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VI.Conclusion
In summary, the essential of the early years in early childhood learning and whole improvement and longer term outcomes is well documented in investigation. Parents play a main role in their children’s early learning as their first and best teacher. First of all, parent’s role early in their child’s life is to provide warm, sensitive and responsive care-giving that will promote a sense of belonging, security and healthy attachment. From birth and throughout the preschool period, parents and other caregivers play a important role by supplying a safe and stimulating atmosphere rich in adult guided experiential play experiences. Parents can take a role in their children’s learning by comforting and answering to children’s needs as well as reading , talking, singing, speaking and exploring the world with their children. The kinds of interactions that parents have with their children and early experiences lay the foundation for children’s early realizing and all subsequent learning experiences. This in turn, has a enermpous impact on personal longer term health, well-being, and success in life. The essential of early childhood learning experiences in shaping children’s improvement throughout their lives is well documented. Current research has supplied a better realizing of how children learn in the early years and the importance of quality early learning opportunities. Government is specifically interested in what it can do to develop early childhood learning opportunities, support parental involvement and ordanize a smooth transition to school for all children and their families. A well planned early childhood learning atmosphere that is supportive of the individual needs of all children and incorporates inclusive uses is optimal.
A provincial early childhood learning way based on current research and most practices focuses on the following statements:
● Children learn best in play based atmosphera.
● Helping parents and families during the early years is important.
Definitely we need to admit that language learning depends on listening as we respond only after listening something. Listening supplies the aural input that serves as the stimuliate for language acquisition and make the pupils interact in spoken communication. So, effective and ideal language instructors should aid the students to be introduced with native speaking, to be respondent to that both cognitively and orally. In order to do so, first, they should show the learners how they can change their listening behavior to deal with variety of situations, types of input, and listening purposes.
This research paper intends to lay the foundation for the improvement of assessment tasks of interactive listening. An realising of the construct of interactive listening was first gained by tracing its source to the transactional- interactional distinction of language functions and by highlighting its key peculiarities through a content analysis of 20 definitions.
A better realising of the construct was achieved through describing the two-way process of listener-speaker interaction and looking into listener behavior, particularly, the utilite of interactive listening strategies. A lot of preparatory works were done for the improvement of assessment tasks and rating criteria of interactive listening, including a description of TLU task characteristics and a review of 34 EFL tests currently administered worldwide. The conclusion of the test review is that test tasks of interactive listening present in lots of oral interview tests, yet candidate performance on interactive listening is rated explicitly and adequately in only tiny. Those few tests that include a criterion for a straight assessment of interactive listening, but, provide invaluable implications for the improvement of assessment tasks of interactive listening for our own purpose. In this part of the research paper, I will discuss and problematize my result. I have recommended a conclusion and I will connect it with the purpose and research question. Finally, I have discussed and reflect on the results that I got.
In conclusion, teacher educators are expected to implement all contents and strategies that are stated in the module. In addition to this, the activities were developed to help trainees internalize all concepts in order to apply them during their practical teaching time. Hence, it is
necessary that student teachers practice and complete the activities and projects. References and glossary terms for each chapter are listed at the end of the module.
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