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Introduction : EDU10002: Understanding Language and Literacy
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Welcome, everyone! I am [Student Name], pursuing the course of [Course Name] and I will draw your attention to my attempt at presenting a visual explanation of literacy activities to improve the learning of children in an early childhood setting. In my presentation, I will choose an age group belonging to birth-5 years of age along with a developmental area of them from Outcome-5 of the EYLF.
Sub-outcome under Outcome-5 from the EYLF: Language
In a variety of contexts, children are skilled communicators who engage in both verbal and nonverbal interactions (EYLF, 2011). For instance, infants appreciate both verbal and nonverbal communication while interacting with one another. Outcome 5 of the Early Years Learning Framework (EYLF) focuses on language development as a key stage in the early childhood years (ACECQA, 2017). Children acquire language as part of their normal developmental process. Because words are picked at random to describe anything, Lynch & Redpath (2014) argue that language is arbitrary. Furthermore, they note that even youngsters who get no formal language instruction will have a foundational understanding of the language. Language and speech education for youngsters, however, should not be skimped on.
Language in Early Childhood Setting for Children from Birth to 5 Years Old
The development of a child's language skills is a major priority. For a toddler, learning that words can represent ideas is a monumental discovery. Then, language is the basis for all other cognitive processes. Children have a basic need to acquire a language, children learn via language, and children learn about the language (Hill, 2021). Most children grow up in speech-rich environments, where they can pick up the local language with relative ease. Through their interactions with others, children acquire language skills: initially, by addressing an adult, and subsequently, by incorporating what they've learned into their thinking (Berk & Winsler, 1995). Language, processed inwardly as thought, is crucial to the management of complex mental processes including planning, memorization, and behavioural control. Early and later education experiences provide children with opportunities to learn about language via activities including theatrical play, tales, and exploration of nature and the surroundings.
Learning Experience or Activity of Educators to Support Speaking and Listening Skills of 3 Years Old Pre-kindergartener
Young children use puppetry, role-playing, and dramatic play as ways to reflect on, portray, and convey their experiences. It is possible to use a variety of strategies to aid children's language literacy development. Activities such as creating eye contact, structuring answering speech, and mimicking vocalizations with varying rhythms and intensity may all be used to encourage efforts at communication (Logan, Lowrie and Bateup, 2017).
Use of Prop in Presentation to Provide Further Context
The books are what is needed to do the activity. The program also requires a qualified staff of educators, all of whom have undergone elementary school teaching certification for youngsters of that age. A pre-primary school with the necessary facilities where a such program may be implemented is also necessary.
How Learning Experience or Activity of Educators Support Speaking and Listening Skills 3 Years Old Pre-kindergartener
Literacy encompasses not only verbal but also nonverbal forms of expression such as music, dance, storytelling, visual arts, media, and theatre (Holdaway, 1979). A child's first two years are spent listening and learning the basics of the language before they begin to speak often. Children between the ages of two and three have an increased interest in tales and books because of their maturing linguistic skills. When they are between eight months and a year old, according to Hill (2021), babies start to respond to the sound of their name by looking up or turning their heads. They pay attention when we talk to them and can now identify many more everyday objects and phrases.
Promotion of Learning of 3 Years Old Pre-kindergartener to Achieve Language and Speech through the Learning Experience or Activity
Raising one's voice volume while making a particularly noteworthy statement is a great way to help children of this age develop their language and communication skills. The next step would be a competition in which the youngster would learn to mimic various movements, such as clapping hands, blowing kisses, and playing finger games such as pat-a-cake and peek-a-boo. Australia's framework is one example of a system designed to improve children's education between the ages of zero and five (Peers and Fleer, 2014). This guideline has been created to aid teachers in giving their young students the best possible chance to reach their full potential and lay the groundwork for a lifetime of learning.
Importance for Educators to Include the Teaching of Speaking and Listening Skills in Literacy Program
According to behaviourist theory, one's upbringing and interactions with others have a major impact on one's linguistic abilities. Meaning "nurture", not "nature", has a crucial influence on linguistic development (Saracho, 2021). Caretakers, including parents, childcare workers, and teachers, see the kid as an "empty vessel" ready to be filled with the world's wisdom and information. Literacy programmes should, therefore, devote significant time and effort to fostering children's language development. This is the process of honing the abilities necessary for interacting with people verbally. Learning to read and write one's native language is a crucial part of developing one's linguistic and literacy skills, and this process begins in early life (Holdaway, 1979). Literacy is defined as proficiency in the four language skills (reading, writing, speaking, and listening).
Conclusion
The literacy program conducted by EYLF educators in improving the language of 3 years old pre-kindergartener includes activities like making efforts of speech through eye contact, arrangement of responding speech and imitation of vocalizations by employing various patterns and stress with the help of resources like books, good faculty of tutors and carers and infrastructure. Such a program can improve the listening and speaking skills of those children.
References
Australian Children’s Education and Care Quality Authority (ACECQA). (2017). Developmental milestones and the early years learning framework and the national quality standards.
Berk, L. E., & Winsler, A. (1995). Scaffolding Children's Learning: Vygotsky and Early Childhood Education. NAEYC Research into Practice Series. Volume 7. National Association for the Education of Young Children, 1509 16th Street, NW, Washington, DC 20036-1426 (NAEYC catalog# 146)..
EYLF, P. (2011). The early years learning framework professional learning program. EYLFPLP e-Newsletter, (11).
Hill, S. (2021). Developing early literacy: Assessment and teaching. Eleanor Curtain Publishing.
Holdaway, D. (1979). The foundations of literacy (Vol. 138). Sydney: Ashton Scholastic.
Logan, T., Lowrie, T., & Bateup, C. (2017). Early learning STEM Australia (ELSA): Developing a learning program to inspire curiosity and engagement in STEM concepts in preschool children. 40 years on: We are still learning!, 621.
Lynch, J., & Redpath, T. (2014). ‘Smart’technologies in early years literacy education: A meta-narrative of paradigmatic tensions in iPad use in an Australian preparatory classroom. Journal of early childhood literacy, 14(2), 147-174.
Peers, C., & Fleer, M. (2014). The theory of ‘belonging’: Defining concepts used within belonging, being and becoming—The Australian early years learning framework. Educational Philosophy and Theory, 46(8), 914-928.
Saracho, O. N. (2021). Theories of Child Development and Their Impact on Early Childhood Education and Care. Early Childhood Education Journal, 1-16.
