Childhood Education | Research Study

Running Head : SOCIOLOGY
SOCIOLOGY
Name of the Student
Name of the University

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Introduction
The entire globe is becoming more interconnected each and every day. While enabling
the possibility towards the communication, one of the major factor that remains as the obstacle is
the language. According to Kim, Lambert and Burts (2013), English is considered to be one of
the most essential and important language for learning due to several of the reasons including
advancing in the career. The current structure of the educational system incorporates the module
for the students who are non-English speaker thereby enabling an opportunity for them. It is to
note that the English language classes for ESL learners plays a very important and essential role
towards altering immigrants. The classes for the children with English as second and an
additional language are the proactive measures for ensuring that the students of ESL duly
understand their responsibilities as well as rights.
The problem statement of this report revolves around the challenges and the difficulties
faced by the ESL leaners within the classroom. The students belonging to the kindergarten and
the pre school setting who belongs to the section with English as additional and secondary
language faces majority of the challenges due to the lack of coping up with the language and the
studies (Palmer 2018). The activities for pre school and kindergarten learners has thus became an
essential aspect regarding the language teaching.
Essential towards the pre school program and the curriculum for the English as secondary
and additional language, is the effective institution regarding the development of language. It is
important to understand that children requires explicit instructions within English vocabulary
together with the opportunities for speaking and hearing the language through out the day and

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use it within the curriculum. However, the way of education and teaching the learners with
English additional and secondary language is also essential since these methods of teaching helps
in the proper involvement of the learners to the curriculum module and also help them to get a
grasp of the language they are studying in additional (Clarke 2009). The role of the teacher thus
plays a very essential role for the development of language for the preschool ESL learners. The
rationale for this research project is to identify what are the strategies that takes place at the pre
school setting of Victoria for supporting the language as well as the development of the literacy
as English as an additional language.
Research aim and questions
The aim of the research study is to develop a detailed proposal for the action project of
the research. This study furthermore targets to design objectives as well as goals towards the
action research regarding the topic of education in pre school setting, specifically for learners
with English as secondary and additional language. The objective of the research study are as
follows.
 To understand how the early childhood professionals support the ESL pre
schoolers.
 To identify the strategies that early childhood teachers use within classroom.
 To understand how the early childhood professionals support the bilingual
families
The research questions for this research action project are as follows.
 How the professionals of early childhood setting support the ESL pre schoolers?

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 What are the strategies that early childhood teachers use within classroom?
 How does the early childhood professionals support the bilingual families?
Literature Review
Around the world, children engaging themselves towards early childhood education
program add an increasing rate before entering their primary schooling. The language is the heart
of learning and teaching. It is the medium via which skills and concepts are assessed together
with identification and increasing association with complex disciplinary as well as
understandings over the time (Banerjee, Alsalman and Alqafari 2016). The ways in which
teachers use language for conveying as well as testing disciplinary knowledges henceforth
determine the learning of students. Towards the process of learning for students having English
as their additional or second language, the patterns and the norms of teaching across the
academic discipline makes explicit contribution towards the development of concepts and
expansion of the academic horizon of the students (Peña, Gillam and Bedore 2014). This section
of the research report will discuss relevant literature of quality that links with the research topic
of education for ESL preschoolers.
Theoretical framework
Early years learning framework (EYLF) illustrates the practices, principles and outcomes
which supports as well as enhance the learning of young children from birth to five years
together with their phase of transition to school. This learning framework is the major key
component of the national quality framework for care and education of early childhood.
According to Ortlipp, Arthur and Woodrow (2011), this framework was developed by the

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Australian territory governments and incorporated feedback from the consultation process for the
development in the sector of early childhood academics.
The framework offers a wide vision where children's get the opportunity to experience learning
by engaging and building success for the entire life. Regarding ESL learning, this framework
assist the teachers to implement and connect with the children.
The Victorian early years learning and development framework avoid and a
comprehensive approach towards the learning and development of children by recognizing held
as the main enabler for development and learning from birth. Apart from recognizing the well
being of children, this framework highlights and understands the importance of the outcome of
learning buy upholding the image related to child as the right holder as well as the computer and
learn with capacities for learning (Garvis et al. 2003). Towards ESL learning, the Victoria an
early years learning and development framework guides the professionals at a collective effort
for the achievement of the framework with children's irrespective of their diversity are connected
under confident towards the learning of an additional language.
Support to ESL preschoolers
It is to note that early childhood education plays a very important role for preparing the
young learners with English as additional and second language for the latter success in life.
Importance towards the pre school program for ASL is is the effective instruction towards the
language development. The learners of the kindergarten require support and explicit instruction
together with the opportunity to hear and understand the language from the preschool
professionals. According to Banerjee, Alsalman and Alqafari (2016), children who are learning
English as an additional language requires proper teaching, explicit modelling as well as
appropriate timing for acquiring the language and the exposure quality towards English. This

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entire process requires the professional of preschools to be efficient as well as knowledgeable
regarding the way of learning and understand the stages of acquisition as well as recognition
which is unique for each and every child in the classroom. According to the research,
phonological awareness, alphabet knowledge as well as awareness of printing and early literacy
skills contribute significantly towards the reading and understanding achievement for learners
with English as additional or second language (Paradis, Schneider and Duncan 2013). Effective
support together with encouragement and motivation is essential for the learners to develop the
foundation skills even before developing strong English language in their primary school.
Strategies to use within classroom by teachers
It is important for the preschool teachers to not assume that learners coming from
background other than English cannot adapt English as their language. It is essential for the
Teachers to motivate and encourage the learners to feel confident regarding understanding and
speaking English. Some of the classroom strategies towards the learners studying English as an
additional or second language includes the following (Genesee 2016). Provision of systematic
and explicit instruction in the vocabulary, to ensure that the learners have chance to talk with
adults and peers together with the provision of ongoing encouragement and feedback. Exposure
to reach language is another strategic approach that the teachers my take in the classroom to
enhance oral language development of the preschool learners. Another effective strategy for the
teacher is to structure the space of classroom as well as routine and effective table for providing
scarf holding towards English language learning for learners of ESL.
Support to bilingual families
According to the discharge there lies several key practices that is needed to be considered
while adopting or approaching support to bilingual families. It is important for the preschool

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teacher to understand and help both the children and the families by exploring the practices and
saying yes to bilingualism. This includes knowing the key differences among identification when
children have English as secondary or additional language and as well as communication
requirements (Sonnenschein et al. 2013). Furthermore understanding the several types of
bilingual learners and summarizing some of the essential theory for busting the myth of common
question regarding code switching is an essential part of supporting bilingual families.
Gap in literature
The above review explain the theoretical underpinnings as well as the support and the
strategies that learners of English as additional secondary language requires within our classroom
setting for a bright future and success ahead. However the literature review lacked to highlight
the importance of support by the family members are the parents and how they can help their
ESL children to learn English.
Methodology
The researcher of the study will adopt positivism research philosophy which will help
him to develop in depth analysis of this specific study. Regarding research design analytical
research design will be utilized for gaining a detailed Idea regarding the existing theoretical
frameworks of early childhood learning. This research study will depend on the collection of
primary data sources. The primary data will be collected by the means of survey questionnaire.
The researcher of the study will include probability sampling technique for gaining a better
understanding of this topic (Gámez 2015). The data collected will be analyzed by the means of
quantitative analysis and the collected data will be transformed to percentage as well as numeric
for gaining a comparison and comprehensive range of sources regarding the collected set of data.

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Very strict ethical considerations and guidelines will be undertaken during the entire
action research study. During the questionnaire and survey method, none of the participants will
be forced and a consent form will be duly signed by every participant to prove their willingness
in the survey participation. The data that will be collected will be kept confidential for the
purpose of this research project and will then be destroyed.
Summary
Thus it can be summarized that the above research study highlighted the importance of
early childhood education and the preschool professionals towards the development of the
language among learners with English as additional or second language. In context to the
Victorian early years learning and development framework, this research study will be beneficial
to identify the essential strategies that teachers should adopt in Victorian preschool setting for
supporting literacy and language development of children with English as additional language.

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References
Banerjee, R., Alsalman, A. and Alqafari, S., 2016. Supporting sociodramatic play in preschools
to promote language and literacy skills of English language learners. Early Childhood Education
Journal, 44(4), pp.299-305.
Banerjee, R., Alsalman, A. and Alqafari, S., 2016. Supporting sociodramatic play in preschools
to promote language and literacy skills of English language learners. Early Childhood Education
Journal, 44(4), pp.299-305.
Clarke, P.M., 2009. Supporting children learning English as a second language in the early
years (birth to six years) (p. 8). VCAA.
Gámez, P.B., 2015. Classroom-based English exposure and English language learners’
expressive language skills. Early Childhood Research Quarterly, 31, pp.135-146.
Garvis, S., Pendergast, D., Twigg, D., Flückiger, B., Kanasa, H., Phillips, C., Bishop, M.,
Lockett, K. and Leach, D., 2013. The Victorian early years learning and development
framework: Managing change in a complex environment. Australasian journal of early
childhood, 38(2), pp.86-94.
Genesee, F., 2016. Rethinking early childhood education for English language learners: The role
of language. Early childhood education in English for speakers of other languages, pp.21-42.
Kim, D.H., Lambert, R.G. and Burts, D.C., 2013. Evidence of the validity of Teaching Strategies
GOLD® assessment tool for English language learners and children with disabilities. Early
Education & Development, 24(4), pp.574-595.
Ortlipp, M., Arthur, L. and Woodrow, C., 2011. Discourses of the early years learning
framework: Constructing the early childhood professional. Contemporary issues in early
childhood, 12(1), pp.56-70.

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Palmer, D.K., 2018. Supporting bilingual teachers to be leaders for social change:“I must create
advocates for biliteracy.”. International Multilingual Research Journal, 12(3), pp.203-216.
Paradis, J., Schneider, P. and Duncan, T.S., 2013. Discriminating children with language
impairment among English-language learners from diverse first-language backgrounds. Journal
of Speech, Language, and Hearing Research.
Peña, E.D., Gillam, R.B. and Bedore, L.M., 2014. Dynamic assessment of narrative ability in
English accurately identifies language impairment in English language learners. Journal of
Speech, Language, and Hearing Research, 57(6), pp.2208-2220.
Sonnenschein, S., Thompson, J.A., Metzger, S.R. and Baker, L., 2013. Relations between
Preschool Teachers’ Language and Gains in Low Income English Language Learners’
and English Speakers’ Vocabulary, Early Literacy and Math Skills. NHSA Dialog, 16(4).