The second element to the Abecedarian Approach is based on the way children and their parents interact when reading together (Sparling, 2010). It is act of reading and exploring books together through back and forth conversation and questioning. As so, the young children taking part become more active in the reading, instead of just being read to.Generally, children between the age of 0-3 are read to everyday in one-to-one with the adult, and ages 4-6 read everyday in groups
It is the belief of the Abedecarian approach that enriched care giving cannot be separated from education, or viewed as non-correlating ideas. Care is seen as "vital needs that support life and stimulate growth" (Sparling, 2010), that must be adjusted to each child's personal abilities, desires and background or home situation.
The first element of the Abecedarian Approach is to engage children with activities and games that help them develop cognitively and stimulate learning. As the Abecedarian approach does not follow a particular curriculum, these games can then be thought as "bite-size pieces of curriculum" (Sparling, 2010).
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Young children are still quite new language users, and a limited experience with using and constructing language. According to Hill (2012), children at the age of one/two tend to use 9-20 words, age two/three children can form 3 word sentences, age three/four children can make complete grammatical sentences, and children aged four/five have gained a vocabulary between 2500 and 5000 words.
3a – the Abecedarian Approach Australia
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The Abecedarian approach has a significant focus on the child learning and developing through working with and having meaningful relationships with other people. This learning idea is one that is akin to the ideas of psychological and educational theorist Vygotsky, and his theory of socio-culturalism (Hill, 2011). However, Vygotsky's theory emphasizes the learning that comes through children learning through/from/with their classmates.
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