique concept of third space in pedagogy, which I found rather interesting and applicable to conduct culturally responsive practices in my future teaching.

Nowadays the classroom is more like a mosaic, where students’ cultural and linguistic background, strengths, needs, and interests tend to be highly diverse. Hence, to meet this diversity, it is of great importance for educators to construct such a third space for learners’ meaning-and identity- making process with democratic features and social transformation. In this third space, everybody get involved and everybody learns. I think this idea is quite innovative, because it changes the ways in which literacy learning is organized in multicultural classrooms. The author emphasizes the material-semiotic sphere of the third space pedagogy and the cultural-semiotic diversity requires a semantically rich learning environment by using all the social, cultural, and linguistic resources of its participants. In this way, the learners can bring their cultures to the classroom and the classroom is a place where embraces diverse cultures, which provide students multiple means to learn and know the world from multiple perspectives.

I am thinking about an example about how to construct a third space in an ESL classroom. Probably, we can conduct an activity to ask each student to share and introduce an idiom from their own country. As we know, idioms usually have their own cultural and historical origins, which reflect particular cultures in terms of their values, beliefs, traditions, customs, etc. They can give example of when, where, how, and why they use them with certain situational contexts. In this way, students may reflect their own cultures first and bring them to the classrooms. They can learn from other cultures within this co-constructed third space in the classroom, where they can find the similarity and disparity among cultures as well. Hence, their knowledge is social-culturally constructed and this process of knowing is dialogical.