Strategies for Developing Language, Emergent Literacy, and Multiliteracy Skills in Early Childhood Education

This newsletter discusses the strategies for developing language, emergent literacy, and multiliteracy skills in early childhood education. It emphasizes the importance of ECT role in providing a multi-literacy rich environment and the influence of environment on children’s multi-literacy skills.

Newsletter Assessment 2

Table of Contents
INTRODUCTION...........................................................................................................................1
MAIN BODY...................................................................................................................................1
The strategies that ECT would use to support language & emergent literacy & multiliteracy
learning and development.......................................................................................................1
Importance of ECT role in providing a multi literacy rich environment...............................2
Influence of environment on children’s multi-literacy skills.................................................3
CONCLUSION................................................................................................................................5
REFRENCES...................................................................................................................................6

INTRODUCTION
Teachers play a central role in providing children the best environment for developing skills in
their early childhood. This also includes helping them develop multi-literacy, emergent literacy
and language skills. Language development during early education of children involves steps
suggest expressing an understanding feeling thinking and learning ability to solve problem and
developing relationships. All of these activities are supported because of better communication
as children learn to use language for understanding and communicating with others. Emergently
to see is defined as the face where children learn the crucial skills which help them in reading
and writing. It is made up of several different parts and helps students build essential literacy
and language skills which supports their future development. Multi-literacy is defined as the
aspect of language where differences in meaning making are significant to communication
environment because of different cultural social or domain specific contexts. This newsletter
looks at the concept of emergent literacy multi literacy and language development during early
childhood education. Strategies for developing multi literacy language development and
emergently to see are provided in this newsletter along with the role off early childhood teachers
in providing multi literacy rich environment. Influence of environment on children’s multi
literacy skills is also explained in this newsletter.
MAIN BODY
The strategies that ECT would use to support language & emergent literacy & multiliteracy
learning and development
The strategy which can be utilised for developing language skills of students during their early
childhood education needs to primarily focus on cultivating relationships and becoming more
culturally responsive. this type of environment can help children effectively learn language so
that they can apply the knowledge gained from their educational institutions Indian life and
develop the ability to effectively communicate by using language. In addition to this it is also
important to embrace the cultural and language differences of students as a foundation of their
identity and considering the acquisition of new culture and language for learners from different
cultural or lingual backgrounds. This is a suitable strategy as it helps create a more inclusive
environment for developing language skills of students so that they are able to learn English
language clearly to support their further education.
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Multi-literacy can be developed in children by promoting visual literacy such as five card flicker
and providing students with resources through which they are able to associate visual cues with
meanings. In this way students will be able to develop multi literacy skills and also be engaged
in their classroom activities to retain the knowledge and skills for a longer time. It is understood
that the four components of promoting multi literacy education for children include situated
practices, overt instruction, critical framing, and transformed practise. These four factors
supporting multi literacy education for students are interconnected I need to be applied while
planning teaching and learning strategies for students so that they are able to develop
communication skills in a multi literacy environment.
Emergent literacy can be developed by looking at different stages which helps individuals
explore the concept of emergent literacy. The first stage involves developing interest and
enjoyment in print which can be initiated by providing books so that students are able to share
and understand information. The second stage focuses on building print awareness where
students develop knowledge of ways to read a book from left to right and recognising pictures
simple signs or words. The third stage focuses on listening and telling stories while the fourth
stage centres around developing an understanding that words are made up of letters recognising
letters and understanding spelling. The last stage involves students developing the ability to
make meaning out of pictures and symbols so that they are able to easily develop their own
stories and read other’s stories.
Importance of ECT role in providing a multi literacy rich environment
Teachers play an important role in helping students develop emergent learning and multi literacy
skills during their early childhood education. This is because teachers provide appropriate
guidance to students through which they are able to understand the meaning of letters and
develop reading skills. in addition to this teachers also support inclusive education which
increases their importance in providing effective language and multi literacy skills two learners
with different physical and mental capabilities. Teachers are also the ones who demonstrate to
students the ways in which language can be utilised to express feelings and communicate with
others which is the basic knowledge helping students gain further education.
The strategies and practises adopted by teachers in providing emergent literacy and language
support to students plays an important role in their future development of language skills as early
childhood education helps them learn the basics elements of using language to communicate
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with others and learning the grammatical rules of language. It is important that teachers are
equipped with accurate and sufficient resources we cause they play the primary role in providing
students language skills and supporting creation of a multi literacy environment.
Teachers utilise different strategies and practises to build student knowledge about four
phonemic awareness and engaging children in a print rich environment so that they are able to
understand the appropriate usage of different words of the English language. Teachers also help
make the process of learning vocabulary grammatical rules and steps involved in reading more
enjoyable and engaging for students which is a significant role in helping students develop
profound knowledge of English language and retain it for a longer time. If the teacher is not
available to students and they feel that the language learning practises are boring they might not
be able to retain this crucial still for long time and may face difficulties when developing their
language in future. This showcases the crucial role of a teacher in developing language of
students and helping them attain skills needed for building their literacy.
Influence of environment on children’s multi-literacy skills
The external environment plays an important role in providing high quality education to students
during their early childhood years. It is important that safe responsive and nurturing
environment is made available to each student during their early childhood education because it
plays an important role in supporting the learning and development of infants toddlers and pre-
schoolers. Social environment which is defined as the relationship formed by children with their
community members and peers at school has a significant impact on a child’s ability to learn end
develop language. This is because children primarily utilize knowledge gained through their
educational institutions to communicate with their peers and other members in the community.
In this way language used by their community members and peers influences their own language
development and impact creation of language skills.
In addition to this the emotional environment which is how well families make the Childs
relational needs at home also affects language skills developed by children. This is because I
supportive and emotionally strong environment at home helps children quickly learn language
and engage with different educational material provided to them. On the other hand if the
emotional environment at their home is abusive or neglectful children may develop various
neurodevelopmental disorders such as anxiety or ADHD which can hinder growth of their
language skills. It is essential that these environmental impacts are studied in context of each
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individual learner so that their early years education can be improved to address their individual
learning needs. This practise will promote better education for each student as they will get a
suitable environment for further developing their language skills.
Another way in which external environment influences children’s ability to develop language
skills is there interaction with early childhood teachers. Development of a healthy relationship
between pupils and teachers is important in delivering effective educational services to each
individual students and influence is there skills and knowledge during their educational journey.
it is important that early education teachers are equipped with knowledge and skills to handle
different situations associated with toddlers infants pre-schoolers and young its students with
different capabilities so that their strengths in context of language can be enhanced instead of
focusing on their weaknesses to deliver them best educational experience.
The relationship between children and their peers is another key aspect which influences their
learning. Students are able to develop their knowledge by interacting with their peers and are
able to scaffold under knowledge of their peers in order to find solutions to their issues related to
the subject and further improve their skills and knowledge. In this way positive and engaging
interaction with peers can help students develop multi literacy language skills and also improve
their communication abilities.
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CONCLUSION
From the above report it is understood that developing language skills multi literacy skills and
emergent literacy knowledge of students is essential for ensuring that they are able to effectively
utilise language for communicating with others and expressing their feelings. Different strategies
can be utilised for improving language multi literacy and emergent learning skills of students
such as providing an inclusive environment and making then familiar with steps taken for
reading a story. It is important that teachers utilise engaging strategies for helping children learn
language an multi literacy knowledge because it results in long term retention of knowledge.
This showcases their teachers play an important role in language development of students during
their early years education. It is also essential that teachers consider external environment factor
on students journey towards developing knowledge skills as external environmental factors such
as peers and social interaction can influence language skill of student.
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REFRENCES
Books and Journals
Alquraini, T. A. and Rao, S. M., 2020. Assessing teachers’ knowledge, readiness, and needs to
implement Universal Design for Learning in classrooms in Saudi Arabia. International
Journal of Inclusive Education, 24(1). pp.103-114.
Casinillo and et. al., 2020. Assessing senior high student’s learning experiences in
mathematics. Indonesian Journal of Educational Studies, 23(1). pp.44-60.
Chapman, L. Y. and McConnell, D. A., 2021. A longitudinal case study assessing experiences
contributing to interest in teaching and the teaching beliefs of future geoscience
faculty. Journal of Geoscience Education, pp.1-13.
Du Plessis, E. E., 2021. Assessing for Learning: Teacher Training in Practice Involving 14
Postgraduate Certificate in Education (PGCE) Students. International Journal of
Learning, Teaching and Educational Research, 20(11).
Kaye, A.T. and Rumble, G. eds., 2018. Distance teaching for higher and adult education.
Routledge.
Lamon, S.J., 2020. Teaching Fractions and Ratios for Understanding: Essential Content 83 and
Instructional Strategies for Teachers. Routledge.
Maharshi, R., 2018. The spiritual teaching of Ramana Maharshi (Vol. 22). Shambhala
Publications.
Salaberry, M. R. and Burch, A. R. eds., 2021. Assessing speaking in context: Expanding the
construct and its applications. Multilingual Matters.
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