• Internal Code :
  • Subject Code : EML302
  • University : Charles Sturt University
  • Subject Name :

Emergent Literacy Project 

Table of contents

Project Overview 

Emergent literacy 

Theme and its appropriateness for the group 

Opportunities to enhance children’s learning 

Learning Experience Analysis 

Experience One 

Experience Two 

Experience Three 

Conclusion 

References

Appendix: Project Documentation 

Project Overview

Emergent literacy

Emergent literacy is the ability of an individual child to learn reading and writing skills before they perform these activities. It can also be termed as the tendency of a child towards basic communication skills like reading and writing. It is one of the major characteristics that are associated with a literate society. It signifies a belief factor that instigates probability of literacy among developing children. The concept of emergent literacy suggests that children start learning basic communication skills like reading and writing by the time they are born and thus the process of literacy development is also started by that time only (Bayne, 2015).   

Theme and its appropriateness for the group 

The project theme is perfectly in accordance with the provided case scenario. The group of chosen children is perfectly aligned with the theme of the project as they were culturally diverse and psychologically underdeveloped. The association of early years learning frameworks are properly justified by these groups of children. In addition to this, the social and parental conditions prevalent to this child group is also very diverse and disturbed and thus it provides a perfect scenario to develop a relatable approach in order to facilitate the understanding of various concepts and behavioral aspects related to early childhood learning initiatives (Bickley, 2008).     

Opportunities to enhance children’s learning

The project helped in developing a major understanding related to various issues in communicative aspects of various early childhood cases of children development. These situational analyses are largely driven by application of major possibilities and associations that can be implemented in order to facilitate the development factors. It also helps in specifying weak and strong areas that are required in order to enhance the understanding of whole early childhood communicative and developmental barriers. In addition to this, the reflection that is associated with assessment of this information is highly relatable with actual and real-life implications (Community Child Care Victoria, 2011). 

Learning Experience Analysis

Experience One

Rationale

Development milestone assessment is an important aspect of communication that can be used in order to facilitate an effective communicative facility related to culturally diversified and psychologically underdeveloped children. Due to the availability of different maternal and paternal perspectives, the communicative development of children gets affected. These factors affect both oral as well as written communicative aspects of communication-related to the development of a child. Assessment of development milestones is very important as it helps in developing a proper personality among the children. It helps in keeping a record of development that can be largely associated with track keeping and optimization of children when required (Connor & Topfer, 2015).     

Literacy concepts and EYLF outcomes

Physical and mental development of an individual child is largely considered in this experience and therefore appropriate ensures are also taken in order to enhance the development. There are several possible obligations that can be assessed in order to facilitate the understanding of communicative factors associated with development. In addition to attaining this, the association of major factors that relatively associates with the organizing and assisting possibilities of the educator (Deewr, 2009).    

Emergent literacy skills demonstrated by the children

The children demonstrated exceptional literacy skills by making pictorial presentations related to the current context and associated relevance that is of major importance for the assessment of possible learning aspects of the children. It can also be concluded from the relative project that literacy skills present among the children are much higher than their oral communication. Individual skills are of major importance as it helps in developing some of the most important organizational qualities. In addition to this, the association of major largely possible aspects such as reading, writing and drawing. These methods are used in order to communicate the critical aspects that are related to an overall orientation and developmental aspects that contribute to communicative developments (Elliott, 2010).       

Educator’s role in extending the children’s learning

An educator is largely responsible for providing the correct path and possibility that is associated with an overall communicative development of children and that specification has been initiated by the educator. The educator also enhances chances of both communicative as well as written prospects that signify the overall developmental statistics of a child (Deewr, 2009).  

Experience Two

Rationale

The experience two relates to what the four components are of syntactic, phonological, semantic and pragmatic modes of oral communication. These factors are selectively signed some of the most devastating and realistic approaches that can be utilized by the children in order to help them achieve a major success in both types of communicative aspects that are verbal and nonverbal. Availability of clear pronunciation and impact of native language assessment are two major factors that are related to an overall development and association that is reflected by the children. A major difficulty that came through in order to enhance the communicative aspects of children, are their respective dependencies over regional language. This a major issue that prevents children from succussing their respective language goals. It also signifies the ability of children to adopt an external environment and thus the association. This effectively ensures the assessment of positive outcomes related to EYLF (Fleer & Williams-Kennedy, 2002).    

Literacy concepts and EYLF outcomes

EYLF outcomes that relate with this part of the experiences are highly concentrated over the communicating possibilities that are associated with an overall development of children. These factors are highly effective in order to facilitate the understanding and association of respective possibilities that can be analyzed in order to understand various communicative aspects related to communication development. In addition to this, the association of relative opportunities that signify the association of various deliverables of communication is of major importance in this context. According to the views of Kearns & Austin (2007), development of child-centered analysis plan is highly recommendable as it helps in specifying the majority and minority skill associations that are present in them. Each and every aspect that facilitates a proper learning perspective for the children and in long run helps to initiate objectified developments).    

Emergent literacy skills demonstrated by the children

The children were able to demonstrate a mixed association of various possible outcomes and responsibilities that are relatively very important in communicational point of view. Important literacy activities like responding to texts and developing an engagement factor, illustration recognition, felling sharing and new terms exploration ability are some of the key skills that are possessed by children in order to enhance their own communication possibilities. The children focus on the primary objectives of sharing information, in order to do so. It also helps in making the whole learning process smooth as it provides a reflective aspect (Lind Makin, 2014).     

Educator’s role in extending the children’s learning

The use of different measures and possibilities in order to grab the interest as well as the attention of children is a major responsibility of the various aspects which facilitates the developmental aspects related to organizational development. in addition to this, the educator also continuously helped the children to gain major confidence as well as motivation in order to improve their respective communicating possibilities. In addition to this the development of an approach is also there, which effectively relates to the overall orientation of children with core objectives of communication. Educators are widely excepted positive factors that have the responsibility to make effective use of present communication prospects and deliver respective solutions keeping in mind the various strengths and weaknesses related to children (Lerner, 2013). The perspectives of educator are highly deciding in terms of its orientation and management of children communicative aspect. A very important application that can be perfectly applied in order to enhance the verbal as nonverbal modes of communication aspects that reflect the association of a majority of educator relevant information and the information described by its application. In addition to this, the association of developmental possibilities 

Experience Three

Rationale

The third experience relates with an association of positive as well as negative aspects related to the development of communication approach among children. It describes different functions that are specified in course of using a language (Machado, 2013). Development of first four models of oral language is major constituents that reflect an association of personal, representational, imaginative and interactional aspects in a communication process. It helped the educator as well as the children to attain major possibilities related to the proper development of communicative aspects in both the contexts that are verbal and nonverbal. An association of reflective description is used in this project in order to justify the orientation and associations that relatively impose the developmental aspects of an individual children possibilities and developmental prospects. The learning procedures used in this assessment are collectively very useful in determining the various communicative aspects and relative associations that are in order to justify early childhood learning possibilities (Mantei & Kervin, 2009).      

Literacy concepts and EYLF outcomes

An important literacy concept known as language register is highly useful in order to facilitate the understanding and development of major prospects that are determined by development of five of the most useful and relative factors known as frozen, formal, intimate, casual and consultative. The developments of these factors are largely associated with enhancement in conversations that are relatively responsible for the enhancement of possible communicative prospects. A major conclusion that is depicted in this discussion relates to the association of majority of the understanding through expressions and signs. The conversations between two children are carried out with the help of paintings and these paintings are so expressive that there is efficient communication developed without having any barrier or interceptions (Neaum, 2012). The inability to understand vocal commands and language specifications through specified analysis and understanding powers are considered as majorly possible ways to deal with most of the effective barriers.

Emergent literacy skills demonstrated by the children

Emergent literacy skills like painting and sign enhancement are some of the most emergently developing prospects related to a project development plan. The project demands a proper orientation of students as well as an educator in order to develop a major understanding that is related to the project specifications and major issues (Queensland Studies Authority, 2011).  

Educator’s role in extending the children’s learning

Child learning in this case is largely associated with a collective approach developed by both of the educator as well as the child in order to facilitate the overall development associated with an innovative approach and techniques that are relatively associated with the major objectives are important aspects noted for development. In addition to this, the availability of appropriate measures, this role is described as one of the most significant and developed aspects. The bilingual possibilities associated with the children are of major importance and thus a considerable amount of precautionary measures are taken in order to develop them (Tribolet, 2014). The tutor is also largely concentrated with the association of possible obligations that can be made for communication development among children.  

Conclusion

A major conclusion that can be drawn from the completion of this project reflects the variables that come into play for various aspects and introduced orientations that are largely associated with development of major communicative aspects that are present in children. A proper association of different factors are done and in order to assess that a reflective introduction. It is largely based over the early years learning frameworks and the different types of acknowledged facts that are related to this project framework. In addition to this, the communication development is largely associated with the association of major possibilities that are reflected by an individual children learning and assessment process. In this project early childhood communication prospects are widely associated with an overall development of children. It describes the association of a collaborative approach in order to instigate the developmental prospects related to the children and their thinking prospect   

References

Bayne, L. (2015). Emergent literacy concepts and skills [EML302 Resource]. Retrieved January 9, 2017, from Charles Sturt University Website: https://interact2.csu.edu.au

Bickley, M. (2008). Building a partnership with your child care service - A factsheet for families. National Childcare Accreditation Council. Retrieved from http://va.gapitc.org/wp-content/uploads/2013/03/partnerships-1.pdf

Community Child Care Victoria. (2011). Early literacy and numeracy: Self-guided learning package. Retrieved from http://www.gowrievictoria.org.au

Connor, J. & Topfer, C. (2015). Supporting literacy learning in the early years. Research in Practice Series 22(2). Canberra: Early Childhood Australia.

Department of Education, Employment and Workplace Relations [DEEWR]. (2009a). Belonging, being and becoming: The Early Years Learning Framework for Australia. ACT: Council of Australian Governments.

Department of Education, Employment and Workplace Relations [DEEWR]. (2009b). Review of the literature: Family literacy programs. Retrieved from http://www.canberra.edu.au/centres/ncclr/attachments_page/pdf/Review-of-the-Literature-Family-Literacy-Programs.pdf

Department of Education, Employment and Workplace Relations [DEEWR]. (2007). Early childhood literacy and numeracy: Building good practice. Canberra: Commonwealth of Australia.

Elliott, A. (2010). Play and literacy pedagogies for preschool and early years settings. In M. Ebbeck & M. Waniganayake, Play in early childhood education (pp.67-88). Melbourne: Oxford University Press

Fleer, M., & Williams-Kennedy, D. (2002). Building bridges: Literacy development in young Indigenous children. Canberra: Australian Early Childhood Association

Kearns, K. & Austin, B. (2007). Frameworks for learning and development. Sydney, NSW: Pearson Educational

Lerner, E. (2013). Penn research shows that young children have grammar and chimpanzees don’t. Retrieved from http://www.upenn.edu/pennnews/

Lind Makin, L. (2014). Everyday learning about talking and learning. Everyday Learning Series 12(4). Canberra: Early Childhood Australia.

Machado, J. M. (2013). Early childhood experiences in language arts: Early literacy (10th ed.). Belmont, CA: Wadsworth-Cengage Learning

Mantei, J. & Kervin, L. (2009). Authentic learning experiences: What does this mean and where is the literacy learning? In Moult, A (ed.). Bridging divides: National conference for teachers of english and literacy. Hobart: Australian Association for Teaching of English/Australian Literacy Education Association.

Neaum, S. (2012). Language and literacy: For the early years. Exeter: Learning Matters.

Palmer, L., Bayley,R. & Raban, B. (2013). Foundations of early literacy: A balanced approach to language, listening and literacy skills in the early years. Teaching Solutions.

Queensland Studies Authority. (2011). Supporting Aboriginal or Torres Strait Islander children who speak languages other than English. Retrieved from http://www.qsa.qld.edu.au/downloads/p_10/qklg_pd_atsi_esl.pdf

Tribolet, K. (2014). Investigation: Literacy [EML302 Modules]. Retrieved November 14, 2016, from Charles Sturt University Website: https://interact2.csu.edu.au

Appendix: Project Documentation

The difference between ethnicity factors of both the parents, the child is not able to develop a major ethnicity as whole. The impact of this factor can be largely seen throughout the communication assessment process and thus it is a major barrier in order to attain respective associations related to development of verbal as well as non-verbal communication prospects related to the child and its development. In order to assess this difficulty, the educator needs to acknowledge several perspectives that are related to the development of a common identical ethnicity for the child. A Common ethical identity is very crucial in order to facilitate the communicative development of each of the individual child. It will help in enhancing the interactive possibilities between the children and ultimately lead to enhanced overall results.

Ethnicity plays a very critical role in development of major advantages related to student development and association of major perspectives related to student development and association. The assessors need to understand its importance and implement related developmental aspects in order to facilitate the developmental operations. In addition to this, communication also must be taken into consideration in order to facilitate the overall development of students. The availability of these factors initiates the developmental associations related to the overall development of children development. The communicative aspects related to a child’s overall development. In accordance with the factors related to communicative development of individual as well as groups of respective children belonging to certain sections of the social scenarios must be relatively taken into consideration and appropriate steps must be referred.   

The association of various important factors such as syntactic, phonological, semantic and pragmatic modes related to oral communication perspectives related to the child. These factors are largely focussed by the educator in order to enhance the oral communicative perspectives related to the child development process. It is largely dependent over the association of an effective communication between the educator and child. These aspects define the social responsibilities that are of major consideration with proper application of each and every theoretical as well as practical prospect related to communicative development of children. This project depicts the major possibilities that are related to an overall perspective that needs to be developed so that the students must be able to define a perfect scenario for understanding an overall social and biological scaling that is related to a modern day development. The project also describes a association of relevant perspectives that can not only help children but also enhance their assessors to develop a major understanding related to proper moral and social value inclusion in core course of development. In addition to this, as parents play a major role in justifying the first ever communicative possibility developed by an individual child, the parents also must be relatively develop a major understanding of the fact that how these qualities influence a perspective that is relatively important for the development of their children.   

In order to conduct the nonverbal method of communication, the educator uses painting as a mode to enhance the developmental statics related to the child. It is clear from the observations during pictorial discussion that the child is more likely to be involved in pictorial communication rather than straightforward talks. The conversation depicts association of various difficulties that the child faces in order to facilitate an effective mode of communication. In this project, the assessor has largely emphasized over the development of non-verbal mode of communication among the children as it helps in developing some of the core values related to effective and society oriented development among the children. Major drivers of non-verbal mode of communication such as role play and paintings are also largely concluded as a major factor that can be used by assessors as well as parents to drive progress among their respective children. It is described a one of the most effective way of developing communicative possibilities related to an individual's overall development. The use of pictorial presentations are more likely to be facilitating effective development as compared to other non-verbal communication processes and this major reason that the assessor has led a major impact on its assessment. In addition to this, an overall perspective that is associated with a child is accomplished in this project and in addition to those methods that are relevant for an overall development of the teaching aspects including the various approaches that can be used by an assessor is highly concentrated in this project.

 

      













 

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