Post on 22-Nov-2014
description
transcript
YOUNG CHILDREN’S LITERACY DEVELOPMENT:
LEARNING STORIES
EDE106 Language & Multiliteracies (Birth to 5 years)
By Melanie Oliveira
Literacy
Literacy is speaking, listening, drawing, writing, spelling, reading and viewing (Hill, 2012).
Literacy begins at birth and is a developmental process(McLachlan, 2013).
There are different pathways to literacy (Hill, 2006)
Literacy events are influenced by the social and cultural contexts in which they occur
(Diaz, 2007)
Early childhood educators can extend and scaffold children’s literacy development (Comber & Reid, 2007).
‘Max’s learning story’
Max is an active 2 ½ year old.
His parents speak English at home but his extended family speak Greek and Serbian.
Both his parents work full time.
He attends a childcare centre 2 days per week and his Serbian grandparents care for him 3 days per week.
Max enjoys playing outside in the sandpit, pushing his cars around and listening to his mother sing songs and read stories.
Speaking & listening
‘Max’ is playing outside then approaches his grandma who is sitting on a chair and grabs her by the hand leading her to the swings saying “swing”.
Grandma responds by following Max to the swing and helps him to get in the seat.
“Push bubba” he says to Grandma. She responds by saying “push” and he says “yes push”.
Outcome 5: Children are effective communicators when they engage in enjoyable interactions using verbal and non verbal language (EYLF, 2009, p.40) .
Sample 1 – 9/12/13
Drawing, writingand spelling
After singing ‘Five little monkey’s sitting on the bed’ at childcare, Max is encouraged to go to the drawing table. When asked “What are you drawing Max?”, he responds by saying “five rittle monkey’s.
Outcome 5: Children are effective communicators when they sing and chant songs and use art to express ideas and create meaning (EYLF, 2009, p.41-42).
Sample 2 – 11/12/13
Reading/viewing
While at his Grandma’s house ‘Max’ notices advertising catalogues on a table and begins to look through them turning the pages from left to right.
Outcome 5: Children are effective communicators when they explore a range of texts and gain meaning from these texts (EYLF, 2009, p.41) Sample 3 – 13/12/13
‘Jane’s learning story’
Jane is 5 years and 2 months old.
Her family speaks English at home.
Jane lives with her mother and 7 year old brother.
She attends a kinder based childcare centre 1 day per week and a private school readiness program 1 day per week.
Jane enjoys playing with her dolls, dress ups and listening to her mother read stories.
Speaking and listening
Sample 4 – 18/12/13
Outcome 5: Children are effective communicators when they convey and construct messages with purpose and confidence (EYLF, 2009, p.40)
Talking about her best friend at Kindergarten.
Drawing, writing or spelling
At home ‘Jane’ practices her writing and spelling in a proper book like her brother uses at school.
It reads ‘Nicholas’.
Outcome 5: Children are effective communicators when they develop an understanding that symbols are a powerful means of communication ( EYLF, 2009, p.43)
Sample 5 – 10/12/13
Reading/viewing
At home ‘Jane’ chooses which book she wants her mother to read and pretends to read the story.
Outcome 5: Children are effective communicators when they engage with a range of texts and gain meaning from
these texts (EYLF, 2009, p.39)
Sample 6 – 12/12/13
Conclusion
What is a socio-cultural approach to literacy?
References:
Accalim Imagery Ltd. (n.d). [Image]. Children playing carton. Retrieved from http://www.picturesof.net/pages/100512-
010838-919053.html
Annandale, K., Bindon, R., Handley, K., Johnson, A., Locket, L, Lynch, P. & Rourke, R. (2004a). First Steps
reading map of development (2nd ed.). Port Melbourne: Rigby
Annandale, K., Bindon, R., Handley, K., Johnson, A., Locket, L, Lynch, P. & Rourke, R. (2005b). First Steps
writing map of development (2nd ed.). Port Melbourne: Rigby
Australian Curriculum and Reporting Authority. (2012a). English: foundation year. Retrieved from
http://www.australiancurriculum.edu.au/FoundationYear
Australian Government Department of Education, Employment and Workplace Relations,(2009). Belonging, being and
becoming: The early years learning framework for Australia. Retrieved from
http://www.slq.qld.gov.au/__data/assets/pdf_file/0008/250298/early-years-learning-framework.pdf
Barratt-Pugh, C., & Rohn, M. (2000). Literacy learning in the early years. Buckingham: Open University Press.
Birckmayer, J., Kennedy, A., & Stonehouse, A. (2008). From lullabies to literature: Stories in the lives of infants and
toddlers. Washington DC: NAEYC. Castle Hill, NSW: Pademelon Press.
Brace, J., Brockhoff, V., Sparkes, N., Tuckey, J. (2006). First Steps: Speaking and listening map of
development. (2nd ed.). Port Melbourne, Vic: Rigby
Carle, E. (1970). The very hungry caterpillar. New York, USA: World Publishing Company.
Hill, S. (2006). Developing early literacy: Assessment and teaching. Prahan: Eleanor Curtain Publishing.
Makin, L., Jones Diaz, C., & McLachlan, C. (Eds.) (2007). Literacies in childhood: Changing views, challenging
practice (2nd ed.). Chatswood, NSW: Elsevier Australia.
McDevitt, T., & Ormrod, J. E. (2010). Child development and education. (4th ed.) New Jersey: Pearson Merrill
Prentice Hall.
Momaha. (n.d). [Image]. Hand painting. Retrieved from http://blogs.momaha.com/author/ogrigg/
Shagoury, R. E. (2009). Raising writers: Understanding and nurturing young children’s writing development.
Boston, MA: Allyn & Bacon.
World Press. (2012). [Image]. What can’t be measured. Retrieved from
http://bookdamsel.worldpress.com/2010/08/21/what-should-my-reading-instruction-look-like/