Developing Early Literacy: Assessment and Teaching

This document discusses the importance of assessment and teaching in developing early literacy skills. It explores the three interconnected elements of phonological skills, writing, and texts in the English program in Australian early education. The document also provides a lesson plan and learning activities for toddlers, along with theoretical perspectives and references.

DEVELOPING EARLY LITERACY: ASSESSMENT AND TEACHING
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Language Development
The English program in Australian early education is constructed upon three interconnected elements of phonological skills,
writings, texts, collected works as well as literacy. Teaching plus learning packages ought to fix the set of scales and assimilate all
three constituents. The three components emphasize on evolving students’ awareness, understanding as well as building skills in
listening and reading, observing, talking, writing plus forming words, expressions and sentences in organized fashion. Knowledge
of English language constructs the concepts; abilities and practices settled in earlier ages, and instructors need to develop and reinforce
these as desirable (Gill, 2012).
In the groundwork level, students interconnect with peers, trainers, familiar adults and scholars from other categories of courses.
These comprise customary oral scripts, painting books, numerous kinds of stories, rhyming stanza, lyrics, non-fiction, motion
picture, and multimodal writings in picture book, wherein the word-based and pictorial features are organized on discrete pages
which subsidize to an inclusive set of assured pages plus theatrical presentations.
The variety of academic editions for primary to higher levels includes Australian texts, comprising the verbalized narrative
backgrounds of Indigenous and “Native Pioneers of Torres Channel” over and above the current works of these two ethnic clusters,
and archetypal and collected works of modern world, together with texts related to Asian countries. “Literary works” that upkeep and
encompass basic pupils as novice readers take account of decodable plus anticipated texts which sort from subtitled books to volumes
using single or further sentences for each page. These scripts contain direct categorizations of engagements and daily activities with
familiar, truthful or fictional types (Nolan & Raban, 2015)..
Lesson-Plan
Title: “Piranhas don’t eat bananas” written and illustrated Class: Toddlers of
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by “Aaron Blabey”.
This volume was qualified for the “Australian book of
the year, in the year 2016 in the classification of early
childhood
Foundation to Year
1 of preliminary
learners’ group-
presenting the
primary children
Reflection:
Learning Story
(Week 1)
Themes:
 Being different
 Attempting
innovative
things
 Piranhas
Week 2
The teacher explains the story by reading the book. It shows an amusing plus pleasurable book as regards a vegan piranha
---“Brian” who feels tempted to consume bananas. Brian attempts to catch his companions to have a variety of fruits as
well as vegetables; however his friends favour to crunch on the person’s feet and knees besides bums! The educator plans
to treat the children to be satisfied, happy, understanding, jubilant, conscious, helpful, and cool. There lays a sense of
accepting of emotional features toward the natural creation, the kids, and affairs of the juvenile community. It listened to
the interesting repeats of the enjoyment, in eating the items of fruits and vegetables the playful movements, the inter-
related messages imparted through pictures, delightful clamour, the creature desperate in portrayal of the bodily
movements, for the motive that the creatures don’t wish to leave, on top of the periodic resounding of the Mother Nature
through the pecking order of vegetation. There remain flora and animals all about and the toddlers may be fond of
observing the actions bumped on its technique (Gill, 2012).
The teacher rehearses the outline of the story and narrates the real features of Piranhas-- The piranha exists to be a
freshwater catch-fish that dwells in the region of South American streams. They stand to be recognized for their piercing
teeth, controlling jaws as well as their massive hungriness intended for eating meat. The piranha lives to opportunely have
the animals like “cows and sheep, donkeys and horses, plus monkeys and gorillas or even cats, sometimes dogs. It even
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Week 3
Phonetics
devours the other animals like kittens, puppies and guinea pigs attacks bunny rabbits, as well as goldfish”. It does not
leave humans like postmen, or people distributing pizzas, tiny children who appear to be naughty, specialized players, old
women who remained simply at the incorrect location at the imperfect time, little broods who are really very attractive
and decent, spacemen, ballerinas, dramatic performers, Television participators, and chimney cleaners besides other kinds
of publics (Chen, 2014)..
Students involve with a diversity of graphical description through images designed for pleasure. They attend to, speak
and understand verbal, written as well as multimodal versions of documentary publications through audio-visual
connections wherein the key purpose stands to interest, on top of some copies intended to enlighten them.
Learning texts deliver a acquainted topics of attentiveness; a small series of articulated landscapes, containing simple as
well as compound sentences; typically knowledgeable and identified terminology, greater rate of recurrence in writing
and speaking words besides distinct-syllabled words which may be decrypted phonetically, as well as pictures that
powerfully support the published writing (Sharma, 2017).
/b/ bananas, beans, bum
/d/ - don't
/m/ melons, more, bum, yum
/n/ knees, banana, Piranha
/p/ Piranha, peas, apples, stop
/r/ blends Brian, fruit
/t/- eat, feet, fruit
/w/ - we (Book share time, nd)
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Learning
Skills, changing
domains & learning
natures that have
transpired
Relation to
Theoretical
Standpoints
“Dispositions position with knowledge within a shared setting”-- It remains significant to understand the Carr’s
valuations of communal setup through learning relationships-- once children feel innocuous, endangered and secured,
they mature the essence of confidence to learn and acquire information from whatsoever is visible to them . (Sharma,
2017).
The assortment of varied arrangements of practice enforces the exhilarated impression of the up-and-coming
encouragement to keep children's acquaintance and concentration through numerous dimensions which include the
dynamic roles of teacher A united program of education licenses the progenies in the direction of pursuing tuition over a
playful plus holistic process, without restrictions often imposed by specific ranges of subjects (Berk, 2013). .
“While educators generate environments in which children exercise commonly entertaining, selfless and well-mannered
stuffs with cultures and the situations, kids respond successively.”
Piaget’s exploration
As per the Piaget’s concept, natural settings of cognizance of facts advance it and gradually ascend to acquire, form, and
exercise knowledge (Leehwado, 2010).
The story inspires the kids to work with new stuffs and motivates them to drive to possess before uttering about their
dislikes. Reinforcing children’s aptitude stand as ultimate factor according to Chomsky’s interpretation.
The kids prompt views and ideas over productive assertions through the association of words plus sentences which
licenses to understand, cultivate and implement the gestures following constructivist perception of Bruner. The kids
usually say 2-5 grouping of words. They fervently articulates pronouns and some expressions to enthral the
receptiveness as, “fishes, Piranhas, bananas, fruits, animals - ocean, , body parts, individuality etc.”
They partake in collective reading, seeing as well as storytelling by means of a variety of fictional texts, plus identify
the pleasant setting of screenplays as reflected in the concept of Gardner’s Etymological Intelligence
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Knowledge and
evolution as per
Early Years
Educational
Framework:
Values and
Practices With
Effects of Awareness
ICT
And Environmental
conference
The state-of-the-art “Early Years Learning” Program is authorized as- “Belonging, Being along with
Becoming” that prepares the underpinning for culture (www.earlychildhoodaustralia.org.au, 2019). Attachments with
domestic world (the kid’s acquaintance with parents and more exceptionally mentors), communal set-up, and principles
over and above nature are completely commanding to knowledge. Enthusiasm to study the linguistic characteristics,
inquisitiveness, assertion, persistence, individuality, Cooperation and Reflexivity are the main criteria.
The Computer Technology together with informative sciences, the Environmental Setting besides seminars and
workshops, mentors certifies the tactics for supporting kids’ education. “E-Newsletters indicating the accounts of
children’s’ packages produces the additional matchless technique in a phase of extension and review, and needs to be
improved to ensemble diverse settings.
Follow Up actions
 Whatsoever is prearranged in a community, there is stipulation of the individuals to be accustomed with its persons, its inventions, and its previous
lessons.
 Classifying an interposition or building an association would remain productive if it becomes aware with the standards of the society in addition to the
connections and presentations of persons and groups of individuals.
 The examination of children’s education and conduct and appropriate findings would creatively administer and expand -- whatever the state of affairs
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is at the present time, whatever it has persisted in the preceding periods, and the elements it might position in the forthcoming years.
References
Berk, L. (2013). Child development (9th ed.) (Chapter 6). USA: Pearson Education.
Chen, F. (2014). Parents' perezhivanie supports children's development of emotion regulation: a holistic view. Early Child Development And
Care, 185(6), 851-867. doi: 10.1080/03004430.2014.961445
Gill, N. (2012). Sharing responsibility — A holistic approach to addressing early childhood caries. Indian Pediatrics, 49(9), 763-763. doi:
10.1007/s13312-012-0145-y
Leehwado. (2010). After Piaget: critical approaches to Piaget’s theory by phenomenological understanding. Korean Journal Of Early Childhood
Education, 30(6), 153-173. doi: 10.18023/kjece.2010.30.6.007
Nilsen, B. (2014). Week by week: Plans for documenting children’s development (7th ed.) (Chapter 8). USA: Cengage.
Nolan, A., & Raban, B. (2015). Theories into practice: Understanding and rethinking our work with young children (Chapter 2). Victoria,
Australia: Teaching Solutions.
Sharma, A. (2017). Child Development………A Holistic Approach. Samajbodh, 7(1), 133. doi: 10.5958/2321-5860.2017.00041.8
www.earlychildhoodaustralia.org.au (2019). Retrieved from http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/10/
NQS-PLP-update-Oct-2012.pdf
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Appendix
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