Abstract
The new course of study has provided for a "Period for Integrated Study" beginning with the third year of public elementary schools since April 2002. Many public elementary schools have introduced English activities since this time. However, from grade three to six, now all English teaching activities are unified within most of the elementary schools. Some of them have undertaken a curriculum and teaching methods which have little reference to the childhood developmenta] stages and learning experiences. The objective of this paper is to address the English activities in elementary schools which take into account the children's developmental stages and learning experiences. First, [ will deliberate on the relationship between the English activities and the language awareness and readiness of the children. Then, I will provide effective English teaching methods which will use childhood developmental characteristics based on cognitive psychology. Finally on the basis of the above I will evaluate Practical Handbook for Elementary School English Activities which was published by Ministry of Education, Culture, Sports, Science and Technology. I will also suggest teaching materials and tools for Sunshine Kids Book J/Book2 based on both cognitive psychology and Practical Handbook for Elementary School English Activities. These books are intended to use English activities, considering the childhood developmental stages and learning experiences. In addition I will also present a case study using these books.
