The main idea of the text is that

a) autonomy has many aspects

b) group games foster children’s development

c) there are three objectives for using group games

d) many parents object to group games

7. Найдите в тексте предложения со словом will. Какой частью речи является это слово в данном контексте?

8. Закончите следующие высказывания:

1. Group games stimulate …

2. Group games should correspond to …

3. Adult power should …

4. Children should be able to …

5. Children should have …

6. Many parents are pleased when …

7. The major cognitive and social achievement of 5-year-olds is …

8. The purpose of using group games is not …

9. The purpose of using group games is …

10. In politics autonomy means

11. Autonomy involves …

12. Independence means …

13. Autonomy should not be confused with …

14. The child cannot develop autonomy in homes with …

15. The child can develop autonomy in homes in which …

16. An autonomous individual is …

17. Independence is the ability …

9. Вставьте в пропуски слова, подходящие по смыслу:

purpose // points of view // to foster // significance // objectives // decision-making // adults // different // intervene // contributed to // respected // decisions

The following 1) … for early education are to develop children’s autonomy through secure relationships with 2) …, to develop their ability to decenter and coordinate different 3) … in relation with peers, and to have initiative; come up with interesting ideas, problems, and questions.

Group games have a different 4) … for young children then for older children and adults, and that young children often learn more in group games than in lessons and in exercises.

Games have a special function for young children. The 5) … of using group games is 6) … the development of autonomy. Autonomy means self-governing. It is neither а complete freedom nor independence. It involves the mutual regulation of desires, or negotiations, to work out 7) … that seem right to all concerned. Autonomy can be developed only if adult power is reduced as much as possible. Besides if in homes the child can participate in the 8) … process, his autonomy has a chance of developing.

Autonomy has many 9) … aspects but only with a strong self, there can be autonomous individual. The teacher should 10) … in ways that foster the development of autonomy and a strong sense of self.

If children have experiences in which they are 11) … as individuals, their ideas are carefully considered, and the teacher believes children to be capable of coping with problems the children will not have experiences that 12) … their intellectual, moral and emotional development.

10. Ответьте на вопросы:

1. What are the main objectives for early education?

2. In what relations are these objectives considered?

3. Why are parents often more pleased when their children bring worksheets and tests from school?

4. How would you explain what the budding ability is?

5. What is the purpose of using group games?

6. What are the aspects of autonomy?

7. What is the significance of autonomy for young children?

8. How can we characterize the autonomous individual?

9. Describe the teacher’s actions in the example in the text.

10. What experiences that contributed to emotional development did the children in the example in the text have?

11. Выполните перевод предложений с русского языка на английский, используя данные предложения:

1. The child must be free when he is making his own decision.

Кто должен быть свободен, когда принимает решение?

2. Rationalists such as Descartes, Spinoza, and Kant insisted that the reason is more powerful than sensory experience.

На чем настаивали рационалисты?

3. Piaget saw the elements of truth and untruth in both camps.

Что увидел Пиаже?

4. He was convinced that the only way to resolve epistemological problems was to study them scientifically.

Как Пиаже решил эти проблемы?

5. He decided to study the development of knowledge in children.

Что он решил изучить?

Урок 6

1. Прочитайте следующие слова и ознакомьтесь с их переводом на русский язык:

to impose [Im`pquz] – налагать (обязательства, правила)

to involve [In`vOlv] – включать в себя, повлечь за собой

to acquire [q`kwaiq] – приобретать, овладевать (навыком и т.д.)

attitude [`xtItjHd] – отношение

responsibility [rIs`pOnsq`bIlItI] – ответственность

to remain [rI`meIn] – оставаться

to encourage [In`kArIG] – поощрять, поддерживать

to invent [In`vent] – изобретать, придумывать

turn [tWn] – очередь

advantage [qd`vRntIG] – преимущество

value [`vxljH] – ценность

to achieve [q`CJv] – достигать

to cheat [CJt] – обманывать

meek [mJk] – кроткий, мягкий

feedback [`fJdbxk] – обратная связь

judge [GAG] – судья, судить

2. Прочитайте и догадайтесь о значении следующих интернациональных слов. Переведите их на русский язык:

to cooperate, to motivate, a context, cognitive, opposite, sanction, modify, version, potential

3. При помощи суффикса “-ly” от следующих прилагательных образуйте наречия и переведите их:

previous (предыдущий), cognitive (познавательный), usual (обычный), social (общественный), final (конечный), probable (вероятный), honest (честный), sharp (резкий, отчетливый), blind (слепой), correct (правильный), incorrect (неправильный), serious (серьезный), careful (осторожный, заботливый)

4. При помощи суффикса “-ty” образуйте существительные от следующих прилагательных и переведите их:

passive, active, able, responsible

5. Прочитайте следующие предложения и определите, в каких из них модальный глагол выражает значение «разрешения/запрещения», а в каких – «предположения»:

1. “Here we have some sticks. Now you may pick up anyone you like. When picking it up try your best not to move the others”, - the teacher explained to the child.

2. Children may not leave the classroom without permission.

3. The game is interesting but the players may wish to change the rules.

4. The children may argue a great deal, but finally they may accept each other’s ideas and invent another game.

5. The rule is: you may not cheat anyone.

6. If the child is passive and showing no initiative and sense of responsibility he may wait for the teacher to take care of the situation.

7. Go on, now you may say honestly what you think!

8. Working only on worksheets children may start thinking that truth can come only out of the teacher’s head and that the learner’s task is to give the “right” answer the teacher wants.

9. The result of common education may prevent the child from developing autonomy and in the teacher’s presence he may remain meek and inactive.

10. We are playing Pick-Up Sticks! Now you may take your turn!

6. Прочитайте текст и на его основе подтвердите или опровергните приведённые после текста высказывания:

WHY USE GROUP GAMES?

(Kamii C., DeVries R)

Part 2

Children develop not only socially, morally, and cognitively but also politically, emotionally through games involving rules. A game cannot begin unless the players agree on the rules. Once it begins, it cannot continue unless the players agree on how to interpret the rules. Because young children usually want to play group games, games constitute a natural context in which children are motivated to cooperate to make rules and live by them.

If the teacher proposes rules rather than imposing them, children have the possibility of making rules. Making rules is a political activity, involving making decisions. The coordination of points of view is a cognitive process that contributes to the development of logical thinking. In this cooperation, children use previously acquired knowledge to contrast new rules. The children may argue a great deal, but finally they may accept each other’s ideas and invent one game after another, together.

Let us go on to the enforcement of rules. Once while playing the card game of War with to 6-year-olds the teacher observed the following incident: she noticed that one of the children was getting away with taking the cards, even though he knew that he had the smaller of the two numbers. The teacher turned to the other child and asked, “ Are YOU going to let so-and-so cheat you like That?” The child sat there looking at her as if to say, “Of course, because YOU are the adult, and YOU are in charge.” The teacher understood this attitude as the result of an education that hadn’t made him autonomous. The child showed no initiative and no sense of responsibility. He was passive and waited for the teacher to take care of the situation. He was probably quite tough outside the classroom, but inside, in the teacher’s presence he remained meek and inactive. This passivity is the opposite of what we would like children to learn by playing group games.

The responsibility of enforcing rules encourages the development of initiative, alertness, and confidence to say what one honestly thinks. The responsibility of enforcing rules also leads to the invention of sanctions, children become more inventive.

Sometimes children decide to modify a rule rather than enforce it. In a room of 5-year-olds, for example, the teacher introduced Pick-Up Sticks in the usual way, demonstrating how each player was to pick up one stick after another, trying not to make any other stick move. If a player made another stick move, that ended his turn. The person who picked up more sticks than anybody else would be the winner. After playing this game for a while, the teacher left the room for a few minutes, and when she returned, she found the children playing by different rules.

They were taking short turns, each child picking up only one stick each time. When a player made another stick move, he put that one down and picked up another one.

This example contrasts sharply with the previous one. Instead of blindly obeying the teacher, the 5-year-olds initiated a modification of the game. They had cooperated among themselves because otherwise there would not have been such agreement about this modification. Their version maximized the potential of the game for their development. Short turns permitted each player to be more active, and the token penalty made better sense to the children, for whom winning was irrelevant.

Aside from the advantage of involving rules, group games also have the advantage of involving physical actions that encourage children to be mentally active. Young children can often learn more in group games than in lessons and worksheets. Furthermore, in a game, the players are mentally more active than when they are working on worksheets. They are motivated to supervise what others are doing from one moment to the next. With worksheets, the child works alone, and the feedback comes from the teacher much later. For example, when a child is missing his action or doing it incorrectly, and the others are aware of the right variant they can hardly keep quiet, they often yell, “We can do it!”

In lessons and exercises, the teacher knows everything and is the only judge of right and wrong. In games, by contrast, truth comes from the children. Piaget`s theory shows that in logico-mathematical knowledge truth does not to come out of the teacher’s head. Lessons and worksheets give to children the message that truth can come only out of the teacher’s head and that the learner’s task is to give the “right” answer the teacher wants. This message undermines children’s confidence in their own ability to figure thing out.

So, if a game is taught to teach children how to play it “correctly,” its value will disappear completely. If, in contrast, the game is used to achieve three broad objectives of early education discussed earlier, it can contribute to children’s social, political, moral, cognitive, and emotional development.

(from Group Games in Early Education. Implications of Piaget’s Theory. National Association for the Education of Young Children, Washington D.C., 1996)

1. A game can easily begin if the players do not agree on the rules.

2. To play group games it is necessary for children to cooperate, to make rules and interpret them the same way.

3. If the teacher imposes rules rather than proposing them, children have the possibility of making rules.

4. Arguing a cognitive process that contributes to the development of logical thinking.

5. Passivity is what we would like children to learn by playing group games.

6. Autonomy, initiative, and responsibility encourage the development of initiative, alertness, and confidence to say what one honestly thinks.

7. In the example in the text 5-year-old children were playing Pick-up sticks. The teacher left the room for a few minutes, and when she returned, she found that the children had modified the rules.

8. These children (in the example) hadn’t cooperated among themselves and decided to obey the teacher blindly.

9. Involving rules and physical actions group games encourage children to be mentally active and learn more than in lessons.

10. The message that truth can come only out of the teacher’s head and that the learner’s task is to give the “right” answer the teacher wants develops children’s confidence in their ability to figure thing out.

7. Прочитайте 3-й абзац и догадайтесь о значении термина the enforcement of rules, исходя из контекста.

8. Составьте предложения: подберите к началу подходящее по смыслу окончание предложения:

1. Children develop socially, a) encourages the development of initiative

cognitively and emotionally

2. Games constitute a natural b) through games involving rules

context in which

3. In this cooperation, children use c) for the teacher to take care of the situation

4. Making rules is an activity d) children to be mentally active

5. The child was passive e) its value will disappear completely

and waited for

6. The responsibility of enforcing rules f) to become more inventive

7. Enforcing rules helps children g) children are motivated to cooperate

8. Involving physical actions h) involving making decisions

encourage

9. Children are motivated to supervise i) previously acquired knowledge

10. If a game is taught to teach children k) what others are doing

how to play it “correctly” from one moment to the next

9. Обоснуйте следующие утверждения, опираясь на содержание прочитанного текста:

1. Games constitute a natural context in which children are motivated to cooperate to make rules.

2. Making rules contributes to the development of logical thinking.

3. Inside, in the teacher’s presence the child remained meek and inactive.

4. Group games also have the advantage of involving physical actions that encourage children to be mentally active.

5. In lessons and exercises, the teacher knows everything and is the only judge of right and wrong.

10. Выполните перевод предложений с русского языка на английский, используя данные предложения:

1. Piaget makes a fundamental distinction between physical knowledge and logico-mathematical knowledge.

Между чем делает Пиаже фундаментальное различие?

2. The source of physical knowledge is mainly in objects.

Где находится источник физического знания?

3. The source of logico-mathematical knowledge is in each child.

Источник логико-математического знания находится в ребенке?

4. He proved that reason is not innate in man but the result of his creation.

Результатом чего является знание?

5. Each Russian kindergarten has its own unique features and differences, and each day differs from the previous one.

Почему каждый день отличается от предыдущего?

11. Составьте развернутый план текста и подготовьте на его основе и на основе предыдущего текста презентацию для учителей и родителей о пользе групповых игр.

Урок 7

1. Прочитайте слова и ознакомьтесь с их переводом на русский язык:

approach [q`prouC] – подход

appropriate [q`prouprIIt] – подходящий, соответствующий

available [q`veIlqbl] – доступный

care [kFq] – забота, попечение, уход

emerge [I `mWG] – появляться

emphasize [`emfqsaIz]– придавать особое значение, подчёркивать

environment [In`vaIrqnment] – окружающая обстановка, среда

facility [fq`sIlIty] – оборудование, средства обслуживания

major [`meIGq] – больший, более важный

nurture [`nWCq] – воспитание, обучение

physical [`fIzIkl] – физический, материальный

quality [`kwOlItI] – качество

approach [q`prouC] – подход

appropriate [q`prouprIIt] – подходящий, соответствующий

available [q`veIlqbl] – доступный

care [kFq] – забота, попечение, уход

emerge [I `mWG] – появляться

emphasize [`emfqsaIz]– придавать особое значение, подчёркивать

environment [In`vaIrqnment] – окружающая обстановка, среда

facility [fq`sIlIty] – оборудование, средства обслуживания

major [`meIGq] – больший, более важный

nurture [`nWCq] – воспитание, обучение

physical [`fIzIkl] – физический, материальный

quality [`kwOlItI] – качество

2. Переведите следующие слова, обращая внимание на словообразовательные суффиксы и приставки:

a) child, child hood, child less, child like, child ish

b) educate, educa tion, education al, educat or, education ist

c) develop, develop ment, development al, developmental ly

d) appropriate, appropriate ness, appropriate ly, in appropriate, in appropriate ly

e) secondary, post secondary

f) emphas ize, empha sis

3. Приставка mis- имеет значение «неверное действие». Переведите следующие слова:

mis use, mis understand, mis interpret, mis conception

4. Переведите следующие словосочетания:

early childhood education, early childhood programme, high quality early childhood programme, developmentally appropriate programme, developmental needs of children, part-day group programme, full-day group programme, early childhood center, child care center, child development, play-oriented approach

5. Прочитайте текст 1 и определите поставленную в нём проблему:

Text 1

(1) The quality of childhood education has come under intense public attention. While much of the attention has been directed at secondary and postsecondary education, the field of early childhood education must also examine its practices in light of current knowledge of child development and learning.

(2) An early childhood programme is any part-day or full-day group programme in a centre, school or other facility that serves children from birth through age 8. Early childhood programmes include child care centres, private and public preschools, kindergartens, and primary grade schools.

(3) In recent years, a trend toward increased emphasis on formal instruction in academic skills has emerged in early childhood programmes. This trend toward formal academic instruction for younger children is based on misconception about early learning. Despite the trend among some educators to formalise instruction, there has been no evidence of change in what young children need for optimal development or how they learn. In fact, children learn most effectively through a concrete, play-oriented approach.

(4) Programmes have changed in response to social, economic, and political forces; however, these changes have not always taken into account the basic developmental needs of young children, which have remained constant.

(5) A high quality early childhood programme provides a safe and nurturing environment that promotes the physical, social, emotional, and cognitive development of young children while responding to the needs of families. Although the quality of an early childhood programme may be affected by many factors, a major determinant of programme quality is the extent to which knowledge of child development is applied in programme practices – the degree to which the programme is developmentally appropriate. High quality, developmentally appropriate programmes should be available to all children and their families.

(from NAEYC Position Statement on Developmentally Appropriate Practice in Early Childhood Programmes Serving Children From Birth Through Age 8, p. 1)

The text raises the following problem:

a) the quality of childhood education is very high.

b) formal academic instruction is necessary for children.

c) early childhood programmes include child care centres, public and private preschools, kindergartens, and primary grade schools.

d) there are many factors influencing the quality of early childhood education programmes.

e) early childhood education programmes have changed.

f) a high quality early childhood education programme should be based on the developmental needs of children.

g) the basic developmental needs of children have not changed.

6. На основе содержания текста выразите согласие или несогласие со следующими утверждениями:

1. At present the quality of education is in the focus of public attention.

2. The quality of early childhood education does not get so much attention as the quality of secondary and post secondary education.

3. Formal instruction of young children has become very popular.

4. Social, economic, and political factors influence educational programmes.

5. A developmentally appropriate programme should respond to the desires of parents.

6. A high quality developmentally appropriate programme should take into account child development.

7. High quality developmentally appropriate programmes should be available at any facilities serving children from birth through primary grade schools.

8. Formal academic instruction does not take into account developmental needs of young children.

9. Not all educators support training children in academic skills.

10. Children learn most effectively when they play.

7. Текст 1 содержит 3 основные части: введение (Introduction), рассуждение (Rationale), формулировка позиции (Position statement). Определите, какие абзацы относятся к данным частям текста:

Introduction: paragraphs №

Rationale: paragraphs №

Position statement: paragraphs №

8. Ознакомьтесь со значениями следующих слов. Найдите эти слова в тексте, выберите перевод, соответствующий контексту:

a) current:

1. n. 1) струя; поток; 2) течение, ход (событий и т.д.); 3) электрический ток; 4) течение, поток;

2. adj. 1) ходячий, находящийся в обращении; 2) текущий; 3) скорописный.

Определите, какой частью речи является это слово в тексте, выберите перевод, соответствующий контексту:

b) grade:

n. 1) градус; 2) степень, ранг, класс; 3) качество, сорт; 4) (амер.) класс (в школе); 5) (амер.) отметка, оценка.

c) degree:

n. 1) ступень, степень; 2) уровень; 3) положение, ранг; 4) звание, учёная степень; 5) градус; 6) качество, достоинство, сорт.

Найдите в тексте синоним этого слова.

9. a) Найдите в тексте и переведите все словосочетания со словами:

1) education 2) programme 3) quality