Supporting Communication, Literacy, and Language Development

This document discusses the difference between language, communication, and literacy. It explains the significance of literacy, communication, and language for children and provides activities and resources to support their development. It also explores the interrelationship of communication, literacy, and language with other areas of learning. Additionally, it includes an activity plan for supporting communication, literacy, and language development in children.

Support communication
language and literacy

Table of Contents
Week 1.............................................................................................................................................3
Explaining difference between language, communication and the literacy................................3
Explaining the significance of literacy, communication and the language for a child................3
Determining types of the activities and an equipment which are used for supporting the
communication, literacy and the language for children...............................................................5
Producing the chart for explaining the interrelationship of communication, literacy and the
language with that of other development and the learning areas.................................................6
Week 2.............................................................................................................................................7
Activity plan for supporting the communication, literacy and language development ..............7
REFERENCES................................................................................................................................1

Week 1
Explaining difference between language, communication and the literacy
Language Literacy Communication
It referred as the social tool
which allows the human
beings in cooperating and
interacting with one another.
Literacy means understanding
symbols or an alphabets of
language.
It refers to ways of exchanging
information or the messages
between two and more than
two people.
Language emphasize on
symbols, words and the signs.
Literacy lays emphases on the
alphabets or the letter of the
language.
Communication focuses on
transferring message from one
person to another.
Before an invention of the
written words, language seems
as confined to auditory
channels. It could occur in the
sensory, visual and the tactile
channels.
Without reading and writing
the language, an individual is
said as illiterate (Neumann,
2020). Literacy is considered
as the first step in terms of
fulfilling goals of a person and
allows an individual in
reaching out its true potential.
On the other side,
communication occurs with
respect to all types of the
sensory channels.
Language is counted as the
tool of the communication.
Literacy helps in
communicating in the recorded
manner or by way of an
electronic medium. It is
deemed as the part of the
language in terms of using
language for speaking and
writing.
It is seen as the process of
interchanging message to the
other.

Explaining the significance of literacy, communication and the language for a child
Learning and the competence of a children in listening, communicating and speaking,
being beginning and read to, writing must be as supported. They need to be provided with an
opportunity and an encouragement for using their respective skills in the different situations and
for range of the purposes (Escott and Pahl, 2019). It is necessary for being supported in
developing a confidence and the disposition in doing so.
Literacy- All the children deserves an opportunity for learning in using the reading and
the writing meaningfully within their lives for becoming literate. Lifelong journey of literacy
starts with the small but an exciting process as a children experience thrill of getting lost in the
stories or a power of expressing their ideas in a written form.
Learning for writing and a reading is not consider as learning for the new skills, but it
also includes literacy, learning skills etc. It is all about learning for using the reading and the
writing in a real and important manner (McLeod, Harrison and Wang, 2019). Being a literate is
crucial as it allows a children in using the books and the other forms of the writing in learning for
new things from the written article or books of others. It helps in exploring and communicating
the feeling, thinking and knowing of the children. Literacy enables in developing richness of the
language and in learning for using the languages in the new and the different ways. It also assist
in learning and finding out something new from others experience and in discovering several
ways in looking towards the world.
Communication- It is fundamental in development of children, it is a foundation of
creating relationship and is important for playing, learning and developing social interactions.
Good communication skills makes them feel as greater comfort in the social situations as through
such skills they would find easier in striking up the conversation with the peers and in making
newer friends (Glew and et.al., 2016). Through such relationships, they would hone their
respective listening skills and their ability in empathise and interpreting a non-verbal
communication cues. It also helps the children in producing the written communication easily
and would this in turn helps in making their performance better in the written assignments and
the exams.
Language- It is the most critical skill that allows person in communicating with others. A
child starts to develop language before she could use the words, therefore, a delay in the
language skills causes frustration for the child. Development of language skills is important for

child for exchanging an information adequately and in meaningful manner. Language comprises
of the set of a social standards which shows comprehension of meaning behind the words,
putting the words together in the sentence for the purpose of communicating and understanding
the directions, commands and an information provided by others (Cunningham and et.al., 2017).
Developing language skills helps children in relating with their respective parents and the peers
along with growing into person who could interact socially with others throughout the life.
Determining types of the activities and an equipment which are used for supporting the
communication, literacy and the language for children
Communication, language and the literacy includes various types of activities and the
medium for children that are as follows-
Language for communicating- It relates with the ways in which a children become a
communicator. Learning to speaking and listening emerges out from a non-verbal
communication that involves facial expression, hand gesture, eye contact etc. Such skills develop
at time when children interacts with the others, listening to and using a language, extending their
vocabulary along with experiencing stories, rhymes, poems and the songs.
Language for thinking- It is about the way in which children learn for using a language
for imagining and recreating roles, experiences, using talk for clarifying their ideas and the
thinking or referring to an events that they have been observed or are said as curious about.
Linking sounds and the letters- It reflects the ways in which children might develop an
ability for distinguishing between the sounds and in becoming familiar with rhyme, alliteration
and rhythm (Ware, 2017). They need to develop an understanding of correspondence between
the written and the spoken sounds for linking the sounds and the letters to write and read the
simple words by way of sounding out and in blending.
Reading- It relates to the way within which children develop an understanding and
enjoying rhymes, stories and books. It relates to recognising that the print carries a meaning, both
fact and the fiction, reading different familiar words and the simple sentences.
Writing- It is about ways in which children builds understanding of relationship between
written and spoken words. Through making the marks, personal writing, drawing etc. children
ascribe a meaning to the text and attempt in writing for several purposes.
Handwriting- Under this children makes for a random marks, drawings and the lines in
forming basis for the recognisable letters.

Thus, for becoming a skilful communicators, children required to be with the person or
people along with whom they would be having warm, loving relationships like family or carers,
group situation, key person with whom they trust and know (Aspects of communication, literacy
and language, 2018). All the children learn best through an activities and an experiences which
engages all senses. Dance, music, songs and rhymes supports towards developing a language
skills. As the children develops listening and the speaking skills, they would build a foundation
for the literacy, making senses of the verbal and the visual signs. Children might need varying
opportunities for interacting with the others and using wide range of the resources in expressing
understanding, involving modelling, writing, mark making, drawing and reading.
Producing the chart for explaining the interrelationship of communication, literacy and the
language with that of other development and the learning areas
All the three components that is learning, literacy and communication is interlinked with the
development and learning of a children as follows-
Communication- It is the process that involves use of various tools that includes visuals,
auditory, reading & writing and kinesthetic. By making use of the visual tools like diagrams,
charts, videos, illustrations, handouts etc. learning can developed among the children on a quick

basis as it seems to be interesting for them (Son, Park and Park, 2017). Under auditory learners,
hearing of an information takes place where children tend to get the great deal out of the lectures
and are seen as good at remembering the things that they are been told. Writing and reading is
the great tool of communication that helps in gaining learning and development capabilities in
children. Under this children refers in taking an information that is displayed as the text and the
words. Lastly, under kinesthetic, learners learns by touching and doing the things as in this
hands-on experience is seen as essential.
Literacy- It means learning about the sounds, languages and the words. It acts as the basis
for an ability of the child in reading, communicating, socialising and writing. By way of
communicating with a child, playing and reading with the rhyme, using visual tools, texting etc.
leads to creating learning and development of a children (Gogolin, 2018). Early development of
literacy relates to using fun activities on a daily basis such as singing, playing games and
talking. Literacy development encourages the children in linking with the letter and the sounds
for beginning to write and read. For developing learning skills through literacy, children need to
give access to wide range of the reading materials in order to ignite their own interest.
Language- It is directly linked with developing physical, emotional and the social
development among the children. It involves helping the children in developing positive sense of
the relationship and in developing respect for the others. It helps in developing the social skills
and in learning for managing their feelings, understanding an appropriate behaviour in the groups
and in having the confidence in their respective abilities (Anderson, Lee and Brown, 2017). In
sense of physical development, It includes facilitating opportunities for the young children in
being interactive and active, developing coordination, movement and the control. Children
needed to be helped in understanding an importance of the physical activity and in making
healthy choices relating to food. Linking language with that of physical movements in the action
songs, rhymes, role play and the practical experiences like gardening, cookery etc.
Learning and development shows sensitivity towards many different areas that the
children expresses non-verbally and encourage the children in communicating their ideas, feeling
and thoughts through the different expressive forms like body movement, dance, songs and art.
Developing awareness among children regarding languages & writing systems rather than
English and the communication systems like Braille & signing. This helps in creating learning
and development skills in the children in a appropriate and adequate manner.

Week 2
Activity plan for supporting the communication, literacy and language development
Age and group size of children 3-5 years of age group children are taken along
with a group size of 20 children.
Learning intentions Developing their language, literacy and
communication skills by way of games, stage
speech , competition and presentation.
Targeted children Mainly nursery to 1st class students are targeted
along with the disabled children that lies
between the age group of 3-5 years.
Individual needs It involves giving complete attention to the
child and watching tone and the bode language
appropriately. Helping child in putting the
words as per his or her emotions. Using help
strategy in developing an emotional regulation
skill. Offering them with limited choices and
the simple explanations.
Resources needed Charts, play cards, tools, books, projector,
cartoons, audio phones etc. These resources
helps in developing an understanding among
the children relating to a particular topic,
situation, words, languages etc. It also assist in
gaining an insight over building the
communication skills in the children through
making them learn about different literacy and
the languages in relation to a particular topic.
Health and safety considerations It is to ensure that not making use of the
hazardous tools that might injurious to the
health of the students such as knife, stick etc. It

is important to protect the child from any of the
products that causes fire includes lighter,
matchstick etc (Luckner, Bruce and Ferrell,
2016). Keeping the environment safety and
free of risk at the time of teaching the children
and also at time of conducting any event or an
activity for them.
Evaluation This activity is implemented or executed by
preparing a daily activity for the children in
the classroom and in the garden area. Making
them play with some interesting and creative
games with respect to the alphabets and
numbers so that literacy skills could be
developed in an effective and efficient way. By
giving them projects regarding nature so that
awareness can be created in their minds
towards an environment. Through these
measures and initiatives, literacy,
communication and language skills could be
developed in the children who lies in the age
group of 3-5 years.

REFERENCES
Books and journals
Anderson, A. L. I. D. A., Lee, B. K. and Brown, M. R., 2017. Promoting Literacy and Language
Learning in Special Education through Drama-Based Pedagogies. VSA Intersections: Arts
and. 111.
Cunningham, B. J. and et.al., 2017. Current methods of evaluating speech-language outcomes
for preschoolers with communication disorders: A scoping review using the ICF-
CY. Journal of Speech, Language, and Hearing Research. 60(2). pp.447-464.
Escott, H. and Pahl, K., 2019. Learning from Ninjas: Young people’s films as a lens for an
expanded view of literacy and language. Discourse: Studies in the Cultural Politics of
Education. 40(6). pp.803-815.
Glew, P. J. and et.al., 2016. The experiences of undergraduate nursing students engaged in an
embedded academic literacy and language support program. In Proceedings of the 4th
Annual Worldwide Nursing Conference (WNC 2016), 18-19 July 2016, Singapore (pp.
263-268).
Gogolin, I., 2018. LITERACY AND LANGUAGE DIVERSITY. Global Perspectives on
Education Research. p.3.
Luckner, J. L., Bruce, S. M. and Ferrell, K. A., 2016. A summary of the communication and
literacy evidence-based practices for students who are deaf or hard of hearing, visually
impaired, and deafblind. Communication Disorders Quarterly. 37(4). pp.225-241.
McLeod, S., Harrison, L. J. and Wang, C., 2019. A longitudinal population study of literacy and
numeracy outcomes for children identified with speech, language, and communication
needs in early childhood. Early Childhood Research Quarterly. 47. pp.507-517.
Neumann, M. M., 2020. Social Robots and Young Children’s Early Language and Literacy
Learning. Early Childhood Education Journal. 48(2). pp.157-170.
Son, J. B., Park, S. S. and Park, M., 2017. Digital literacy of language learners in two different
contexts. JALT CALL Journal. 13(2). pp.77-96.
Ware, P., 2017. Technology, new literacies, and language learners. The handbook of technology
and second language teaching and learning. pp.265-277.
Online
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