Accurate pronunciation and the importance of the learning environment

Ynganu cywir a phwysigrwydd yr amgylchedd dysgu

Learning

As children learn a new language, it's important that they hear the language being enunciated correctly by the adults around them. In a playgroup or school, it's very important that practitioners are fluent in Welsh and enunciate vocabulary correctly.

Accurate enunciation is important because it's an integral part of learning a new language. If a child doesn't enunciate things correctly, there's a risk that other people or children won't understand them. As a result, there's a danger that the child may be reluctant to use the new language. In addition, it's difficult for children to correct their enunciation, so support needs to be offered as early as possible. To ensure that children enunciate the new language correctly, practitioners need to speak slowly and clearly. There must be enough repetition, correct enunciation and no incorrect vocabulary. Using stories and rhymes helps develop skills in listening, understanding, responding, discussing and the forming of a story.

Practitioners have an extremely important role in passing on Welsh to children. The development of the new language is dependent on hearing it spoken and demonstrated during activities on a regular basis. For children to acquire the language, practitioners must introduce words and sentences, repeat language patterns, offer linguistic ideas, point to an object when saying the word, use facial expressions to show meaning, and use appropriate language.

It's important to remember that every child acquires a new language at a different pace.

When learning a new language, the learning environment should offer children plenty of opportunities to practice, not only through displays on walls, but by offering regular opportunities to talk, play, sing, read, think, observe and interact. This helps encourage children and creates a welcoming atmosphere where they feel comfortable and where they unconsciously learn a new language. Similarly, children gain confidence as their language improves, and as practitioners continually recognise and support them.

https://bit.ly/2JQEmJI

The physical environment is key to supporting children in acquiring a new language. It's important for settings to plan carefully so that children can develop their skills and development. It's important that children have access to a variety of media when learning a new language, in every learning area of the setting.

When creating displays such as language support materials, their value must be considered in the learning process. Walls can be very colourful and busy but what does the child learn? Probably not much because of all the activity, there's too much going on. Therefore, it must be remembered that displays are there to support the child and not to look attractive and colourful! In planning for this, the questions below need to be considered.

  • What's the purpose of what's on the wall? Does it include opportunities to develop language skills?
  • Where is the display? Located where children will see it?
  • How tall is the display? Can the children see it properly?
  • How does the display motivate a child to acquire a new language?
  • Do the children have an opportunity to express their views on the display and offer their own ideas for language development?
  • Is every child included on the wall?
  • Does what is on display offer further learning opportunities?

https://bit.ly/2ZqU0rK

https://bit.ly/2SxZSsp

Dysgu

Wrth i blant ddysgu iaith newydd, mae’n bwysig eu bod yn clywed yr iaith yn cael ei hynganu’n gywir gan yr oedolion sydd o’u cwmpas. Mewn cylch meithrin neu ysgol, mae’n bwysig iawn bod yr ymarferwyr yn rhugl yn y Gymraeg ac yn ynganu geirfa’n gywir.

Mae ynganu cywir yn bwysig oherwydd ei fod yn rhan annatod o ddysgu iaith newydd. Os nad yw plentyn yn ynganu’n gywir, y risg yw na fydd pobl neu blant eraill yn eu deall. O ganlyniad i hyn, mae yna berygl i’r plentyn fod yn gyndyn i ddefnyddio’r iaith newydd. Yn ogystal â hyn, mae’n anodd i blant gywiro’r ffordd y maent yn ynganu, felly mae angen cynnig cefnogaeth mor fuan â phosib. Er mwyn sicrhau bod plant yn ynganu iaith newydd yn gywir, mae angen i ymarferwyr siarad yn araf ac yn glir. Rhaid gwneud digon o ailadrodd, ynganu’n gywir a pheidio defnyddio geirfa wallus. Mae defnyddio storïau a rhigymau yn helpu i ddatblygu sgiliau gwrando, dealltwriaeth, ymateb, trafod a threfn stori.

Mae gan ymarferwyr rôl hynod bwysig o drosglwyddo’r Gymraeg i blant. Mae datblygiad yr iaith newydd yn ddibynnol ar ei chlywed yn cael ei siarad a'i modelu yn ystod gweithgareddau yn gyson. Er mwyn i blant gaffel yr iaith, mae rhaid i ymarferwyr gyflwyno geiriau a brawddegau, ailadrodd patrymau iaith, cynnig syniadau ieithyddol, pwyntio at wrthrych wrth ddweud y gair, defnyddio ystumiau wyneb i ddangos ystyr, a defnyddio iaith briodol.

Mae’n bwysig cofio bod pob plentyn yn caffael iaith newydd ar gyflymder gwahanol.

Wrth ddysgu iaith newydd, dylai’r amgylchedd dysgu gynnig digon o gyfleoedd i blant ymarfer, nid yn unig drwy arddangosfeydd ar y waliau, ond drwy gyflwyno cyfleoedd i siarad, chwarae, canu, darllen, meddwl, arsylwi a rhyngweithio cyson. Mae hyn yn helpu i annog plant ac yn creu awyrgylch groesawgar lle maen nhw’n teimlo’n gyfforddus ac yn dysgu iaith newydd yn anymwybodol. Yn yr un modd, mae plant yn magu hyder wrth i’w hiaith wella, ac wrth i ymarferwyr eu parchu a’u cefnogi’n gyson.

https://bit.ly/2JQEmJI

Mae’r amgylchedd ffisegol yn allweddol i gefnogi plant i gaffael iaith newydd. Mae’n bwysig i leoliadau gynllunio’n ofalus er mwyn i blant gael cyfle i feithrin eu sgiliau a’u datblygiad. Mae’n bwysig bod plant yn cael mynediad at amrywiaeth o gyfryngau wrth ddysgu iaith newydd, ym mhob ardal dysgu yn y lleoliad.

Wrth greu arddangosfeydd megis deunyddiau cefnogi iaith, mae rhaid ystyried eu gwerth yn y broses ddysgu. Gall waliau fod yn hynod o liwgar a phrysur ond beth mae’r plentyn yn ei ddysgu? Dim llawer mae’n debyg, oherwydd yr holl brysurdeb, mae gormod ar waith. Felly, mae rhaid cofio bod arddangosfeydd yno i gefnogi’r plentyn ac nid i edrych yn ddeniadol a lliwgar! Wrth gynllunio ar gyfer hyn, mae angen ystyried y cwestiynau isod.

  • Beth yw pwrpas yr hyn sydd ar y wal? Oes cyfle i ddatblygu sgiliau ieithyddol arno?
  • Ble mae’r arddangosfa? Wedi ei lleoli lle bydd plant yn ei gweld?
  • Pa mor uchel yw’r arddangosfa? Ydy’r plant yn gallu ei gweld yn iawn?
  • Sut mae’r arddangosfa’n ysgogi plentyn i gaffael iaith newydd?
  • Ydy’r plant yn cael cyfle i fynegi barn ar yr arddangosfa a chynnig syniadau eu hunain o ran datblygu iaith?
  • Ydy pob plentyn yn cael ei gynnwys ar y wal?
  • Ydy’r hyn a gaiff ei arddangos yn cynnig cyfleoedd dysgu pellach?

https://bit.ly/2ZqU0rK

https://bit.ly/30EHWzZ

Planning language acquisition activities

Cynllunio gweithgareddau caffael iaith

Associate play

When learning Welsh, children need a wide range of activities in order to nurture and develop language skills and make learning more interesting. Therefore, planning for this is important to ensure that children have every opportunity to practice and develop the immersion language.

Although all learning areas in the early years offer children the opportunity to acquire a new language, some areas offer more opportunity than others.

  • The story area: Where practitioners lead the activity while feeding the immersion language through reading, the use of props, and flashcards. An opportunity for children to explore books and develop their literacy.
  • The role play area and Home Corner: Where children have the opportunity and freedom to communicate and practice the immersion language without adult intervention.
  • Creating Marks: Where children can develop their literacy skills and start to recognise short Welsh words with the help of an adult. There's also an opportunity here for children to create drawings or paint. This gives the adult the opportunity to discuss and ask questions to encourage conversation in the immersion language.
  • Water and sand: This gives children the opportunity to learn new mathematical vocabulary such as heavy, light, empty, fill, and so on.
  • Circle Time: This is a great opportunity for practitioners to involve all the children by reading, singing, discussing feelings and introducing the weather. Circle time is a particularly good time for children's language immersion.
  • Outdoor: This is an opportunity for children to have different experiences while learning a new language. They can take books out to read, and practice literacy skills using chalk or a paintbrush with water on the floor or walls. They can also learn about insects that live in the soil and role-play using the mud kitchen.

Children's language immersion experiences should build on what children already know and a positive attitude towards acquiring a new language should be encouraged. It's essential that practitioners observe and respond appropriately to the children's linguistic ability and consider the next steps in their development. Activities that are planned effectively engage children in the process of learning and development.

The planning cycle includes:

  • observing and gathering information
  • reflection and analysis
  • planning the activity
  • review and evaluation
  • planning.

Children learn better through play; it develops and broadens their language and communication skills. Play lets them experiment with the immersion language, be creative, research and explore different resources, take risks and make linguistic mistakes without fear of failure. Learning a language through play also fosters positive peer relationships.

Practitioners have an extremely important role in passing on Welsh to children. In order to learn the language, it's important for children to hear it spoken and demonstrated during activities on a regular basis. The practitioners’ attitudes towards language immersion are usually very good but they need to ensure that the learning environment offers children plenty of opportunities to practice.

As children develop speaking and communication skills in the immersion language, practitioners should plan activities using resources that build on previous knowledge and experiences. These oral experiences are used in further planning to improve reading and writing skills.

In order to support the process of supporting children to acquire Welsh, practitioners must:

  • suggest vocabulary
  • repeat words and language patterns
  • offer linguistic ideas
  • point to an object when saying the word
  • gesture to show the meaning of words or sentences
  • modelling good practice
  • provide plenty of learning opportunities and learning the new language
  • provide opportunities to ensure confident and independent development
  • encourage conversations
  • monitor and plan carefully in order to meet the needs and interests of each child.

Further reading:

https://bit.ly/2L3s6t3

https://bit.ly/2HwUsJY

https://bit.ly/2Hzhpfs

Wrth ddysgu Cymraeg, mae plant angen ystod eang o weithgareddau er mwyn meithrin a datblygu sgiliau iaith a gwneud y dysgu’n fwy diddorol. Felly, mae cynllunio ar gyfer hyn yn bwysig er mwyn sicrhau bod plant yn cael pob cyfle i ymarfer a datblygu’r iaith drochi.

Er bod pob ardal dysgu o fewn y lleoliad blynyddoedd cynnar yn cynnig cyfle i blant gaffael iaith newydd, mae mwy o gyfle mewn rhai ardaloedd nag eraill.

  • Ardal stori: Lle mae ymarferwyr yn arwain y gweithgaredd gan fwydo’r iaith drochi drwy ddarllen, y defnydd o bropiau, a chardiau fflach. Cyfle i blant archwilio llyfrau a datblygu eu llythrennedd.
  • Ardal chwarae rôl a’r Gornel Gartref: Lle mae’r plant yn cael cyfle a rhyddid i gyfathrebu ac ymarfer yr iaith drochi heb ymyrraeth oedolyn.
  • Creu Marciau: Lle mae’r plant yn gallu datblygu eu sgiliau llythrennedd a dod i adnabod geiriau byr Cymraeg dan arweiniad oedolyn. Mae cyfle yma hefyd i blant greu lluniau neu beintio. Mae hyn yn rhoi cyfle i’r oedolyn drafod a holi cwestiynau er mwyn annog sgwrs yn yr iaith drochi.
  • Dŵr a thywod: Sy’n rhoi cyfle i blant ddysgu geirfa newydd mathemategol megis trwm, ysgafn, gwagio, llenwi, ac yn y blaen.
  • Amser Cylch: Sy’n gyfle gwych i ymarferwyr gynnwys y plant i gyd drwy ddarllen, canu, trafod teimladau a chyflwyno’r tywydd. Mae amser cylch yn gyfnod arbennig o dda i drochi iaith plant.
  • Awyr agored: Yn gyfle i blant gael profiadau gwahanol wrth ddysgu iaith newydd. Cânt fynd â llyfrau allan i ddarllen, defnyddio sialc neu ddŵr gyda brws paent ar y llawr neu’r waliau i ymarfer llythrennedd. Maen nhw hefyd yn gallu dysgu am drychfilod sy’n byw yn y pridd a chwarae rôl gan ddefnyddio’r gegin fwd.

Wrth gynllunio a gwerthuso’r broses o ddysgu a datblygiad i gaffael iaith, mae arsylwi plant yn rôl allweddol, dan do a hefyd yn yr awyr agored. Mae’n bwysig i ymarferwyr ddod o hyd i broses cynllunio caffael iaith sy’n gweithio yn effeithiol, yn ystyrlon ac yn hawdd i’w dilyn. Dylai gynnwys gweithgareddau dan arweiniad oedolyn, yn ogystal â gweithgareddau sy’n cael eu hysgogi gan blant.

Mae’r cylch cynllunio’n cynnwys:

  • arsylwi a chasglu gwybodaeth
  • myfyrio a dadansoddi
  • cynllunio’r gweithgaredd
  • adolygu a gwerthuso
  • cynllunio.

Mae plant yn dysgu orau drwy chwarae; mae’n datblygu ac ehangu eu sgiliau iaith a chyfathrebu. Gall chwarae eu galluogi i arbrofi gyda’r iaith drochi, bod yn greadigol, ymchwilio ac archwilio gwahanol ddeunyddiau, cymryd risgiau a gwneud camgymeriadau ieithyddol heb ofn methu. Mae dysgu iaith drwy chwarae hefyd yn magu perthynas gadarnhaol gyda chyfoedion.

Mae gan ymarferwyr rôl bwysig i’w chwarae yn y dull trochi. Mae datblygiad ieithyddol y plant yn dibynnu ar glywed y Gymraeg yn cael ei siarad yn gyson, ac yn ystod pob gweithgaredd. Gan amlaf, mae agwedd ymarferwyr at drochi iaith yn dda iawn ond mae angen sicrhau bod hyn yn parhau yn ystod cyfnod y plant yn y lleoliad.

Wrth i blant ddatblygu sgiliau siarad a chyfathrebu yn yr iaith drochi, dylai ymarferwyr gynllunio gweithgareddau gan ddefnyddio adnoddau sy’n adeiladu ar wybodaeth a phrofiadau blaenorol. Caiff y profiadau llafar yma eu defnyddio i gynllunio ymhellach i wella sgiliau darllen ac ysgrifennu.

Er mwyn cefnogi’r broses o gefnogi plant i gaffael iaith, mae rhaid i'r ymarferwyr:

  • awgrymu geirfa
  • ailadrodd geirfa a phatrymau iaith
  • cynnig syniadau ieithyddol
  • pwyntio ar wrthrych wrth ddweud y gair
  • ystumio i ddangos ystyr geiriau neu frawddegau
  • modelu arfer dda
  • cynnig digon o gyfleoedd dysgu a datblygu’r iaith newydd
  • cynnig cyfleoedd i sicrhau datblygiad annibynnol a hyderus
  • annog sgyrsiau
  • arsylwi a chynllunio’n ofalus er mwyn cwrdd ag anghenion a diddordebau pob plentyn.

Darllen pellach:

https://bit.ly/2Hw2mDu

https://bit.ly/2ZGD2oI

https://bit.ly/2ZGD6EY

Verbal and non-verbal communication and the involvement of families in the process of learning Welsh

Cyfathrebu geiriol a dieirol a chynnwys teuluoedd yn y broses o ddysgu’r Gymraeg

School

As children are introduced to the Welsh language, practitioners must try to communicate effectively so that each child understands exactly what is being said. This will make the child feel at home, safe and happy in the setting.

Practitioners can convey messages in a non-verbal way by :

  • making eye contract
  • facial expressions
  • gestures
  • body language.

https://bbc.in/2Hv9Kii

Electronic messages or phone messages are often misunderstood because there's no facial expression or body language used to convey how the person is feeling or what he/she is trying to convey. Similarly, it is very easy for children learning Welsh to misunderstand a message if the practitioner doesn't convey the message meaningfully using nonverbal messages.

When teaching Welsh to young children, it is important that practitioners involve parents/carers in all aspects of the child's language development, as well as offering support to them. This can be done by:

  • sharing information about the child's progress
  • referring them to courses if they want to learn the language with the child
  • borrowing books in order to practice the language at home
  • practising words, sentences or phrases on a weekly basis
  • offering them a chance to volunteer from time to time so they can get an idea of how their child is acquiring a new language at the setting
  • introducing parents and carers to Welsh language apps and television programmes for children.

It is vital that practitioners take every opportunity to help the children to acquire the Welsh language. It is therefore necessary that the environment is prepared appropriately. In order to motivate children to speak a new language, they always need to hear and see it, whether through conversations, discussions, songs or stories. Visual stimuli can be displayed on walls or boards, such as objects from existing themes that are subject to conversation, or a nursery rhyme/poster of the alphabet. Visual stimuli are as important as verbal stimuli.

Further reading:

https://bit.ly/2HwUsJY

https://bit.ly/2HklpAu

Wrth i blant gael eu cyflwyno i’r Gymraeg, mae’n rhaid sicrhau bod ymarferwyr yn ceisio cyfathrebu yn effeithiol er mwyn i bob plentyn ddeall beth yn union sydd yn cael ei ddweud. Bydd hyn yn gwneud i’r plentyn deimlo’n gartrefol, yn ddiogel ac yn hapus yn y lleoliad.

Gall ymarferwyr weithio mewn ffordd sy’n cyfleu negeseuon yn ddieirol drwy:

  • edrych i fyw llygaid
  • mynegiant yr wyneb
  • ystumiau
  • iaith y corff.

https://bbc.in/2ZmFfGs

Yn aml iawn, caiff negeseuon electronig neu neges ffôn eu camddeall oherwydd nad oes mynegiant yr wyneb neu iaith y corff yn cael eu defnyddio i gyfleu sut mae person yn teimlo neu beth mae’n drio’i gyfleu. Yn yr un modd, mae’n hawdd iawn i blant sy’n dysgu Cymraeg gamddeall neges os nad yw’r ymarferydd yn cyfleu’r neges yn ystyrlon gan ddefnyddio negeseuon dieiriau.

Wrth ddysgu Cymraeg i blant ifanc, mae’n bwysig bod ymarferwyr yn cynnwys rhieni/gofalwyr ym mhob agwedd o ddatblygiad ieithyddol y plentyn, yn ogystal â chynnig cefnogaeth iddynt. Gall hyn ddigwydd drwy:

  • rannu gwybodaeth ynglŷn â chynnydd y plentyn
  • eu cyfeirio at gyrsiau os ydynt am ddysgu’r iaith gyda’r plentyn
  • benthyca llyfrau er mwyn ymarfer yr iaith gartref
  • ymarfer geiriau, brawddegau neu ymadroddion yn wythnosol
  • cynnig iddynt wirfoddoli o dro i dro er mwyn iddynt gael syniad o sut mae eu plentyn yn caffael iaith newydd yn y lleoliad.
  • cyflwyno rhieni a gofalwyr i apiau iaith a rhaglenni teledu Cymraeg i blant.

Mae’n hollbwysig bod ymarferwyr yn achub ar bob cyfle i helpu’r plant gaffael y Gymraeg. Felly mae’n angenrheidiol bod yr amgylchedd wedi’i baratoi yn briodol. Er mwyn ysgogi plant i siarad iaith newydd, maent angen ei chlywed a’i gweld pob amser, boed drwy sgyrsiau, trafodaethau, caneuon neu storïau. Gellir arddangos ysgogiadau gweledol ar wal neu fwrdd, megis gwrthrychau o’r themâu presennol sy’n destun sgwrs, neu hwiangerdd/poster yr wyddor. Mae ysgogiadau gweledol yn llawn mor bwysig ag ysgogiad ar lafar.

Darllen Pellach:

https://bit.ly/2ZGD2oIx

https://bit.ly/2HklpAu

Supporting children to participate in a range of different types of activities and experiences in the immersion language

Helpu plant i gymryd rhan mewn amrywiaeth o wahanol fathau o weithgareddau a phrofiadau yn yr iaith drochi

Mother and Daughter

When planning the early years, activities for immersion and language acquisition need to be considered. All types of activities are available both indoors and outdoors. It is important that practitioners encourage children that are learning Welsh to take part. These activities may include the use of:

  • word lotto
  • role play
  • flashcards
  • posters
  • object cards
  • wheel of choice
  • jigsaw
  • mud kitchen/outdoor role play
  • following instructions from an adult, e.g. ‘Simon says ….’
  • water
  • sand.

During adult-led activities, it is important that the practitioner pronounces the Welsh language accurately and clearly by speaking to the children slowly and coherently. If the practitioner is not confident in speaking the language, they need to:

  • listen to others speak
  • practise consistently
  • speak slowly
  • repeat.

Grammar is also important as children acquire a new language, so good modelling is essential. This must be done a few times in order to ensure understanding.

As children start to acquire the Welsh language, it is important to praise them for using it. Practitioners can challenge children, e.g. whoever shows good use of the Welsh language can take the setting's mascot home overnight as a reward. (Some settings have a language mascot that is used for this challenge.) This encourages and motivates the children to use more Welsh.

https://ab.co/2zrQgXl

Wrth gynllunio yn y blynyddoedd cynnar, mae angen ystyried gweithgareddau ar gyfer trochi a chaffael iaith. Mae pob mathau o weithgareddau ar gael dan do ac yn yr awyr agored. Mae’n bwysig bod ymarferwyr yn annog y plant sy’n dysgu Cymraeg i gymryd rhan. Gall y gweithgareddau hyn gynnwys defnyddio:

  • lotto geiriau
  • chwarae rôl
  • cardiau fflach
  • posteri
  • cardiau gwrthrychau
  • olwyn ddewis
  • jig-so
  • cegin fwd/chwarae rôl yn yr awyr agored
  • dilyn cyfarwyddiadau gan oedolyn, e.e. ‘Mae Dewin yn dweud ….’
  • dŵr
  • tywod.

Yn ystod gweithgareddau dan arweiniad oedolyn, mae’n bwysig bod yr ymarferydd yn ynganu’r Gymraeg yn gywir ac yn glir drwy siarad yn araf ac yn ddealladwy gyda’r plant. Os nad yw’r ymarferydd yn hyderus wrth siarad yr iaith, mae angen:

  • gwrando ar eraill yn siarad
  • ymarfer yn gyson
  • siarad yn araf
  • ailadrodd.

Mae gramadeg hefyd yn bwysig wrth i blant gaffael iaith newydd, felly mae modelu da yn hanfodol. Mae rhaid gwneud hyn ychydig o weithiau er mwyn sicrhau dealltwriaeth.

Wrth i blant ddechrau caffael y Gymraeg, mae’n bwysig eu canmol am ei defnyddio. Gall ymarferwyr osod her i’r plant, e.e. pwy bynnag sy’n dangos defnydd da o’r Gymraeg sy’n cael mynd â masgot y lleoliad gartref dros nos fel gwobr. (Mae gan rhai lleoliadau fasgot iaith sy’n cael ei ddefnyddio ar gyfer yr her yma.) Mae hyn yn annog ac ysgogi’r plant i ddefnyddio mwy o Gymraeg.

https://ab.co/2zrQgXl

Repeating and encouraging children to extend their oral and written contributions

Ailadrodd ac annog plant i ymestyn eu cyfraniadau llafar ac ysgrifenedig

Child Care Service

For children to acquire the Welsh language, practitioners must consistently repeat words, sentences and phrases. In order to expand on the children's Welsh vocabulary, it is necessary to use open-ended questions that give the child the opportunity to speak more extensively. For example, 'why do you like playing in the sand?' rather than saying 'you like to play in the sand, don't you?'

An open-ended question also provides an opportunity for the child to go on to discuss much more than the original question and enables the practitioner to develop the conversation further. When conducting conversations, it is important to show an interest in what the child has to say. Also, it is important that the practitioner either sits down or comes down to the child's level for a conversation. Good communication does not happen if the practitioner is wandering or moving.

When observing children's communication skills, practitioners can use the information for short-term and long-term planning. They can analyse whether the child needs additional support, or whether he needs more challenging activities. In order to broaden the learning, children should experience a variety of different learning styles. Practitioners should provide material that is appropriate to their ability, education and previous linguistic experiences. This strengthens their grasp of the Welsh language.

The following requirements are in Care Inspectorate for Wales' care standards for childcare providers:

‘Staff observe the children and use what they see to plan the next steps for the children's play, learning and development.’

https://bit.ly/2GUIfRr

https://bit.ly/2HwUsJY

The assessment and planning process enables practitioners to reflect on their own role in transferring the Welsh language to children. Reflecting on practice is extremely important because it improves quality and supports practitioners to improve essential skills. As a result, the practitioner will achieve better outcomes for children as well as gaining confidence to be able to set personal targets. The following need to be considered when reflecting on linguistic activity:

  • What was good about the activity?
  • Why?
  • What was not so good?
  • How can this be improved?

At times it is difficult to find time to reflect on practice, but it is very important to make time in order to maintain high standards.

https://bit.ly/2tHqXgU

Er mwyn i blant allu caffael y Gymraeg, rhaid i ymarferwyr ailadrodd geiriau, brawddegau ac ymadroddion yn gyson. Er mwyn ehangu ar eirfa Cymraeg y plant, mae angen defnyddio cwestiynau pen agored sy’n rhoi cyfle i’r plentyn siarad yn fwy ymestynnol. Er enghraifft, ‘pam wyt ti yn hoffi chwarae yn y tywod?’ yn hytrach na dweud ‘rwyt ti’n hoffi chwarae yn y tywod, dwyt?’

Mae cwestiwn pen agored hefyd yn gyfle i’r plentyn fynd ymlaen i drafod llawer iawn mwy na’r cwestiwn gwreiddiol ac yn galluogi’r ymarferydd i ddatblygu’r sgwrs ymhellach. Wrth gynnal sgyrsiau, mae’n bwysig dangos diddordeb yn yr hyn sydd gan y plentyn i’w ddweud. Hefyd, mae’n bwysig bod yr ymarferydd unai’n eistedd neu’n dod i lawr i lefel y plentyn ar gyfer sgwrs. Nid yw cyfathrebu da yn digwydd os yw’r ymarferwr yn crwydro neu’n symud.

Wrth arsylwi sgiliau cyfathrebu plant, mae ymarferwyr yn gallu defnyddio’r wybodaeth ar gyfer cynllunio tymor byr a hir dymor. Maent yn gallu dadansoddi os yw’r plentyn angen cefnogaeth ychwanegol, neu efallai bod angen gweithgareddau mwy heriol arno. Er mwyn ehangu’r dysgu, dylai plant gael profi amrywiaeth o arddulliau dysgu gwahanol. Dylai ymarferwyr ddarparu deunydd sy’n addas i’w gallu, eu haddysg a'u profiadau ieithyddol blaenorol. Mae hyn yn cryfhau eu gafael ar y Gymraeg.

Mae’r safonau gofal Arolygiaeth Gofal Cymru (AGC) i ddarparwyr gofal plant â’r gofynion yma:

‘Bod y staff yn arsylwi ar y plant ac yn defnyddio'r hyn maent yn ei weld i gynllunio'r camau nesaf ar gyfer chwarae, dysgu a datblygiad y plant.’

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Mae’r broses o asesu a chynllunio yn galluogi ymarferwyr i fyfyrio ar eu rôl gwaith eu hunain wrth drosglwyddo’r Gymraeg i blant. Mae myfyrio ar arfer yn hynod o bwysig oherwydd ei fod yn gwella ansawdd ac yn cefnogi ymarferwyr i wella sgiliau hanfodol. O ganlyniad, bydd yr ymarferydd yn sicrhau canlyniadau gwell i blant yn ogystal â magu hyder i allu gosod targedau personol. Mae angen ystyried y canlynol wrth fyfyrio ar weithgaredd ieithyddol:

  • Beth oedd yn dda am y gweithgaredd?
  • Pam?
  • Beth oedd ddim cystal?
  • Sut mae modd gwella hyn?

Ar adegau, mae’n anodd dod o hyd i amser i fyfyrio ar arfer ond mae’n bwysig iawn gwneud amser er mwyn cynnal safonau uchel.

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