This document discusses teaching very young learners (VYL), defined as ages 3-6. It notes that VYL have short attention spans, undeveloped motor skills, enjoy working alone, need approval and praise, are still developing their first language, have trouble with facts vs. fantasy, cannot read/write, and have little life experience. It recommends teaching methods for VYL like using short activities, modeling, praise, meaningful language, repetition, developing literacy, choosing vocabulary carefully, and establishing routines. Specific approaches discussed are flashcards, music, Total Physical Response, storybooks, and crafts. It concludes that all of these methods can be adapted for both VYL and young learners (YL),

1. The joys and challenges
of
teaching very young learners

2. Who are those very young
learners?
YL – a very confusing term (primary school
kids, anyone under the age of 16 or 18)
VYL – pre-primary, learners aged 3 - 6

3. Working with the little people,
what's it like?

4. Very young learners:
- have a short attention span
-
- not very well-developed motor skills
- enjoy working alone
- need adults' approval and praise
- are still developing their L 1
- have trouble separating fact from fantasy
- cannot read or write
- have little life experience
- might have never been in a learning environment
- learn quickly and forget quickly

5. Implications for teachers:
Short attention span => a set of short
activities
Not very well-developed motor skills => wellstaged activities, good instructions,
modelling
Enjoy working alone => no pair-work
Need of adults' approval => a lot of praise

6. Still developing L1 => only meaningful
language in a familiar context
Difficulty separating fact from fantasy =>
everything is equally real (the classroom and
the monster from the story:)
Can't read and write => developing literacy
Little life experience => careful choice of
vocabulary

7. Learn quickly and forget quickly => repetition,
revision, recycling
Might have never been in a learning
environment => routines

8. Lesson observation:
1. How many students were there?
2. How old were they?
3. What were the aims of the lesson?
4. How was the classroom organised?
5. What 'tools' did the teacher use?

9. Classroom routines...
'Routines are established patterns of behaviour in which
everyone knows what is expected of them and what
they should do. The introduction of classroom
routines is instrumental in setting up working
parameters which function effectively with all ages.
With very young children they play a particularly
important role'
Carol Read, 500 Activities For The Primary Classroom, Mcmillan

10. ...and their importance
Safety
Prevention
Reaction
'Navigation'
Interest
Well-being
Belonging
Autonomy

11. Teaching methods and
approaches
Flashcards and realia
Music and chants
Total Physical Response
Storybooks
Craft activities

12. Flashcards and realia
- make the input comprehensible
- create the context
- cater to different learning styles

13. Music and chants
- children naturally love them and use them
to learn L1
- help with pronunciation
- introduce whole chunks of language
- social events
- the language is easily taken out of the
classroom and transferred into speech

14. Total Physical Response
- makes the input comprenensible and
memorable
- boost confidence
- caters to different learning styles

15. Storybooks
- create a different context for language
revision or introduction
- are the real thing
- expose children to the natural language
- create an opportunity for introducing the
functional language
- develop imagination and narrative skills

16. Craft activities
- develop motor skills
- create an opportunity for practising
functional language
- help boost the confidence
- language is not the main objective, it is only
the means to create something

17. Question:
Which of these methods and
approaches could be used
with both age groups: VYL
and YL?

18. Answer:
All of them:-)
With VYL they are absolutely crucial.
With YL they are still very necessary and
beneficial.
Practically every activity can be adapted to
both age groups.

19. What kind of a person is a VYL
teacher?
Creative
Resourceful
Optimistic
Open-minded
Energetic
Compassionate and understanding
Patient
Fun
Enthusiastic

20. Resourceful and creative
The many ways

21. Thanks
BKC-IH Teacher Training Centre
8(495) 234 0314
t-training@bkc.ru
BKC-IH Moscow
8 (495) 737 5225
www.bkc.ru