Learning to Read in Relation to Alice: An Analysis of Unit Content and Research

This report analyzes the unit content and research for topics 1-5 to explain learning to read in relation to Alice, a one-year-old child. It identifies age-appropriate strengths and learning opportunities and outlines practices based on reading and research that can help teachers support Alice's development as a reader in her early years classroom.

REPORT

Table of Contents
INTRODUCTION...........................................................................................................................3
MAIN BODY...................................................................................................................................3
TASK 1............................................................................................................................................3
TASK2.............................................................................................................................................4
Analyse the unit content, including readings and research, for topics 1-5 to explain learning to
read in relation to Alice................................................................................................................4
TASK3.............................................................................................................................................7
CONCLUSION................................................................................................................................9
REFERENCES................................................................................................................................1

INTRODUCTION
The social cognitive theory is refers to the theoretical perspective in which
learning by observing others. Also, in that kind of social cognitive theory it can be grounded by
different types of basic assumption and observe others in order to learn and acquire new
behaviour and knowledge by simplifying observing model. Present case study is on Alice who is
one year old. Also, report consist of data about case study child in order to identify age
appropriate strength and learning opportunities and explain learning on the basis of case study
relation to Alice. Further, identifying and outline the practice which is based on reading and
research that help show understanding how teacher can support Alice in development as reader
in her early year's classroom.
MAIN BODY
TASK 1
NAME AGE STRENGTHS LEARNING
OPPORTUNITIES
FUTURE
Alice 1 year Child is very
observant.
There us opportunity to
learn how to count on
fingers and toes.
Alice can learn 2-
3 words which
can improve the
vocal capability.
Toddler is active and
curious.
Playing with the blocks
and coloured cards may
build the ability to learn
about colours.
Can learn to walk
and stand without
any support.
Able to stand using
props and support.
Alice can understand
how to complete the
puzzles.
Can remember
things by images
and pictures
(Dantas and et.al.,
2022).
Child has learning and
expressive attitude.
Sorting toys by colours.
And understanding

different sounds of
animals, things etc.
TASK2
Analyse the unit content, including readings and research, for topics 1-5 to explain learning to
read in relation to Alice.
In order to analyse the unit content it has been analysed that there are Early learning foundation
stage which is depended on language and literacy in order to link with sound and letters which
can be occurred on the basis of different activities which help Alice in personal, social and
emotional development, communication, language and literacy, problem solving, reasoning and
numeracy, physical development and creative development. There are seven aspects which are
related to activities in order to provide the information of different aspect.
Topic:1 General sound discrimination- environmental sounds
The main purpose of the study is to develop children listening skill and awareness of
sound in environment with the help of reminding children about the things that good listeners
also it is necessary to invite children for different types of activities which help for encourage
them Lin & Lin, (2019). A listening moment that is indoor and outdoor by which it help for
remembering all sound which help for encourage in order to try in better perspective. In regards
to drum outdoors it help drumstick on short piece of dowel as well as it help for encourage Alice
for explore outdoor are in order to discover how different sounds made by tapping or stroking
with wooden décor, metal slide etc. Also, one of the common example that liked by any of the
children is Teddy is lost in Jungle or somewhere in room which help them to search teddy by
singing louder as well as it help to get louder and rescue to get closer or quietly away from teddy.
On the other hand, it lead children in singing louder. Then, that kind of activity help to find that
children are able to look, listen and note on the basis of recall sounds they have heard and
discriminate between sounds and what they hear. Also, main purpose is to development of
vocabulary which help for Alice identification and recollection of difference between sounds.
Topic 2: Instrumental sound
These activities are help for promoting the listening and listening by using different types
of musical instrument which can be either purchase or made by children. There are different
types of children activity which help for creative development such as Alice actively listen the

footsteps of anyone and estimate the range of the person in order to focus more on movement in
order to identify the instrument played and respond actively. Also, with the help of matching
sound it can be said that its help for providing the percussion instrument. This is help them in
order to focus more on remember and repeat a rhythm, discriminate and reproduce loud and quite
sounds. Further, on the basis of hidden instrument it refers to the indoor and outdoor which is
discovered on the basis of finder play and musical show help for inviting group in order to
perform short instrument which are help for providing soft music Lai, Tan & Muslim, (2022).
Then, Alice can understand the animal sound with the help of puppet sound in order to play with
ranges of instrument. Then in order to encourage the student it is necessary for listen sounds of
animal so that it help child for focus more on what kinds of sound they like most. That kind of
activity help them to learn on the basis of providing opportunities in order to explore with
children experience.
Topic 3: Body percussion
The main purpose is to develop the awareness of sound and rhythm in order to focus on
action songs that is one of the important part of the children in order to focus more on develop
repertoire of songs and rhymes. It is including knee pats, foot stamps that perform sound an beat
time accordingly. Also, it helps for encourage child by listen different types of music as well as it
help for turn into different types of being leader in order to focus more on claps, jump etc. Then,
it is also helps to simple pattern which can not be copied by others. Then, follow the sound help
them to understand it in better way as well as it help them to distinguish between sounds and
pattern of sound. There are small activity which help Alice to identify the noise of neighbour in
early morning and fast sleep by story telling. This is help child to encourage them for add their
own values and ideas which help them for copy body percussion sound and pattern of sounds
Diamantopoulou & Ørevik, (2021).. Also, it help for identify hidden sounds in order to suggest
and creating idea for stories. Then, it is necessary to use different type of language which help
Alice to understand ending of the story as well as for wide vocabulary it is help for providing the
sounds they hear.
Topic 4: Rhythm and rhyme
The main purpose of the topic is to appreciate rhythm and rhyme and to develop
awareness of rhythm and rhyme in speech. With the help of rhyming books it help for daily book
sharing session related to plenty of intonation and expression that tune into language as well as

rhyming words. It helps for encourage them by repetitive words such as run, run fast, catch me,
you can't catch me. That kind of words are help for making multi sensory for intensify learning
and enjoyment. Such as nursery rhymes help to encourage child in order to move in appropriate
way such as rock gently for beat of see saw Marjorie daw, the grand old duke of York etc. That
kind of rhyme are help them to listen carefully and try to move with the beat such as slow, fast,
marching, skipping etc. that can be keeping simple beat in order to focus on skip and gallop
Dixon, Thomson & Fricke, (2020). Then, rhyming bingo help for small group that set with three
pictures of objects in order to focus on inviting child for participate in new rhyme which help for
collect in order to focus on playing with words. In order to analyse the activity of Alice it help
for understanding the pattern of syllabus in words presented to them. Also, to understand the
knowledge of rhyme and string with adult help them for recognizing the words rhyme. Rhyming
pairs help for turn picture and which can be down again for other person as well as it is extended
set of words. Further, to identify the rhyming puppets it has been analysed that it is help for
introducing puppets to small group in order to invite them for joining in story telling and leaving
gap for children to fill rhyming words.
Topic 5: Voices sounds
The main purpose of the voice sounds is related with the explore different mouths
movement with children that is related to blowing, tongue, sucking, wiggling etc. Also, it is
practising this movement on the regular to music which can make fun as well as it help children
with their articulation. In this activity it is necessary to focus more on make sounds with their
voices as well as it is necessary for making voice to go down a slide, making your voice bounce
likes ball, hiss likes snake, keep everyone quite shhhhhh. That kind of small words help to
improve the understanding level of child. Also it is necessary for focus on soft sounds which also
help Alice in order to improve different noises through cones. This is help for encourage by
facing different pictures in order to ask children to take in pictures of an objectives. Also, chain
games help for working effectively by loud sound in order to focus on varying pitch. With the
help of target sounds that help out into story in order to hear particular words or character. For
extension, linguistic diversity and fun, where parents and carers speak languages other than
English, find out how they represent, for example, animal noises. Are woof, meow and quack
universal? Which examples from other languages are the most like the real sounds Babayiğit &
Shapiro, (2020).

TASK3
A child is like water, one can shape child in whatever they teach them, which makes it
really important for the teacher to have a comprehensive learning environment where they are
focusing on each and every aspect of the child's development. In the modern era there is not just
a single medium which should have chosen yet it must be combination of different modes and
medium which must be used to teach child about various important things. In the growing year
as Alice is 1 year old, she does not have any pre established of any form of learning. Hence,
teacher must adapt an effective yet soft mode of teaching them various things.
Language rich environment like singing, reading and talking is what children are
surrounded by. It creates many learning opportunities for the child to engage in verbal and non-
verbal mode of communication with the people in their surrounding (Kutnick and Manson,
2021). Teacher in the classroom should choose multimedia functional group of activities which
can bring curiosity in child to learn new things. Use of various vocal practices which can make
child introduce to different type of voice generated by animals, things, etc. along with audio.
Various video content must be introduced to make them understand different types of living
being such animals, species etc. teachers in the classroom must encourage various kinds of
interaction among the students and child which can enhance their confidence from the very
young age. As childhood traits and learning play major role in a child's life.
Primary emphasis must be given on the Alice's speaking and listening areas. Teacher
must interact with children on the one on one basis and try to establish a relation among children
in the classroom. Try to incorporate various gestures and dialogues and phonological awareness
in the classroom which makes a kid develop his self. Phonological awareness is one ability yo
work with the sounds in languages which are spoken (Lyons and et.al., 2020). There are multiple
stages a child goes through before developing the skill of reading. These stages are decoding,
blending and word reading. At the age of 1 year child must be emphasized on decoding level
where they are able to understand the verbal or spoken language. As a child tends to develop the
language, which is generally spoken in his surroundings.
According to The social cognitive theory is refers to the theoretical perspective in which
learning by observing others. Also, in that kind of social cognitive theory it can be grounded by
different types of basic assumption and observe others in order to learn and acquire new
behaviour and knowledge by simplifying observing model. Present case study is on Alice who is

one year old. Also, report consist of data about case study child in order to identify age
appropriate strength and learning opportunities and explain learning on the basis of case study
relation to Alice. Further, identifying and outline the practice which is based on reading and
research that help show understanding how teacher can support Alice in development as reader
in her early year's classroom.e theory of cognitive theory of multimedia learning states that any
use of multimedia in teaching complements how human brain works. There are three primary
points such as the first one is there are two major modes of learning one is audio and other is
video. Second is that each of these channels has limited capacity so do nit overload it rather uses
it in balanced manner. Third is try to incudes most of the relevant information which brings child
a great experience and learning. Such teaching must be incorporated in child's daily life, and he
or she must be able to accept the same. Cognitive theory is very helpful which can be adapted by
teacher in the classroom for Alice's learning development.
According to the theory of oral narrative competence, it is the ability of the child to tell a
story. If a child has the oral narrative competence it means they can tell a story in effective way
by using language gesture, socializing, thinking etc. (Andrade, and Brookhart, 2020). which can
keep the interest of the audience. Each day child gets many opportunities convert the word in to
sentences such opportunities dictate their interests and ability learn. In case a student is lacking
the oral narrative competence teacher must give due attention to developing such competence as
it helps child to develop the ability to speak fluently in future and ability to express there thought
in a well put manner.
These above mentioned theories will help enhance the entire learning process of the
child. It is said that teacher must engage in optimum way to depict the areas where child is
giving more attention and areas where child is lagging behind. In the initial stage of learning if
these things are well identified it can benefit the future of the child learning (Taylor and Boyer,
2020). Further there must be usage of the multimedia which supports child's ultimate knowledge
in such medium and various different sources must be utilized which builds a strong base in the
childhood of the kid. Teacher needs to focus on Alice's strengths and interests which can make a
strong base for the future learning opportunity. Also, Alice must be made aware of the various
cognitive abilities which are already in a learning stage, hence further enhancing the child's
memory, attention, planning, reasoning, speaking and thinking.

CONCLUSION
The above report is based on the case study of a child named Alice. A table has been
drawn to highlight the strengths and learning opportunities of the child aged 1 year. Strength ad
learning opportunities like counting, playing and understanding has been mentioned. Further,
learning how to read has been elaborated for the child highlighting various key aspect like prime
activities and interest of the kids in learning aspect and what keeps their interest during the
process. At last how a teacher should support child's development as the child is in her early
year's classroom. Various dynamics of the same has identified such as the speaking and listening,
phonological awareness in the child etc.

REFERENCES
Books and journals
Andrade, H. L. and Brookhart, S. M., 2020. Classroom assessment as the co-regulation of
learning. Assessment in Education: Principles, Policy & Practice. 27(4). pp.350-372.
Babayiğit, S., & Shapiro, L. (2020). Component skills that underpin listening comprehension and
reading comprehension in learners with English as first and additional language. Journal
of Research in Reading, 43(1), 78-97.
Dantas, A. M. N. and et.al., 2022. Nursing theories developed to meet children’s needs: a scoping
review. Revista da Escola de Enfermagem da USP. 56.
Diamantopoulou, S., & Ørevik, S. (2021). Multimodality in English Language Learning: The
Case of EAL. In Multimodality in English Language Learning (pp. 3-15). Routledge.
Dixon, C., Thomson, J., & Fricke, S. (2020). Language and reading development in children
learning English as an additional language in primary school in England. Journal of
Research in Reading, 43(3), 309-328.
Kutnick, P. and Manson, I., 2021. Social life in the primary school: Towards a relational concept
of social skills for use in the classroom. In The social child (pp. 165-187). Psychology
Press.
Lai, B., Tan, K. H. & Muslim, N. (2022). The Roles of Non-Textual Elements in Sustaining ESL
and EFL Learning: A Scoping Review. Sustainability, 14(16), 10292.
Lin, J. J., & Lin, H. (2019). Mobile-assisted ESL/EFL vocabulary learning: A systematic review
and meta-analysis. Computer Assisted Language Learning, 32(8), 878-919.
Lyons, M. D. and et.al., 2020. Theories of Child Development. In Theories of School Psychology
(pp. 73-95). Routledge.
Taylor, M. E. and Boyer, W., 2020. Play-based learning: Evidence-based research to improve
children’s learning experiences in the kindergarten classroom. Early Childhood
Education Journal. 48(2). pp.127-133.
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