Профессиональная лексика: тексты для перевода

Text 1. PRESCHOOL TEACHERS

“The best teachers teach from the heart, not from the book”

Preschool is one of the only environments in school where the focus is on play and creativity, rather than intense curricular standards. Preschool teachers use playtime and story time to teach problem-solving skills, encourage social development, and hone fine motor skills.

Preschool teachers need to love children, be patient, and have a nurturing personality. Their main goal is to participate in a child's growth and development, learn to understand and help their students, and to use a child's natural curiosity to develop a learning plan that is developmentally appropriate. Preschool teachers need to create an atmosphere where risks can be taken and discoveries can be made all while maintaining a child safe environment.

Preschool classrooms will have varying levels of structure, but most will include small group lessons and one on one instruction throughout the day by using creative activities like music, art, and dance. Discussion and collaborative problem solving are normal characteristics of a preschool classroom.

Contrary to ‘child minding' preschool teachers have an important job shaping a child's relationship with others, himself, and the world. Preschool teachers help children build confidence, a sense of importance and inquiry about the world. Most preschool teachers have the following job traits:

• Help students use play as learning

• Help students develop their imagination with art, role play, and dolls

• Help preschoolers develop better coordination

• Teach students about nature

• Help preschoolers master new motor skills

• Teach appropriate behaviors in a particular setting

• Model understanding and response for behavior

• Use positive discipline tactics

• Help preschoolers develop positive relationships with each other and other people

• Teach emotional intelligence in a way that is practical and relevant

• Teach and model behavior of strong readers and listeners

• Teach preschoolers about cause and effect in a story

• Teach preschoolers how to act in a classroom environment

• Teach preschoolers how to use words instead of behavior to share feelings

• Teach preschoolers the foundations of literacy and numeracy

• Model healthy food and eating behaviors

• Help families identify potential developmental milestones

• Help families access resources and supports for child development

• Advocate for proper safety equipment - i.e. locks, latches, car seats - and safe behavior surrounding driving, bathing, and sleeping

• Work in partnership with families to help preschoolers attain proficiency with life skills like getting dressed, using the toilet, and eating

• Conduct all work activities in a timely and professional manner reflecting best educational practices

Text 2. KINDERGARTEN

A kindergarten is a preschool educational approach traditionally based on playing, singing, practical activities such as drawing, and social interaction as part of the transition from home to school. The first such institutions were created in the late 18th century in Bavaria and Strasbourg to serve children whose parents both worked out of the home. The term was coined by the German Friedrich Fröbel, whose approach globally influenced early-years education. Today, the term is used in many countries to describe a variety of educational institutions and learning spaces for children ranging from two to seven years of age, based on a variety of teaching methods.

In 1779, Johann Friedrich Oberlin and Louise Scheppler founded in Strasbourg an early establishment for caring for and educating pre-school children whose parents were absent during the day. At about the same time, in 1780, similar infant establishments were established in Bavaria.

In 1816, Robert Owen, a philosopher and pedagogue, opened the first British and probably globally the first infants school in New Lanark, Scotland. In conjunction with his venture for cooperative mills Owen wanted the children to be given a good moral education so that they would be fit for work. His system was successful in producing obedient children with basic literacy and numeracy.

The term kindergarten is never used in the UK to describe modern pre-school education; pre-schools are usually known as creche, nursery schools or playgroups. However, the word "kindergarten" is used for more specialist organisations such as forest kindergartens, and is sometimes used in the naming of private nurseries that provide full-day child care for working parents.

In the UK, parents have the option of nursery for their children at the ages of three or four years, before compulsory education begins. Before that, less structured childcare is available privately.

Some nurseries are attached to state infant or primary schools, but many are provided by the private sector. The Scottish government provides funding so that all children from the age of three until they start compulsory school can attend five sessions per week of two and a half hours each, in either in state-run private nurseries. Working parents can also receive from their employers child care worth £55 per week free of income tax, which is typically enough to pay for one or two days per week.

In the US, kindergarten is usually part of the K-12 educational system. While kindergarten was once viewed as a separate part of the elementary program, it is now generally considered the first year of formal education and fully integrated into the school system. In most state and private schools, children begin kindergarten at age 4 to 6 and attend for one year. Though in some states kindergarten is compulsory, as the age for required schooling begins at 5-8 years old.

Although not required in some states, kindergarten is a vital part of a child's success in first grade. When students leave kindergarten, they are expected to know the names of all letters, and how to blend and segment simple words. They should be able to identify uppercase and lowercase letters, recognize letter sounds, write sentences, identify and write numbers 1 through 20, count objects up to 20, and add and subtract numbers 1 through 10.

Text 3. Daily Routine

Following a consistent routine day after day gives children the sense of security they need to make choices and take risks, which opens the door to exciting learning opportunities.

The following components are always included in the routine, although the length and order of the segments vary from program to program:

Daily routine components

Plan-do-review sequence — (planning time, work time, recall time). It includes a 10- to 15-minute period during which children plan what they want to do during work time (the area to visit, materials to use, and friends to play with); a 45- to 60-minute work time for children to carry out their plans (or shift to new activities that interest them); and another 10- to 15-minute period for reviewing and recalling with an adult and other children what they've done and learned.

Small-group time — During this time, a small group of children meet with an adult to experiment with materials, try out new skills, and solve problems. Adults develop a small-group activity based on children's interests and particular skills, materials, or content areas that suit children's developmental learning needs. Though the adult plans the activity and sets it in motion, children make choices about how to use the materials and freely communicate their ideas.

Large-group time — Large-group time builds a sense of community. Up to 20 children and 2 adults come together for movement and music activities, interactive storytelling, and other shared experiences. Children have many opportunities to make choices and play the role of leader.

Outside time — Children and adults spend at least 30 minutes outside every day, enjoying vigorous and often noisy play in the fresh air.

Transition times — Transitions are the minutes between other blocks of the day, as well as arrival and departure times. Teachers plan meaningful learning experiences for these times, which keeps children engaged and minimizes disruption.

Eating and resting times — Meals and snacks allow children to enjoy eating healthy food in a supportive social setting. Rest is for napping or quiet, solitary activities.

Adult team planning time — It can occur during children's nap time, before children arrive, or after they leave. The teaching team meets to discuss their observations of children's developing abilities and interests, focusing on these observations as they plan activities and review the materials in the classroom.

Text 4. Why play is important

Playing is one of the most important things you can do with your child. The time you spend playing together gives your child lots of different ways and times to learn.

Play also helps your child:

• build confidence

• feel loved, happy and safe

• develop social skills, language and communication

• learn about caring for others and the environment

• develop physical skills

• connect and refine pathways in her brain.

Your child will love playing with you, but sometimes he might prefer to play by himself and won’t need so much hands-on play from you. He might just want you to give him ideas and let him know how his play and games are going.

Different types of play

Unstructured, free play is the best type of play for young children.

This is play that just happens, depending on what takes your child’s interest at the time. Free play isn’t planned and lets your child use her imagination and move at her own pace.

Examples of unstructured play might be:

• creative play alone or with others, including artistic or musical games

• imaginative games – for example, making cubby houses with boxes or blankets, dressing up, playing make-believe

• exploring new or favorite play spaces such as cupboards, backyards, parks, playgrounds and so on.

You can be part of your child’s unstructured play – or not. Sometimes all you’ll need to do is point him in the right direction – towards the jumble of dress-ups and toys on his floor, or to the table with crayons and paper.

Structured play is different. It’s more organized and happens at a fixed time or in a set space, and is often led by a grown-up.

Examples of structured play include:

• water familiarisation classes for toddlers, or swimming lessons for older children – you might see these as being important lessons for your child, but she might just think they’re fun

• storytelling groups for toddlers and preschoolers

• dance, music or drama classes for children of all ages

• family board or card games.

Structured and unstructured play can happen indoors or outdoors. Outdoor play gives your child the chance to explore, be active, test physical limits – and get messy!

As your child grows, the way he plays will change – he’ll get more creative and experiment more with toys, games and ideas. This might mean he needs more space and time to play.

Also, children progress through different forms of play as they grow. This includes playing alone, playing alongside other children and interactive play with other children.

Text 5. Ecological Education in Preschool

Everything around us is connected to nature. Most of our food originates in nature — growing from the soil, swimming in the sea, flying through the air, or walking on the earth’s surface. Fiber from plants and the skins and other parts of animals provide materials for our clothing. Nature inspires, refreshes, and nurtures us. When experiences with nature are embedded in the preschool curriculum and daily routine, children benefit physically, emotionally, and intellectually as they have new experiences, exercise their bodies, and enjoy the feeling of freedom that comes from being connected to the natural world. This also helps them to become good stewards of the earth’s resources!

Whether a program’s outdoor space is an urban pocket park, a city or suburban playground, a tidal pool, a rural field, or other setting, nature provides almost limitless opportunities for hands-on learning. Children can turn over a rock or a piece of wood and find insects, worms, plant roots, and fungi. They can look at clouds or collect leaves and gain an appreciation of the variety of forms and textures in nature. They can hear birds or feel the wind and become aware of a whole sensory world beyond the classroom door. They feel joy.

An emerging body of research shows the harmful effects of children’s separation from nature and the benefits of strengthening those ties. There are implications for children’s physical, intellectual, and social-emotional development.

As children explore the sensory variety of the outdoors, they learn important concepts in science (e.g., the living habits of plants and animals; the physical properties of different materials such as water, soil, and stone) and ecology (e.g., the importance of preserving natural resources; how their actions affect the environment).

Exposure to nature also enhances young children’s language development. Children inquire about the names of the things they investigate and seek words to describe the processes they observe. Time in nature is also positively associated with sustained attention. Being outdoors helps children release energy, which lows them to focus on quieter tasks; further, the interest that nature inherently holds for children invites concentration. Finally, experiences in nature enhance the intellectual richness and complexity of children’s collaborative play.

Nature learning happens naturally whenever children are outdoors. They experience and learn about nature whether enjoying free play or a group activity. Nature activities can also take place indoors, such as growing plants from seeds.

As you explore nature with children, make their safety a top priority. Make you sure the plants you observe with children are nontoxic. Show children what can be touched and what cannot be touched. You can also discuss protecting the animals, plants, and insects from harm as you explore with children.

In small-group activities outdoors, you can provide children with opportunities to explore nature and record their findings using magnifying glasses, tape measures, rulers, paper, colored pencils, crayons and markers, clipboards, and binoculars. You can also provide children with additional opportunities to explore nature on their own or as part of small-group activities by placing equipment such as bird feeders and/or bird-houses, rain gauges in your outdoor area. Plant native plants as the children become familiar with their surroundings.

Text 6. Imagining and creating: preschoolers

Preschoolers have very active imaginations. Their worlds are full of all kinds of magical and made-up characters. Here are some play ideas and creative activities to nurture a preschooler’s imagination as part of her overall learning and development.

A preschooler will probably be very keen on any chance to scribble, draw, paint, paste, sing or dance. A child is also likely to:

• enjoy more active, loud and rough play, particularly at 3-4 years

• make music part of other activities – for example, singing and drawing at the same time, or making up songs

• enjoy playing with other children, joining in games with clear rules and making up pretend games with other children at five years.

From around three years a child might enjoy dramatic play using puppets and dress-ups, tell you very detailed stories about things that never happened, or have an imaginary friend. Dress-ups and pretend play – for example, pretending to be a grown-up, a doctor or an explorer – let children explore ideas about the real world in a safe environment.

At around four years, a child can draw places, things and people with lots of detail from his imagination.

By five years, a child is starting to get better at drawing complex shapes – like diamonds, triangles and stars – and can express thoughts and ideas through drawing. She might also start to use art to tell stories, show feelings or describe things that she has seen.

Here are some play ideas to encourage a child’s imagination:

• Tell stories and read books. You can ask a preschooler to come up with new endings to the story.

• Share silly rhymes and riddles – preschoolers especially like word games and enjoy making up their own jokes or rhymes.

• Play with musical instruments or listen to music.

• Visit different places – like the bush, a zoo, a museum, or the beach in winter – or have some outdoor play in a safe space with freedom and time to explore.

You can also get creative and make up some activities for a child – these can be cheap and easy to do:

• Collect a box of old clothes, shoes, jumpers, boots, handbags and other things a child can use to act out different roles and express emotions. For example, an eye patch will turn a child into a pirate.

• Set up a messy play area with sand, clay, playdough, paints, water or mud.

• Keep old magazines and catalogues – a child can cut out pictures of people, animals and objects and paste them into a scrapbook.

• Make musical instruments from everyday objects like empty milk cartons filled with uncooked rice.

Try to step back and give a child the chance to decide what and how he wants to play. But don’t completely back away – a child still needs you to encourage and help him if he’s having trouble or gets overwhelmed.

Text 7. Talking: preschoolers

By your child’s fourth birthday, his language skills have developed a lot. He enjoys talking and asking questions, even if he makes some mistakes. Here are some play ideas to help preschoolers with talking and language.

What to expect: preschoolers and talking

At 3-4 years, your preschooler will probably:

• be able to ask more complex questions and speak with better but not perfect grammar

• say sentences with five or six words.

By five years, your preschooler will probably:

• be able to say her name and address

• be able to speak clearly using sentences of up to eight words, have meaningful conversations and tell you detailed stories.

Your preschooler is likely to be keen to talk to you, his friends and other family members as much as possible in these years. It’s really good for your child’s language if you listen and talk with him.

In fact, children at this age often have so much news to share that they sometimes stumble over the words and get frustrated – this is common and OK. Just give your preschooler time and keep listening. Your child will get the words out eventually.

Play ideas to encourage preschoolers with talking

At this age children still need lots of practice and support to develop speech and language. The more often you talk with or around your preschooler, the more words she’ll learn and use to communicate.

The best way to encourage your child’s language skills is to focus on fun activities like singing songs or reciting nursery rhymes, rather than getting pronunciation or grammar right.

Here are some ideas to encourage talking through play:

• Read aloud together. You could also try taking your child to story time at your local library where he can listen to stories being read.

• Tell stories together: your child will enjoy hearing stories. She’ll also like remembering and telling you simple stories. Leaving out words in stories and asking your preschooler to fill in the word is fun too.

• Sit down and talk with your child, taking turns to listen and respond.

• Sing songs together.

• Play stories and songs in the car.

• Tell simple jokes and riddles. Preschoolers usually enjoy simple word games, including finding rhyming words and even making up words.