Literacy Development in Early Childhood

This assignment explores literacy development in early childhood education, specifically focusing on the Australian English curriculum (F2). It delves into teaching methodologies, evaluation strategies, and various learning stages. The document emphasizes the importance of engaging families in the children's continuous development through home-based activities and assignments.

Running head: LITERACY LEARNING AND PROGRAM
Literacy and Learning Program
Name of the Student
Name of University
Author Note

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LITERACY LEARNING AND PROGRAM
Executive summary
The purpose of this report is to demonstrate a learning program according to the Australian
English Curriculum for the pupils of the early years in primary schools. With relation to the
assignment 1 the key stages of the learning design and strengths of this planning are discussed in
this report. Along with that a detailed discussion regarding the development of a certain
understanding of the newest zonal courses according to the Australian Curriculum is provided in
this paper.

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Table of Contents
Introduction......................................................................................................................................3
Following structures are to be followed while conducting the program.........................................4
Induction:.........................................................................................................................................5
Demonstration of Learning Activity:...........................................................................................5
Introduction of the Children to the Curriculum with their Family Members:.............................6
Quarterly assignment to be given to either or both of the parents of the children to involve in
continuous development program at home:.................................................................................6
Conclusion.......................................................................................................................................6

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LITERACY LEARNING AND PROGRAM
Introduction
The purpose of this paper is to demonstrate a Literacy and Learning Program for the
students of early year in a school. It has been noticed and identified that the changing milieu of
student force has been highly innovative and thoughtful in nature. There has been a need to
catalyze their thought process with the help of technology and social learning. Class room lecture
and educating the early learners only through text book and notebook has long been obsolete.
Nowadays, with the introduction of BYOD (bring your own device) in middle schools, the
learning process has turned into a new lane where there is a world of innovation and creative
learning process. This paper thus delves into a process of developing a particular understanding
of the newest zone where the entire understanding has to be taken into certain consideration
pertaining to the effective zonal courses (Harms, Clifford & Cryer, 2014).
In this context, the theory of social learning propelled by Vygotsky can be considered.
The rationale behind choosing this specific theory in terms of conducting the learning and
literacy program is that the aim of this program is to inject social values and collective values to
the learners so that they can prioritize, at their own; the selection between collectivism and
individualism. In this context, it must to be taken into consideration regarding the effective
understanding of the process. However, there is a constant need to find out the utmost interest
zone or the individual students so that they can be driven to the proper consideration of the
program. It has to be kept it min that language development in early years of learning is highly
important. However, in most of the cases, the school needs to adhere to the ACARA
frameworks so that no breaching of regulations can be identified. Since ACARA has
national level recognition, the obligation lies in the fact of maintaining and abiding by the

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LITERACY LEARNING AND PROGRAM
policies directed by it. According to the Australian English Curriculum (F2), all the pupils
must be engaged in listening, viewing, reading, writing and speaking activities for
numerous purposes. It supports the learners to create and learn a huge range of literature.
Along with that, it presents clear strategies to begin reading, writing or expanding the
learner’s vocabulary (Thompson, 2014). This particular English curriculum helps the
learners to understand the convention of spoken and written language that is used at home,
at school or any other social gathering. On top of that this literacy program is going to
emulate the criteria and characteristics of NAPLAN (National Assessment Program-
Literacy and Numeracy). This specific program is, thus going to focus on the segmentation of
the students of the age group between 3-5 years. However, more than a testing program, this
specific initiative is going to focus on the learning procedure of the children. As a matter of fact,
it has to be taken into consideration regarding the effective understanding of the criteria
pertaining to the effective understanding of the process (Spodek & Saracho, 2014). On the other
hand, this specific curriculum is stringently going to focus on the development of literacy of the
children aged between 3 and 5.
Following structures are to be followed while conducting the program
i) Induction program for digital overview to virtual learning
ii) Demonstration of fun learning activities
iii) Introduction of the children to the curriculum with their family members
iv) Involvement of the family members in learning and development process
v) Induction of the curriculum to the guardian of the children
vi) Significant demonstration of the importance of digitization in language development

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vii) Quarterly assignment to be given to either or both of the parents of the children to
involve in continuous development program at home.
Induction:
It has already been discussed in assignment 1 that technology plays a significant role in
the augmentative development of the entire effort for its development purpose. In this regard it
has to be mentioned that the school has the obligation and responsibility to ensure the acceptance
of technology and devices by the parents so that they can incorporate the importance of its usage
at home as well. Hence there is a need of induction program (Harms, Clifford & Cryer, 2014).
The induction for the curriculum is going to last for a week or two depending on the responses
from the parents’ side. For most of the cases it has to be taken into serious concern that the
parents or the immediate legitimate guardian of the children are well aware of the curriculum so
that they can help develop the literacy level of the children at early stage. The only reason behind
having decided such format is that the children spend most of their time at home with their
parents and the parents would work as the most authentic and effective catalyst for the overall
development of their wards (Thompson, 2014).
Demonstration of Learning Activity:
For the demonstration of the learning activity, smart class involvement would be taken
into consideration. As a matter of fact, this has to be taken into consideration that in most of the
specific cases, it has to be taken into certain understanding pertaining to the effective cases.
However, the most important learning stage has to be taken into certain consideration (Spodek &
Saracho, 2014). For the demonstration of the learning activity video-graphic and audio- graphic
assistance would be needed that would also be oriented with VLE (Virtual Learning

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LITERACY LEARNING AND PROGRAM
Environment). Following the guidelines from ACARA, this virtual learning would be
undoubtedly helpful for the specific understanding of the cases where this has to be generated
through effective cases.
Introduction of the Children to the Curriculum with their Family Members:
In the fourth week or five, the children are going to be introduced to the course. Since
they are too small to get a fathomer idea and concept of what and how they are supposed to be
educated and literate, they would directly be driven to the process. It should have been be taken
into certain consideration regarding the effective understanding of the procedure (Harms,
Clifford & Cryer, 2014). This has been taken into certain understanding pertaining to the
effective cases for the effective genre for this approach. The course introduction would be a fun
learning.
Quarterly assignment to be given to either or both of the parents of the children to involve
in continuous development program at home:
In this case, there is a clear need to provide assignments for the guardians who would be
taking whole care of the children. Since the children are mostly seen to be spending time at
home, with fun activity the language and literacy development practices are to be directed to
homely atmosphere (Spodek & Saracho, 2014). This is how it has been taken into specific
understanding the effective understanding of the process with its different criteria.
Conclusion
Thus to conclude, it can be said that, this paper revealed a sound understanding of
literacy learning as per the Australian English curriculum (F2) and along with it thorough

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discussion of teaching methodologies and evaluating methodologies are discussed in this paper. a
thorough discussion on the learning stages are incorporated in this paper.

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Creagh, S. (2014). A critical analysis of problems with the LBOTE category on the NAPLaN
test. The Australian Educational Researcher, 41(1), 1-23.
Harms, T., Clifford, R. M., & Cryer, D. (2014). Early childhood environment rating scale.
Teachers College Press.
Roskos, K. A. (Ed.). (2017). Play and literacy in early childhood: Research from multiple
perspectives. Routledge.
Spodek, B., & Saracho, O. N. (2014). Handbook of research on the education of young children.
Routledge.
Thompson, G. (2014). NAPLAN, MySchool and accountability: Teacher perceptions of the
effects of testing. International education journal: comparative perspectives, 12(2).
Trawick-Smith, J. (2013). Early childhood development: A multicultural perspective. Pearson
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