Publicación: Internship at cdc el recuerdo, under the framework of cordoba transformada: mis primeros pasos -speakers
dc.contributor.author | Parra David, María Camila | spa |
dc.coverage.spatial | Montería, Córdoba | spa |
dc.date.accessioned | 2020-06-10T16:32:41Z | spa |
dc.date.available | 2020-06-10T16:32:41Z | spa |
dc.date.issued | 2020-06-09 | spa |
dc.description.abstract | The purpose of this report is to put in evidence my experience, personal and professional growth gained, as well as negative implications and limitations presented when designing material as an intern at Cordoba Transformada, specifically in Cordoba: Mis Primeros Pasos - Speakers, an internship program held by The University of Cordoba, in Monteria, Colombia. The purpose of the internship was to teach English as a Foreign language to children from a Child Development Center named El Recuerdo, located in the southern part of the city. Nevertheless, COVID-19 emergency alert arose and the CDC closed its gates. Preceding its closure, this internship requirement changed, Speakers team was asked to design material implementing virtual educational tools to be developed when conditions permit. The aforementioned material resulted to be a project reflected in a macro unit whose main goal is to assure a meaningful english first encounter to early aged kids. My report is focused on an EFL association implementing methodologies such as Phonics in Early Childhood, Project-Based Learning (PBL), Total Physical Response (TPR), and English in Early Childhood supported by approaches and pedagogies explained in detail in the following chapters. | spa |
dc.description.degreelevel | Pregrado | spa |
dc.description.degreename | Licenciado(a) en Lenguas Extranjeras con Énfasis en Inglés | spa |
dc.description.notes | Article | spa |
dc.description.tableofcontents | 1. INTRODUCTION ............................................................................................................. 1 | spa |
dc.description.tableofcontents | 2. PEDAGOGIES ................................................................................................................... 4 | spa |
dc.description.tableofcontents | 2.1. Phonics in Early Childhood ............................................................................................. 4 | spa |
dc.description.tableofcontents | 2.2. Total Physical Response (TPR) ...................................................................................... 6 | spa |
dc.description.tableofcontents | 2.3. Project-Based Learning (PBL) ........................................................................................ 9 | spa |
dc.description.tableofcontents | 2.4. English in Early Childhood ............................................................................................ 11 | spa |
dc.description.tableofcontents | 3. METHODOLOGY ........................................................................................................... 14 | spa |
dc.description.tableofcontents | 4. EXPERIENCE .................................................................................................................. 18 | spa |
dc.description.tableofcontents | 5. CONCLUSIONS, RECOMMENDATIONS, AND LIMITATIONS .............................. 27 | spa |
dc.description.tableofcontents | REFERENCES ..................................................................................................................... 29 | spa |
dc.description.tableofcontents | APPENDIX ........................................................................................................................... 31 | spa |
dc.description.tableofcontents | ANNEXES ............................................................................................................................ 38 | spa |
dc.format.mimetype | application/pdf | spa |
dc.identifier.uri | https://repositorio.unicordoba.edu.co/handle/ucordoba/2868 | spa |
dc.language.iso | eng | spa |
dc.publisher.faculty | Facultad de Educación y Ciencias Humanas | spa |
dc.publisher.program | Licenciatura en Lenguas Extranjeras con Énfasis en Inglés | spa |
dc.relation.references | Adoniou, M. (2015, November 16). Seven things to consider before you buy into phonics programs. The Conversation. https://theconversation.com/seven-things-to-consider-before-you-buy-into-phonics-programs-50702 | spa |
dc.relation.references | Adoniou, M. (2017, September 17). New phonics test will do nothing to improve Australian children’s literacy. The Conversation. https://theconversation.com/new-phonics-test-will-do-nothing-to-improve-australian-childrens-literacy-83045 | spa |
dc.relation.references | Asher, J. (2012). What is TPR? TPR-World. 05-29. | spa |
dc.relation.references | Drew carter senior academy (n.d.) Project-based learning: A white paper. Occasional paper. http://newtechnetwork.org/wp-content/uploads/2016/08/DrewCharterReport.pdf | spa |
dc.relation.references | Early Education, (2012). Development matters in the early years foundation stage (EYFS). Guidance material. https://www.foundationyears.org.uk/files/2012/03/Development-Matters-FINAL-PRINT-AMENDED.pdf | spa |
dc.relation.references | García, K. (2017, November 21). How to use TPR in the online classroom (vipkid): examples! YouTube. https://www.youtube.com/watch?v=QT-hM5rrC0w | spa |
dc.relation.references | Gilmour, S. (n.d.). English in early childhood. British Council. https://video.vzaar.com/vzaar/vzd/328/target/vzd328c0f421754cafb17732cac8978a9e.mp4?response-content-disposition=inline&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAJ74MFWNVAFH6P7FQ%2F20200527%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Date=20200527T012749Z&X-Amz-Expires=3660&X-Amz-SignedHeaders=host&X-Amz-Signature=ee0b70c43b28b453c13f91fae0259f6a310af6ea93923a4e85c601a513dc3437 | spa |
dc.relation.references | Queensland Curriculum and Assessment Authority. (2014). Literacy and phonics in kindergarten. https://www.qcaa.qld.edu.au/downloads/p_10/qklg_pd_lit_phonics.pdf | spa |
dc.relation.references | Paquette, K. R. (2008). S.A. Using music to support the literacy development of young english language learners. Early childhood educ J, (36), 227–232. https://doi.org/10.1007/s10643-008-0277-9 | spa |
dc.relation.references | Savić, V. (2014). Total Physical Response (TPR) activities in teaching English to young learners. U: A. Ignjatović & Ž. Marković (ur.), Fizička kultura i moderno društvo, str, (17), 447-454. | spa |
dc.rights | Copyright Universidad de Córdoba, 2020 | spa |
dc.rights.accessrights | info:eu-repo/semantics/restrictedAccess | spa |
dc.rights.creativecommons | Atribución-NoComercial 4.0 Internacional (CC BY-NC 4.0) | spa |
dc.rights.uri | https://creativecommons.org/licenses/by-nc/4.0/ | spa |
dc.subject.keywords | Phonics in early childhood | spa |
dc.subject.keywords | Project Based Learning | spa |
dc.subject.keywords | Total Physical Response | spa |
dc.subject.keywords | English in early childhood | spa |
dc.subject.keywords | Experience | spa |
dc.subject.keywords | Internship | spa |
dc.subject.keywords | Child Development Center | spa |
dc.subject.proposal | Child Development Center | spa |
dc.title | Internship at cdc el recuerdo, under the framework of cordoba transformada: mis primeros pasos -speakers | eng |
dc.type | Trabajo de grado - Pregrado | spa |
dc.type.coar | http://purl.org/coar/resource_type/c_7a1f | spa |
dc.type.content | Text | spa |
dc.type.driver | info:eu-repo/semantics/bachelorThesis | spa |
dc.type.redcol | https://purl.org/redcol/resource_type/TP | spa |
dc.type.version | info:eu-repo/semantics/publishedVersion | spa |
dspace.entity.type | Publication | |
oaire.accessrights | http://purl.org/coar/access_right/c_16ec | spa |
oaire.version | http://purl.org/coar/version/c_970fb48d4fbd8a85 | spa |
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