Tomos Interactive Map

I chose a book from my childhood that aligns well with Tomo's interest. This book playfully explores different modes of transportation and will help build on his knowledge.

• Tomo’s love for music provides a dynamic platform for enhancing both his linguistic and literacy skills. Through song, he not only strengthens his English but also deepens his engagement with language, cultural traditions, and personal interests. Singing songs like Wheels on the Bus offers him a rich context for language practice, social interaction, and cognitive development.

On Saturdays, Tomo attends a music class with his classmate Mari. Music is a strong interest of his, and it not only nurtures his love for songs but also supports his development of English. His attraction to music is fascinating, as it allows him to integrate many of his interests into one activity. I often find myself singing car-themed songs with Tomo, and his favorite seems to be Wheels on the Bus, which he enjoys singing along to during class.

Linguistics & Literacy

Tomos Music Class

• With its high traffic and visible signs, the urban setting allows Tomo to encounter environmental print such as vehicle logos, license plates, and road signs. Engaging with these symbols enhances his literacy by linking words to real-world objects and contexts.
• Tomo practices expressive language, reinforcing pronunciation and word usage. At the same time, his engagement with these vehicles in context helps improve receptive language, as he connects what he sees with the words he knows.

Tomo often immerses himself in solo play with two trucks, a clear reflection of his deep fascination with motor vehicles. During walks to Sakura Park, he frequently pauses to excitedly identify buses, construction vehicles, and planes, demonstrating his keen observational skills. The bustling, high-traffic environment becomes a dynamic learning space where he practices English by naming and labeling these modes of transportation. His enthusiasm reveals a strong desire to engage further with the language, using his passion for vehicles as a bridge to deepen his understanding and fluency in English.

Lingusitic Landscape

Sakura Park

• Speaking Japanese at home strengthens Tomo's proficiency in his first language, allowing him to build a solid linguistic foundation. This enhances his ability to express complex ideas and emotions while also reinforcing cultural connections.
• Explaining that Chouchou means "butterfly" reflects Tomo’s growing ability to understand and convey abstract symbols (words) and their meanings across languages, a critical aspect of literacy.

When Tomo returns home, he is immersed in his culture and supported by his family. His mother shared that they primarily speak Japanese at home, and much of the music, songs, and play he enjoys come from this environment. One of the songs he introduced to the class is called Chouchou, which Tomo explained means "butterfly" in Japanese. During playtime, I often join him by singing the song or humming the tune, trying to engage with him in this familiar part of his cultural experience.

Linguistic & Literacy

Tomos Home

Butterfly Song

• His exploration represents an alternative form of "language" where meaning is created through interaction with the environment.
• The park serves as a medium for expression, with Tomo "reading" the environment by interpreting how materials respond to his actions, showcasing environmental literacy through cause-and-effect relationships.

Langusitic Landscape

Dolphin Park

Dolphin Park is the larger, more interactive park where Rita Gold takes the Toddlers.Tomo often gravitates toward finding sticks at the park, sparking the assumption that he might use them as wands or for imaginative play. Instead, he repurposes the stick to explore sound, tapping on various parts of the play structures to create a symphony of tones. His innate love for music shines through as he moves with curiosity, attentively listening to the unique sounds each surface produces. This thoughtful exploration transforms the playground into a vibrant soundscape, revealing Tomo’s creative spirit and deep connection to auditory experiences.

• By attending a Japanese school, Tomo benefits from regular exposure to his native language in a structured and immersive setting. This helps him develop fluency, vocabulary, and grammar in Japanese, reinforcing his foundation in his first language. At Rita Gold, he interacts in English through play, music, and social activities, enhancing his ability to communicate and navigate in his second language..

On the days Tomo does not attend Rita Gold, he goes to his Japanese school. His mother shared that this arrangement allows him to remain immersed in his culture beyond the home environment. He typically spends only half a day there, providing a balance between cultural learning and other activities. Before transitioning to full days at Rita Gold, Tomo’s routine included attending Rita Gold in the morning, returning home for a nap at 1 PM, and then heading to his Japanese school in the afternoon. This schedule reflects a thoughtful effort to support his bilingual and bicultural development.

Lingustic & Literacy

Tomos Japanese School

• Singing the "Name-O" song and mimicking English words in music provide opportunities to practice pronunciation and rhythm in speech.
• His self-directed play may include vocalizations or sounds associated with the vehicles, laying groundwork for more complex verbal expressions.
• Singing songs involves recognizing patterns, rhymes, and sequences, which are foundational to phonemic awareness. For example, the "Name-O" song reinforces letter-sound correspondence and auditory discrimination, critical for reading and writing development

In the Toddler room, Tomo is fully immersed in English through play, creating a natural and engaging language-learning environment. He is frequently observed playing with trains, cars, and trucks, with a particular fondness for the firetruck, which captures his attention the most. His exploration of English extends beyond playtime to include music in the classroom. He often sings to himself, blending his cultural roots and language development by alternating between a Japanese butterfly song and the "Name-O" song, showcasing his ability to navigate and enjoy both languages through familiar, playful melodies.

Literacy & Linguistics

Toddler Room