Teaching pre operational children ( 2 7 years old ) i. Use concrete teaching aids and visul aids whenever possible. Example: Children use concrete objects like stones, marbles, ice cream sticks to learn about addition and subtraction. ii. Instructions should be short, using actions and words, followed with examples. Example: Instructions for lining-up outside the classroom or how to do certain activities should be given in short and how to do certain activities should be given in the and clear sentences. eachers can demonstrate the desired action as well. iii. Children at this stage find it difficult to understand the world from someone else;s point of view. Example: Explanation of values or advice should be given in that are easilt understood b! the children. Teaching concrete operational children ( 7 11 years old ) i. Provide opportunities for children to manipulate the objects. Example: "et up a simple "cience experiment to test the need of sunlight in photos!nthesis. ii. Mae sure presentations and readings are brief and well organi!ed. Example: #egin the reading with short stories and graduall! move to longer and more complex stories. $ivide the presentations into short eas! steps. iii. Use familiar examples that are related to children"s experience when teaching complex ideas. Example: Compare their lives with those of the characters in the stories. Teaching formal operational children ( 11 years old and above ) i. Continue to use concrete#operational teaching strategies and materials. Example: %se &$ objects, charts, diagrams, children's own experience to teach complex ideas. ii. Provide opportunit$ for children to explore alternative answers ans develop h$pothesis. iii. %ive opportunities to children to solve problems and provide reasons scientificall$. IMPLICATIONS OF VYGOTSKY THEORY TO THE TEACHING AND LEARNING PROCESSES Begin language development with concrete experiences E.g: (a) *ake the children describe what the! have done during the activities beforehand. (b) Emphasis on unfamiliar and difficult words. +ive them explanation using simpler words. !se "one of #roximal $evelopment in teaching - +ive support and motivation for the children %ssessment should be focused on the "one of #roximal $evelopment - give exercises or tasks of var!ing difficulties to determine the level of which to begin instruction. &ncourage help from s'illed peers - get the support and help from peers who have alread! understood the skills. (onitor and encourage children)s use of private speech - appl! ideas in self-talking to the appropriate situation that needs a solution. *ive meaningful instructions relate lessons to dail! experiences reduce memori,ing #rovide students with opportunities to actively use language E.g: (a) *ake a fruitful discussion between children in group work. (b) -ocus more on student- centered learning. !se instructional strategies that accommodate diversity E.g: (a) .air the less proficient child with their bilingual peer. (b) "tor! telling, simulation, brainstorming, and cooperative learning. IMPLICATION OF LANGUAGE DEVELOPMENT IN TEACHING AND LEARNING PROCESS