1. Literacy learning is one of the most important parts of the life of a child. It has been identified that literacy learning can significantly impact the development of language and helps a child to grow (Pelatti, et al. 2014). Apart from that, effective and efficient literacy learning in the early ages of childhood can help bridge the gap between school learning as well as all the things that are taught in the schools.
The learning experience with children helped me to improve my skills that were directly linked with literacy learning as it helped me to understand how different activities influence the child's learning experience.
During the reading activity that was conducted by me. I took the help of two different techniques namely repeated reading and poem residing. During the repeated reading exercise I identified that the students were not able to repeat all the words that were spoken by me. Whereas in the case of poem reciting it was identified that the students liked the activity and I felt that their phonemic awareness was also increasing (Kenner et al. 2017).
It was identified by me that during the period of early childhood the children come from different backgrounds which might pose a problem in communicating as well as understanding what the child has to say. To overcome this problem I urged their respected parents to encourage their child to read and communicate. In addition to this, I also used to read stories to the children so that they can incorporate the words and add new words in their vocabulary (Cremin et al. 2016). It was identified by me that parents play a major role in the development of oral language, storytelling is also a good exercise but, if the child is listening to the same story back home, the chances of his learning increase significantly (Huat & Gorard, 2015).
First and Second language learning
Songs play a crucial role to help children understand the first and second languages. Also, I identified role-playing can also enhance their first and second language learning (Wan, 2017).
2. Three goals that were set by me as a literary educator are as follows:
To engage students in class games activities
During the exercises, I witnessed that teaching is not the solution to the problem. It is important to understand that student engagement is one of the most crucial activities that help the child to grow. I made it a point that I should try and engage every student in different activities that are conducted in the classroom so that the student can understand all the basic concepts that will help them in a long run (Cumming, 2017).
Time management is one of my most significant goals. There are chances that I as an educator become the role model of many students if I am not able to adhere to the basics I cannot except that my students will do the same. There should be a set time for each activity so that the student can learn more conveniently.
Manners are something that has to be taught and as an educator, it was my duty to help children learn the basic manners that should be showcased by them at all times.
Pelatti, C. Y., Piasta, S. B., Justice, L. M., & O’Connell, A. (2014). Language-and literacy-learning opportunities in early childhood classrooms: Children's typical experiences and within-classroom variability. Early Childhood Research Quarterly, 29(4), 445-456.
Kenner, B. B., Terry, N. P., Friehling, A. H., & Namy, L. L. (2017). Phonemic awareness development in 2.5-and 3.5-year-old children: an examination of emergent, receptive, knowledge and skills. Reading and Writing, 30(7), 1575-1594.
Cremin, T., Flewitt, R., Mardell, B., & Swann, J. (Eds.). (2016). Storytelling in early childhood: Enriching language, literacy and classroom culture. Taylor & Francis.
Huat See, B., & Gorard, S. (2015). The role of parents in young people’s education—a critical review of the causal evidence. Oxford Review of Education, 41(3), 346-366.
Wan, Y. S. (2017). ￼ Drama in Teaching English as a Second Language-￼ A Communicative Approach. The English Teacher, 13.
Cumming, T. (2017). Early childhood educators’ well-being: An updated review of the literature. Early Childhood Education Journal, 45(5), 583-593.
Iroegbu, V. I., & Adeleke, O. B. (2017). Code of Ethics for Nigerian Teachers: Awareness and Implementation Constraints in Early Childhood Education. Journal of Education, Society and Behavioural Science, 1-9.
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