Albers (2016) states that children learn how to use language in multiple ways when a story is dramatized in shared reading/storytelling. They develop oral language and learn the imaginatively conventions of a story: such as character, plot and themes. Linguistic diversity is developed by families being invited to bring their multicultural backgrounds into the classroom, so the children benefit from a community of learners (Reggio Children, 2001). Children can be taught songs in different languages to support bilingualism (Whitehead, 2010; Fellows & Oakley, 2013). Staff can have signs up around the classroom with language translations to help with the ESL children. The school would typically need access to support workers; such as an ISS, ESL, AET and SLSO to accommodate and support linguistic diversity. Family members are invited to bring in cultural items and staff acknowledge the learning brought from home (ACARA, 2012). The ELYF framework emphasises the importance of a play-based curriculum and also supported consistent communication and language, and social and emotional development as a precursor to formal schooling (COAG, 2009). Fellows and Oakley (2013) states that play-based learning allows children to express their own ideas through play and supports literacy development through interactions and language.
The Australian Curriculum for Foundation to Year 2 recognises the importance of communication, language and building relationships. It gives priority to literacy development because these are the foundations on which further learning is built. Foundations for literacy are built primarily in English. Literacy must be reinforced and strengthened through learning in other contexts: science, history, geography and technologies (ACARA, 2010). The EYLF supports children’s literacy in Learning Outcome 5.2: Children engage with a range of texts and gain meaning from these texts. The Educator’s Guide to the EYLF (COAG, 2010) states that educators promote this learning by:
The Australian Curriculum for Foundation to Year 2 recognises the importance of communication, language and building relationships. It gives priority to literacy development because these are the foundations on which further learning is built. Foundations for literacy are built primarily in English. Literacy must be reinforced and strengthened through learning in other contexts: science, history, geography and technologies (ACARA, 2010). The EYLF supports children’s literacy in Learning Outcome 5.2: Children engage with a range of texts and gain meaning from these texts. The Educator’s Guide to the EYLF (COAG, 2010) states that educators promote this learning by:
- reading and sharing a range of books and other texts with children.
- providing a literacy-enriched environment including displaying print in home languages and Standard Australian English.
- singing and chanting rhymes, jingles and songs.
- engaging children in play with words and sounds.
- talking explicitly about concepts such as rhyming letters/sounds when sharing texts with children.
- incorporating familiar family and community texts and tell stories.
- joining in children’s play and engaging children in conversations about the meanings of images and print.
- engaging children in discussions about books and other texts that promote consideration of diverse perspectives.
- supporting children to analyze ways in which texts are constructed to present particular views and to sell products.
- teaching art as language and how artists can use the elements and principles to construct visual/musical/dance/media texts.
- providing opportunities for children to engage with familiar and unfamiliar culturally constructed text.
The photos below relate to activities that I have implemented at my service to support and extend literacy in the early years:
OTHER HELPFUL FILES:
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References:
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2010). The Shape of the Australian Curriculum. Sydney, NSW: ACARA Copyright Administration.
Albers, P. (2016). Reading to your child: the difference it makes. Retrieved 30/8/16, from http://thespoke.earlychildhoodaustralia.org.au/reading-child-difference-makes/
Council of Australian Governments [COAG]. (2009). Belonging, being & becoming: The Early Years Learning Framework for Australia. Canberra: Australian Government Department of Education, Employment and Workforce.
Council of Australian Governments [COAG]. (2010). Educators Belonging, being & becoming: Educators’ Guide to The Early Years Learning Framework for Australia (Educator’s Guide). Canberra: Australian Government Department of Education, Employment and Workforce.
Department of Education. (2016). First Steps in Literacy. Retrieved 8/9/16, from http://det.wa.edu.au/stepsresources/detcms/navigation/first-steps-literacy/
Fellows, J., & Oakley, G. (2013). Language, Literacy and Early Childhood Education. South Melbourne: Oxford University Press.
Reggio Children. (2001). Making learning visible: Children as individuals and group learners. Cambridge: Harvard Graduate School of Education.
Whitehead, M. (2010). Language and Literacy in the Early Years 0-7. Thousand Oaks: SAGE Publications.
Clips/Links:
Early Childhood Australia (2013). About writing a letter. Retrieved 25/8/16, from https://youtu.be/nqNgJglrzes
Early Childhood Australia (2012). Word Game. Retrieved 25/8/16, from https://youtu.be/v7FIDb7e5L4
Early Childhood Australia (2012). Symbols for literacy learning - NQS PLP - Observing Practice. Retrieved 25/8/16, from https://youtu.be/hfg3JVDv7SE
Early Childhood Australia (2012). Recreating a familiar story with puppets. Retrieved 25/8/16, from https://youtu.be/l1N8cwcRb24
Early Childhood Australia (2011). Linking literacy learning through outdoor play. Retrieved 25/8/16, from https://youtu.be/yYLrDiPH9sk
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2010). The Shape of the Australian Curriculum. Sydney, NSW: ACARA Copyright Administration.
Albers, P. (2016). Reading to your child: the difference it makes. Retrieved 30/8/16, from http://thespoke.earlychildhoodaustralia.org.au/reading-child-difference-makes/
Council of Australian Governments [COAG]. (2009). Belonging, being & becoming: The Early Years Learning Framework for Australia. Canberra: Australian Government Department of Education, Employment and Workforce.
Council of Australian Governments [COAG]. (2010). Educators Belonging, being & becoming: Educators’ Guide to The Early Years Learning Framework for Australia (Educator’s Guide). Canberra: Australian Government Department of Education, Employment and Workforce.
Department of Education. (2016). First Steps in Literacy. Retrieved 8/9/16, from http://det.wa.edu.au/stepsresources/detcms/navigation/first-steps-literacy/
Fellows, J., & Oakley, G. (2013). Language, Literacy and Early Childhood Education. South Melbourne: Oxford University Press.
Reggio Children. (2001). Making learning visible: Children as individuals and group learners. Cambridge: Harvard Graduate School of Education.
Whitehead, M. (2010). Language and Literacy in the Early Years 0-7. Thousand Oaks: SAGE Publications.
Clips/Links:
Early Childhood Australia (2013). About writing a letter. Retrieved 25/8/16, from https://youtu.be/nqNgJglrzes
Early Childhood Australia (2012). Word Game. Retrieved 25/8/16, from https://youtu.be/v7FIDb7e5L4
Early Childhood Australia (2012). Symbols for literacy learning - NQS PLP - Observing Practice. Retrieved 25/8/16, from https://youtu.be/hfg3JVDv7SE
Early Childhood Australia (2012). Recreating a familiar story with puppets. Retrieved 25/8/16, from https://youtu.be/l1N8cwcRb24
Early Childhood Australia (2011). Linking literacy learning through outdoor play. Retrieved 25/8/16, from https://youtu.be/yYLrDiPH9sk