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dc.contributor.authorParra David, María Camilaspa
dc.coverage.spatialMontería, Córdobaspa
dc.date.accessioned2020-06-10T16:32:41Zspa
dc.date.available2020-06-10T16:32:41Zspa
dc.date.issued2020-06-09spa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/2868spa
dc.description.abstractThe 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.tableofcontents1. INTRODUCTION ............................................................................................................. 1spa
dc.description.tableofcontents2. PEDAGOGIES ................................................................................................................... 4spa
dc.description.tableofcontents2.1. Phonics in Early Childhood ............................................................................................. 4spa
dc.description.tableofcontents2.2. Total Physical Response (TPR) ...................................................................................... 6spa
dc.description.tableofcontents2.3. Project-Based Learning (PBL) ........................................................................................ 9spa
dc.description.tableofcontents2.4. English in Early Childhood ............................................................................................ 11spa
dc.description.tableofcontents3. METHODOLOGY ........................................................................................................... 14spa
dc.description.tableofcontents4. EXPERIENCE .................................................................................................................. 18spa
dc.description.tableofcontents5. CONCLUSIONS, RECOMMENDATIONS, AND LIMITATIONS .............................. 27spa
dc.description.tableofcontentsREFERENCES ..................................................................................................................... 29spa
dc.description.tableofcontentsAPPENDIX ........................................................................................................................... 31spa
dc.description.tableofcontentsANNEXES ............................................................................................................................ 38spa
dc.format.mimetypeapplication/pdfspa
dc.language.isoengspa
dc.rightsCopyright Universidad de Córdoba, 2020spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/spa
dc.titleInternship at cdc el recuerdo, under the framework of cordoba transformada: mis primeros pasos -speakerseng
dc.typeTrabajo de grado - Pregradospa
dc.type.driverinfo:eu-repo/semantics/bachelorThesisspa
dc.description.notesArticlespa
dc.relation.referencesAdoniou, 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-50702spa
dc.relation.referencesAdoniou, 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-83045spa
dc.relation.referencesAsher, J. (2012). What is TPR? TPR-World. 05-29.spa
dc.relation.referencesDrew carter senior academy (n.d.) Project-based learning: A white paper. Occasional paper. http://newtechnetwork.org/wp-content/uploads/2016/08/DrewCharterReport.pdfspa
dc.relation.referencesEarly 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.pdfspa
dc.relation.referencesGarcía, K. (2017, November 21). How to use TPR in the online classroom (vipkid): examples! YouTube. https://www.youtube.com/watch?v=QT-hM5rrC0wspa
dc.relation.referencesGilmour, 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=ee0b70c43b28b453c13f91fae0259f6a310af6ea93923a4e85c601a513dc3437spa
dc.relation.referencesQueensland Curriculum and Assessment Authority. (2014). Literacy and phonics in kindergarten. https://www.qcaa.qld.edu.au/downloads/p_10/qklg_pd_lit_phonics.pdfspa
dc.relation.referencesPaquette, 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/s10643-008-0277-9spa
dc.relation.referencesSavić, 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.accessrightsinfo:eu-repo/semantics/restrictedAccessspa
dc.rights.creativecommonsAtribución-NoComercial 4.0 Internacional (CC BY-NC 4.0)spa
dc.subject.proposalChild Development Centerspa
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1fspa
dc.type.versioninfo:eu-repo/semantics/publishedVersionspa
dc.subject.keywordsPhonics in early childhoodspa
dc.subject.keywordsProject Based Learningspa
dc.subject.keywordsTotal Physical Responsespa
dc.subject.keywordsEnglish in early childhoodspa
dc.subject.keywordsExperiencespa
dc.subject.keywordsInternshipspa
dc.subject.keywordsChild Development Centerspa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglésspa
dc.publisher.facultyFacultad de Educación y Ciencias Humanasspa
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Inglésspa
dc.type.contentTextspa
dc.type.redcolhttps://purl.org/redcol/resource_type/TPspa
oaire.accessrightshttp://purl.org/coar/access_right/c_16ecspa
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85spa


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