Include a cover page with all your details, including name, student ID, Unit Name and Code and word count

Include a cover page with all your details, including name, student ID, Unit Name and Code and word count

Note: Delete all the unnecessary highlighted parts.

Template Assignment 2

Task 1: Critical Analysis Report

(i) Context of setting: (e.g. 3-year-old room, community preschool, rural, regional town of 8000 people, enrolment of families from various SES backgrounds including: farming and town families, 25% Aboriginal families. There is one family of Chinese descent who speak Cantonese at home as their first language.)

(ii) Photos of what you observed: (please annotate these using APA guidelines). You need to be in two of these photos. Each photo should be labelled using APA guidelines). Two photos per part is needed.

Critical analysis: (use dot points only) Provide 1 example for each row, except for part iv) where you provide one about cultural and linguistic diversity and one about Indigenous languages.

What you observed that is positive (refer to photos above e.g. Figure 1) Use of time

How long was the activity available? How often is it available during the week or year? Use of material

Were the props pretend ones? Did the children use them as expected, extend their use or create them themselves? Did they restrict or enhance the activity? Use of space

Who chose the space (teacher did by putting the activity there, or children moved or created the activity there)? Did the space enhance or restrict the activity? Use of relationships

Teacher directed/child initiated? Who set up the activity and chose the resources?

iii) Inclusion and engagement of families

(Topic 1)

How will this benefit the childrens learning? (relate this to the lectures/topic notes, Moodle videos, text and readings using in-text referencing) Areas that could be improved e.g. what other integrated, sociocultural activities, scaffolding or extensions might be useful? Justify this with topic lectures, Moodle videos, text and readings (in-text referencing).

iv) Cultural & linguistic diversity

(Topics 1 and 2) Indigenous languages (Topics 1 and 2) Indigenous language context

(References required to identify where the information is from) What is the main Indigenous language where the centre is located?

What percentage of Indigenous Australians live in this area? Is this an endangered language?

How many people speak this language (estimated figures)? What is being done to keep the language?

What is the local Indigenous Land Council? List the resources available for the service to incorporate some of this language with the children.

What placenames from the area are Indigenous and what do they mean?

Provide a list of the main greetings and 5 other important words/phrases from this language (with English translations)

How will this benefit the childrens learning? (as above) Areas that could be improved (as above)

v) Listening

(Topic 3)

How will this benefit the childrens learning? (as above) Areas that could be improved (as above)

vi)Speaking

(Topic 4)

How will this benefit the childrens learning? (as above) Areas that could be improved? (as above)

vii) Literacy and Pre-reading

(Topic 5 and 6) How will this benefit the childrens learning? (as above) Areas that could be improved? (as above)

viii) Pre-writing

(Topic 7)

How will this benefit the childrens learning? (as above) Areas that could be improved? (as above)

Task 2: Gap of listening, or speaking or pre-writing and curriculum web (references needed)

Follow the requirements for Task 2.

Task 3: Reference list for the whole assignment (new page) (APA 7 referencing needed there is information about APA 7 in the Writing Help tile)

Task 4: Appendices: (new page)

Appendix 1. Ethics statement

Appendix 2. Any blank photo permission slips etc. from the EC service or one that you have created for this assignment

Appendix 3. Service letter (on service letterhead) to confirm your days/hours/tasks

Appendix 4. (only if needed) Any email evidence for extensions.

Assignment Two Reflective Report

September 3, 2023

200088566004500

Brooke Halliday, Student ID: 220276744

EDEC333 Young Children as Communicators

University of New England, Lecturer: Eulalia Verde

Setting

Mackay is a regional city with a population of approximately 80,000; it presents a reasonably large town atmosphere. Mackay Community Childcare Centre is a community-based childcare and kindergarten with 63 children, and I am currently working in the 35-year-old room. The centre is inclusive with diverse and multicultural children, which is always embraced and celebrated. Among the families attending the centre, 15.87% come from out of town, while the remaining 84.13% are residents. Exploring the cultural backgrounds of the children, five children are from India and speak Hindi and Malayalam, this accounts for 7.94% of the centre. Three children identifying as Aboriginal and Torres Strait Islanders speak the Yuwi language, the primary Aboriginal language in the Mackay region, representing 4.76%. Four children from different parts of Asia speak Mandarin, confirming 6.35%, and three from South Africa communicate using the Zulu language, indicating 4.76% of the centre. Two children from Africa speak Swahili, corresponding to 3.17% of the children attending, and lastly, one child from Colombia speaks Spanish, correlating to 1.59% of the centre. It is a culturally rich and diverse environment that allows the children to learn and appreciate different languages and cultures while also creating a welcoming environment for children and families to feel a sense of belonging.

Photographs

Inclusion and Engagement of Families

Figure 1

A family brought in lemons to make lemonade as their child loves doing it at home.

247142809500

Figure 2

Bush to beach incursion with our local community.

2043615303500

Culture and Diversity

Figure 3

Show and share about her book from home, supporting different identities and cultures.

-330209271000

Figure 4

Acknowledgement of country.

-317506096000

Listening

Figure 5

Colour bingo.

-330207239000

Figure 6

Stop, look and listen excursion.

-285755842000

Speaking

Figure 7

Role playing fire fighters.

-298454699000

Figure 8

Kindy puppet story time.

-285755080000

Literacy and Pre-Reading

Figure 9

Letter fishing.

-298458445500

Figure 10

Letter musical chairs.

-330026090900

Pre-Writing

Figure 11

Pom Pom and tweezers fine motor activity.

-76206413500

Figure 12

Fine motor beading.

-95254254500

Inclusion and Engagement of Families

Positive Learning Experience Use of Time Use of Material Use of Space Use of Relationships

Working in partnerships with families and children to be inclusive and enhance childrens learning. Refer to figure 1.

Creating a sense of belonging and working together while also working in collaboration with our local community. Refer to figure 2.

This group time / learning experience was available during rest time at 1:30pm 2:30pm one time.

This incursion was available from 10:30am 11:30am. It was available for one day. Refer to figure 2. This activity included juicers, strainer, bowls, utensils, lemons, water and sugar. The children had full access to these resources and used them as expected with little assistance, this enhanced the activity. Refer to figure 1.

This incursion included many props, such as buckets, visual displays and also planting plants together with soil, pots and seeds. Children were able to do it themselves. This enhanced the experience. Refer to figure 2. Teachers chose this space as other children were sleeping during this period of time. Because of this, it was more restricted.

The incursion took place inside on the mat and outside at the tables to do some planting. The teachers chose the space, but it worked well and did not restrict the learning or experience. Refer to figure 2. The childs family who brought in the lemons initiated the activity. Both the teachers and children helped set up the space by grabbing all of the ingredients and setting it up on the table. The teachers chose the resources as some children were unfamiliar with the utensils and ingredients. Refer to figure 1.

The incursion was set up by our local community members as well as the props, teachers also helped arrange the outdoor area. Refer to figure 2.

How will this benefit the childrens learning? Topic above

Families can be more involved.

Increased motivation and self esteem

Learning at home as well

Communication skills, regular interactions

Inclusion will all families from diverse backgrounds

Holistic development

Overall, when families are included and engaged in their childrens learning, it creates a collaborative partnership between home and school. This partnership empowers children, enriches their educational experiences, and sets them on a path towards lifelong learning success.

Areas for improvement

Families being more involved with behaviour issues, continuing what we do at kindy to at home. Extend the learning from beyond the classroom, to at home.

Cultural and Linguistic Diversity

Positive Learning Experiences Use of Time Use of Material Use of Space Use of Relationships

Promoting acceptance and appreciation for for the land we live on. Refer to figure 4.

Learning about other childrens family culture. Refer to figure 3. Indigenous Languages Language context: List the resources available for the service to incorporate some of this language with the children.

Provide a list of the main greetings and 5 other important words/phrases from this language, with English translation.

Yuibera/Yuwibara People or person

Yambu/Yamboo To go or pathway.

Minjim Mosquito or sandfly.

Boongarrie Fire or burn.

Baya Water or river.

Gudji Sun or day.

Jibulu Mood or night.

Barra Rain or storm.

Wundu Tree or wood.

Dugul Animal or creature.

What is the main Indigenous language in mackay. Yuwibara language.

What percentage of indigenous Australians live in mackay. As of 2021, 7,507 people, 6.2% of Mackay.

Is this language endangered? - Yes

How many people speak this language (estimated) Very few, handle. Few information about this.

What is being done to keep the language? Language revitalisation and preservation, documentation, language classes and workshops, cultural events and celebrations, technology and online resources, inter-generational programs. Welcome to country ceremonies.

What is the local indigenous land council? North Queensland Land Council.

What place names from the area are indigenous and what do they mean.

Yuibera/Yuibara: Traditonal owners of the land, Yuibera means people or person.

Midge point, coastal town north of Mackay. minjim a word meaning mosquito or sandfly.

Ilbilbie, a small town south of mackay.

Te Kowai, a rural locality near mackay. Means the water or stream.

How will this benefit the childrens learning? Topic above

Areas for improvement

Listening

Positive Learning Experience Use of Time Use of Material Use of Space Use of Relationships

How will this benefit childrens learning? Topic above

Areas for improvement

Speaking

Positive Learning Experience Use of Time Use of Material Use of Space Use of Relationship

How will this benefit childrens learning? Topic above

Areas for improvement

Literacy and Pre-Reading

Positive Learning Experience Use of Time Use of Material Use of Space Use of Relationships

How will this benefit childrens learning? Topic above

Areas for improvement

Pre-Writing

Positive Learning Experience Use of Time Use of Material Use of Space Use of Relationships

How will this benefit childrens learning? Topic above

Areas for improvement

Task 2: Gap Identification and Justification (Change title to what area you choose)

Choose an area of need at the service, listening, speaking, etc.

Briefly explain why this was chosen.

Create a curriculum web.

4 references

Annotate the diagram.

References

https://www.abc.net.au/news/2020-01-13/traditional-language-recovered-and-used-in-welcome-to-country/11846940#https://www.atsichsmackay.org/our-regionhttps://www.data.qld.gov.au/dataset/slq-aboriginal-languages-word-lists/resource/ff8462a3-76b2-4ab9-b33f-efb0319a14a5https://abs.gov.au/census/find-census-data/quickstats/2021/IQSLGA34770

Appendices