This is the story of a teacher's work in a preschool in South Africa, where millions of children still live in poverty, deprivation and violence. Dolores attempts to help her students to overcome educational disadvantages ensuing from generations of discrimination. She emerges as a courageous and feisty character whose personal philosophy of life makes her a charming and effective agent for change within her school. She is forced to search deep within herself to find the strength to carry on working in the township when events shatter her belief in her ability to change the lives of her students.
StoryFrames: supporting silent children in the classroom. How does a teacher support a child who has recently arrived at school, speaking another language, and who remains completely silent at school for weeks or months, not participating in class and not even playing with other children? The child's parents often report that the child speaks and plays normally at home, with their family and with other children who speak the child's language. These children, undergoing the "Silent Period", are usually children who have relocated from another country, either voluntarily or as refugees or migrants. For a variety of reasons, these children do not have the resilience needed to cope with the many changes and anxieties they have experienced. The losses for these children are more than the loss of familiar faces, places and conversations; the loss of their home language is experienced as a loss of the self they had known before the relocation. The psychoanalytic theories of Colette Granger provide a way to understand the experiences of these migrant children. The StoryFrames book sets out an easy-to-follow, low-cost method of supporting these children, enabling them to emerge from their silence, and to play with other children. The book is written by a speech and language therapist, but any teacher, social worker or volunteer, who is experienced in working with young children, can run this programme. The methodology of this programme is grounded in the developmental theories of Winnicott and Vygotsky and as such it stresses the nature and quality of the teacher/child relationship which is at the core of this kind of work. The book explores the feelings not only of the child in this situation, but also of the teacher working with such a child; such a teacher must deal with their own anxieties about what the child is experiencing, and about whether they, as the teacher who is expected to solve these problems, could be doing something different. The StoryFrames method is not only for second language learners. It has been successfully used with children who have a wide range of communication disabilities. Children with Developmental Language Disorder, children who stutter, children with intellectual disabilities and Highly Sensitive Children have all benefited from the use of this programme, which uses narrative and pretend play to help the child to develop linguistic and cognitive skills, as well as to have the confidence needed to communicate with others, in spite of the difficulties. This book is an invaluable source of information for anyone wanting to understand the nature of the teacher or speech therapist's relationship with children with communication difficulties, and should be essential reading for trainee speech and language therapists, as well as for teachers training in early years education.
Joshy starts school at age four, unable to express his thoughts or feelings, or even to understand what his teacher is saying. He has Specific Language Impairment. He sounds more like a two-year-old than a four-year-old. The book tells the story of the relationships between Joshy, his mother and his speech therapist. All three are changed by the year of their working together. Joshy's adventure reveals how his silence becomes his greatest strength. The book explores the place of silence and listening in human relationships, and the treasures that can be found in both speech and silence.
Drawing upon insights from law and politics, Multi-Party Litigation outlines the historical development, political design, and regulatory desirability of multi-party litigation strategies in cross-national perspective and describes a battle being fought on multiple fronts by competing interests. By addressing the potential and constraints of litigation, this book offers a comprehensive account of an international issue that will interest students and practitioners of law, politics, and public policy.
I find my bearings by clouds of moon jellies / afloat beneath my anchored boat, / pulsing the sea’s bright night, / their milky way, unfurling. In these lush and vivid poems water gloves a swimmer’s body, is “satin, yes, viscous. Albumen, vernix, newborn slick.” It “rinses gai lan – bright green in a silver bowl” in Hong Kong or hibernates in the Pacific Northwest “under a silky pelt / of rain. People-less. Days, months of this / hiss, softness breaking cliffs.” Cynthia Woodman Kerkham ponders the urgent question, What does water want? Whether as the body of a beloved lake, where people wrestle with the concerns of stewardship, or as the sea in which to sail and drift, or as a gene pool simmering through a family’s veins, water is the main character here. It can be turbid, the amniotic colour of spittle, or, in a time of drought, “brilliant beads.” As “a stream flushed over granite,” water seems to want “so little it shares another’s colour,” yet here, it gets our full and necessary attention. Rich with vibrant language and intensity, these poems sizzle in lyric form, monologues, elegy, and haibun. Water Quality calls on us to consider that our very survival is at stake unless we make a vow to this vital element to cherish it as we would a partner.
This is the story of a teacher's work in a preschool in South Africa, where millions of children still live in poverty, deprivation and violence. Dolores attempts to help her students to overcome educational disadvantages ensuing from generations of discrimination. She emerges as a courageous and feisty character whose personal philosophy of life makes her a charming and effective agent for change within her school. She is forced to search deep within herself to find the strength to carry on working in the township when events shatter her belief in her ability to change the lives of her students.
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