READINGS AND LITRATURES (attached in files)
READINGS AND LITRATURES (attached in files)
Ministry of Education. (2020).Talking together: Te krerorero.New Zealand Government.https://tewhariki.tki.org.nz/en/teaching-strategies-and-resources/communication/talking-together/. pp. 51-65and9-19.
What a fantastic resource this is! It is freely available online along with some great resources for working with children. This reading will provide the basis for our three weeks on language development. You can either focus on the book itself, which you can download, or scroll down to the sections which you can read online.
Pages 51-65
-51-53. This introduces oral language (and note that this also includes NZ Sign). Note down the different terms and what they mean.
-54-58. This section looks at how language develops what can we expect for different ages and stages. As you read through these try to relate the different stages to specific children in your centre. Do any of these expectations surprise you?
-59-65 this section covers valuable information on bilingual and multilingual language learners, and also some other theories on oral language so interesting.
Pages 9-19
-9-12 - The vital role of conversation is the focus here. Remember serve and return from CHD1? There is so much good stuff here. Take thorough notes (remember that hand-writing notes is the best way to remember what you are reading about)
-13-20 These pages have very valuable suggestions for how to foster oral language for all children in ways to enhance their sense of identity and culture.
Identity, language and culture
Ministry of Education. (n.d.). Identity, language and culture.Te Whriki online.https://tewhariki.tki.org.nz/en/weaving-te-whariki/identity-language-and-culture/The curriculum document explains the importance of language, culture and identity in childrens learning and development. This is drawn and based on different philosophies. I encourage you to read and explore this website to gain insightful understanding about childrens language culture and identity development and learning.
3. Fostering childrens storytelling
Davis, E. (2020). Helicopter storytelling.He Kupu, 6(3), 3-7.https://www.hekupu.ac.nz/article/helicopter-storytellingThis is a lovely article which is easy to read, New Zealand-based and has some wonderful ideas for encouraging and supporting childrens storytelling.
4. storybook reading (video)
Carroll, J. (2012).Storybook reading in the early years.[video].https://edtalks.org/#/video/storybook-reading-early-yearsDr Jane Carroll talks about her research project where she observed 10 early childhood teachers and how they interacted with children in their centres during book reading. She found that the teachers were great at vocabulary extension, helping children see the world from other perspectives, looking at the pictures to find the story, getting children comfortable and excited about books.
But she said there was not much print referencing linking the printed words with the spoken words which is especially important for children nearing going to school. She has some good ideas to stretch your skills.
Thinking, language and literacy
Thinking, language and literacy
Last week we focused on oral language, phonological awareness and story reading. This week we look at written literacy reading, writing and drawing and how the development of symbolic understanding is fundamental to children learning to draw, write and read. Please keep in mind that the ideas we explore and the resources provided apply to children learning in all languages, not just English.
Thinking, oral language and written literacy
Before children can learn to read and draw in a representational way (drawing something, an object of some sort) they need to be able to think in an abstract way. That is, understanding that something real, like a cat for example, can be documented in a symbolic way as a drawing, or dramatic play or a printed word. You will notice toddlers and young children engaging in pretend/imaginary play this is evidence of them starting to understand that things they see big people doing, such as being mothers and fathers and babies, can be remembered and then put into action in their own play.
Remember from previous weeks how important oral language is for childrens learning? Well, oral language remains the basis for written literacy, too. Children need a strong oral language base before they can move into understanding the concepts of reading and writing.Te Whriki Online(n.d.) states
Children who develop strong oral (or signed) language abilities before going to school are more likely to experience success well into their school years, especially when it comes to learning to read. This is becauseit is only through the words children know and use that they are able to think, have ideas, and make sense of their world and their lives[my highlighting].
This is a great sentence it makes that vital link between language, thought and learning.
The Communication strand in Te Whriki
The Communication strand (pp. 41-45) holds many treasures for teachers and I encourage you to read over the goals, learning outcomes and examples. The curriculum comes very much from the place of valuing what literacy practices children bring with them from home, providing a rich literacy environment (with lots of written resources, tools, storybooks) where teachers are attuned to the literacy potential of everyday events and experiences and draw childrens attention to this. Rather than providing worksheets and drilling children in writing the alphabet, teachers understand how to make reading and writing authentic and part of childrens everyday worlds. For example, drawing and labelling maps, writing shopping lists, letters, recipes, instructions, stories and captions for their drawings and paintings. We want children to delight in and enjoy literacy learning that is relevant to them.
5. Fostering literacy in early childhood settings
McLachlan, C. (2021).ECE webinar: Fostering literacy in early years settings principles, practices and progression[video].ECE webinar: Fostering literacy in early years settings principles, practices and progression - THE EDUCATION HUB6. Raisingchildren.net.au. (2020).Literacy activities for children.https://raisingchildren.net.au/preschoolers/play-learning/literacy-reading-stories/literacy-activities#babies-toddlers-and-preschoolers-literacy-activities-nav-titleThis Australian government site is an excellent resource including links to a range of helpful literacy pages.
7. Te Whriki 2017, Ministry of Education
CHD2 ASSIGNMENT LAYOUT:
The readings from weeks 5-7 and Topic E from your online conversations will support
youre understanding and writing of your report. (HAVE ATTACHED FILES)
Choosing an area of literacy
Read and watch the material in the relevant weeks in PMA.
Select your topic. Your presentation will focus on one of the following aspects of early
literacy.
a) Oral language
b) Cultural expressions of early language
c) Phonological awareness
d) Storytelling and picture books
Some aspects of all these topics overlap, so be careful to stay on topic!
Key ideas for this assignment:
Literacy content knowledge (what we teach)
Literacy for infants, toddlers, and young children (How we teach)
The Principles and Strands of Te Whriki (Ministry of Education - Te
Tahuru o te Mtatauranga [MoE], 2017)
Submit your assignment as a PowerPoint presentation.
This is only 600 words - you will need to be focused and succinct!
It is an illustrated PowerPoint, which means it has pictures
Reference ALL your sources - literature, websites, and image sources!
Your first slide will be a title slide, with a presentation heading and your
assignment information
Give a concise overview of what the presentation is about. Clearly identify and
introduce your chosen literacy topic: Storytelling and picture books
It helps to have a clear understanding of EVERY topic, so you can ensure you are
staying firmly on track with your CHOSEN topic.
In one sentence, can you clearly define what each literacy topic means? Which
sentence will you develop for the introduction?
Content knowledge
What is the content knowledge within this topic that we want infants, toddlers and
young children to learn within this aspect of literacy?
Explore your chosen topic in more depth.
This may go over two or three slides.
Use literature, resources, and images to support your written descriptions. Reference
everything.
Hypothetical teaching plans
Plan two separate activities or experiences you could use to support learning in your
chosen aspect of literacy.
You do NOT need to implement the plans, just describe them.
Each plan should focus on teaching some content knowledge of your chosen literacy
topic.
Hypothetical teaching plans continued
For each plan, outline how you would make your planned activity/experience age
appropriate for infants, and extend on it for toddlers and then extend on it again for
young children. For each plan, you should have clear consideration for each of the
three age groups.
For each plan, identify a relevant strand and the precise learning outcome from Te
Whriki (MoE, 2017) for this activity or experience.
"Must haves" for each plan
Ensure your plans include some relevant teaching strategies that you would use
within each activity/experience that are informed by the principles of Te Whriki
(MoE, 2017) and how you could use them.
Ensure your plans include details of how your bicultural understanding is supported
within your planned activities/experiences and teaching strategies.
Illustrate your PowerPoint presentation with relevant images, ensuring you reference
these using correct APA 7th edition and adhere to copyright for use of images. (moreon this soon)
Ensure you support your ideas with reference to relevant literature, using APA
referencing 7th edition both in text and on your reference list.
Plans may need two or three slides each.
References
Include an accurate reference list of all the resources you used on a slide (or two) at
the end of your presentation.
Presentation
Keep your slides clear and appealing, with minimal words and meaningful images.
The 600 words includes information you put in the notes section of your PowerPoint.
This note section is really important - it is where you are able to share a little more
depth and detail, expanding on the information presented on the slide.
This assignment is asking you to use a wide range of information to support your
presentation, including images.
Images need to be referenced like any other piece of information you include in your
presentation, and of course, there is a particular way to do that.
Referencing is an essential academic skill and this assignment is a great way to
practice.
Word count is 600 not including referencing literature.
Extra words for reference list at the end of powerpoints.
