Teaching Ideas for Language Learning in Early Childhood Setting

This report covers three experiences that help in supporting the literacy development of children aged 3-5 years. The experiences focus on developing oral communication, multiliteracies, and literacy skills in children. The report includes a plan, supporting frameworks/standards, and references/sources.

Develop a sequence of teaching
ideas to support language learning
in an early childhood setting

Section Plan Include supporting
frameworks/
standards
Supporting
References/Sources
Introduction This project is based on
developing a sequence of
teaching ideas to support
language learning in an early
childhood setting in which
communication and oral
language plays an important
role. Through oral language,
children can communicate in
effective manner and also
learn to understand others.
Teachers must support
children by communicating
with them about the
experiences and ideas. In this
project, a plan is created for
children in order to develop
their oral language and
multiliteracies for the
children aged 3-5 years. The
few skills which are
developed in multiliteracies
learning are speaking skills,
writing skills and reading
skills. In order to improve the
oral communication of

children, it is important for
teachers to talk them
regularly, listen them and
reflect what they are saying
and also have practice
conversation with children's.
By teaching effective
communication skill,
children can express
themselves clearly and
convey their message in
effective manner.
Experience 1 Title: Reading book ”The
Day the Crayons Quit”
It is a reading and learning
activity in which children can
learn the story of little boy's
crayon box. The reading
book helps in improving lot
of vocabulary and provide
appropriate content that
promotes knowledge and
literacy.
Key Objectives:
 Introducing new
learning and reading
book that helps in
reducing the
frustration of
children.
 It provides message
2,3,4 and 5 (Early
Childhood
Australia n.d.)
Reading books helps
in promoting literacy
and knowledge.
Schroeder, (2015).
The book helps in
reducing the
frustration level of
children and also lays
emphasis on teachers
by offering them
relevant information
about the colors.
Connection, (2021)
explain why crayons
colours want to quit
by elaborating the
detailed story about
the crayons.

of expressing how
children feel when
they are upset.
 It introduce the
importance of
cooperation.
Session notes:
Before reading the new
vocabulary, a small
discussion will be held in
order to identify whether
children feels frustrated and
left out in school. Teachers
will ask open ended
questions to children such as
“What really makes you
angry?” or “What character
makes you laugh most?”.
“The Day the Crayons Quit”
is a book that which helps
children to reduce their
frustration and left out
feeling. The book includes
the story of crayons in a little
boy's crayon box. They get
fed up with how they are
treated so they are quitting
work. The book introduce
new words and also teachers
lay emphasis on important
key words. It also contains
Bland, (2021) state
how to improve the
vocabulary of children
and also illustrate the
story of crayon box.
They also provide
clear message to
children how to
reduce their
frustration and stay
connected with the
studies.

images for supporting
children from non-English
background.
After this session, teachers
will conduct a small
discussion in order to
identify whether children still
feel frustrated and left out.
Experience 2 Title: Understand the
importance of colors
This experience will help
children to reduce their
frustration level and also it
supports children
multiliteracies in which they
draw symbol in order to
represent the feelings among
them.
Key Objectives:
 Giving opportunities
to children to express
their feelings and
ideas in different
manner by using
colors, symbols and
shapes. It also helps
in supporting children
from non-English
background.
3,4 and 5 (Early
Childhood
Australia n.d.)
Allison and Goldston,
(2018) explains about
the multiliteracies and
its importance in
classroom. It
generally includes
icons, colors, signs,
symbols, drawings,
movement, etc. By
using multiliteracies,
children can get to
know about the
concept in effective
and efficient manner.
They can build their
knowledge by
learning through
symbols, colors or
signs.

 Improving skills of
children by drawing
shapes and filling
colours according to
their feelings.
 Enhancing listening
skills of children by
listening through
teachers.
Session Notes:
Before starting the session,
teachers demonstrate the
activity in clear manner by
allowing children to follow
the instructions and improve
their listening and drawing
skills. The children will
allow by teachers to draw
any painting and shapes that
helps in reducing their
frustration by explaining the
importance of each colours in
life. It is important for
educators to make children
familiarise with bright
colours and provide detailed
concept of different colours.
The few strategies which
would be suggested for
improving the knowledge of
children related to colours:
Leon-Araujo and
Aguirre, (2021)
explains about the
importance of colours
in life so that children
can understand the
value and its
importance.

 Teachers must
provide the
significance and
benefits of colours. It
is a powerful
communication tool
which helps in
reducing the
frustration level and
also influence the
mood and
physiological reaction
of children.
 Teachers must
provide materials to
children so that they
can draw something
and fill colours. The
materials must
include A4 size sheet
for each student and
different colours.
Large aper will help
children to express
their ideas and
thoughts. It also
divert the mind of
children which also
helps in reducing
frustration level.
 The role of teachers
Adiredja, Bélanger-
Rioux and Zandieh,
(2020) states few
everyday examples
about basis from
students. Through
these examples,
teachers can learn
about the reaction and
ways to influence the
frustration level of
children.

in this activity is to
encourage children to
participate and draw
something that fills
with colours. They
must focus on
handling the
appropriate behaviour
of children such as
talking out of turn or
non-attentiveness.
After the session, teachers
can plan for next session in
order to increase the skills
and knowledge of children.
Samuel, Acharya and
Rao (2020)
demonstrate about
how colors fills the
gaps in life.
Experience 3 Title: Conduct an activity
“Colors the circle”.
Key Objectives:
 Providing
opportunities to
children for practising
about colours.
 To improve the
knowledge of
children about the
different colours and
their importance in
life.
 Enhancing skills of
children by drawing
Pridmore (2021) helps
in illustrating about
the different colors in
order to provide
detailed information
to children about the
value of different
colors.

and filling colours in
circle.
Session notes:
The environment must be set
up in which children can
participate and do activity in
effective and efficient
manner. In order to run the
activity, teachers must
prepare for large sheets of
white paper in which
children can fill the colors.
On each sheet of white paper,
a large circle is drawn which
will fill up the sheet. Then
the sheet is sticked on the
wall of the classroom by
ensuring that children must
reach the circle. Teachers
encourage children to fill the
colors in circle by
demonstrating its importance
in life. They will walk
around the class and color the
small part of each circle by
their favourite colors.
The educators will observe
the children and identify
whether they are able to
demonstrate the importance
of each colours in life. They
Yu and Wu (2018)
states the game which
helps in explaining
about the colors in
effective and efficient
manner.

also assess the literacy
development among children
and also examine their
confidence level while
speaking about the
importance of colors. It is
important for teachers to ask
few questions related to
colors and their value so that
they can encourage children
to explain their opinions in
their own language. The
response of the student will
show the level of literacy
progress. Teachers must also
record the experience of
children by taking photos and
recording the video.
After the session, teachers
assess the understanding and
performance level of children
by observing them during the
session. A meeting is
conducted among the staff in
order to plan for the next
activity or task that helps in
enhancing the skills, abilities
and knowledge of children.
They also discuss about
improving the vocabulary
and listening skills of

children. Educators are also
encouraged in staff meeting
to show their ideas and
perspective.
Conclusion In Conclusion, it is being
concluded that this report
covers three experiences
which helps in supporting the
literacy development. These
experiences not only support
communication skills and
knowledge of student but
also support multiliteracies.
Oral communication plays an
important role in developing
the skills and knowledge of
children due to which they
can learn something new and
build their knowledge. In
order to reduce the
frustration of children it is
important to understand the
triggers, build children
strength and also model a
constructive response.

REFERENCES
Books and Journals
Allison, E. and Goldston, M .J., 2018. Modern scientific literacy: A case study of multiliteracies
and scientific practices in a fifth grade classroom. Journal of Science Education and
Technology. 27(3). pp.270-283.
Bland, J., 2021. Picturebooks that challenge the young English language learner. In Exploring
Challenging Picturebooks in Education (pp. 122-142). Routledge.
Connection, Q. R., 2021. The Day the Crayons Quit–Québec Reading Connection.
Corbi, P. L., 2019. Bright Lights, Colors All Around: Differential Effects of Chromaticity and
Luminance Contrast on a Visual Search Task.
Khadka, S., 2018. A broad-based multiliteracies theory and praxis for a diverse writing
classroom. Computers and Composition. 47. pp.93-110.
Leon-Araujo, N. and Aguirre, V., 2021. Colors of Life.
Morrison, H., 2015. The Day the Crayons Came Home by Drew Daywalt. Bulletin of the Center
for Children's Books. 69(2). pp.83-83.
Samuel, S. R., Acharya, S. and Rao, J .C., 2020. School Interventions–based Prevention of
Early‐Childhood Caries among 3–5‐year‐old children from very low socioeconomic
status: Two‐year randomized trial. Journal of public health dentistry. 80(1). pp.51-60.
Schroeder, J., 2015. The Day the Crayons Quit. Language Arts. 92(4). p.288.
Yu, Y. L. and Wu, T. T., 2018, August. A Board Game Designing of Serious Mini Game in
Complementary Colors. In International Conference on Innovative Technologies and
Learning (pp. 482-489). Springer, Cham.