Teaching Resources for Early Childhood Education: Literacy and Communication Development

Introduction
There are several different teaching resources that can be used by educators to impact
early childhood education and develop EYLF skills among children. It is to be noted
that every child has different experience of belonging, being and becoming due to
diversity in family life that results in different expectations, perspectives, knowledge
and skills to their learning (Kearns 2010). This makes the learning of children
complex and dynamic in nature that needs to be managed right from the age of few
months. Educators can help children develop different skills and communication
through play-based learning that involve different strategies to make children efficient
communicators. Play-based learning allows for the expression of personality and
enhances curiosity and creativity among children. This is necessary to help children
develop a connection between their prior understanding and new learning leading to
development of new relationships and skills (Fellowes and Oakley, 2014). However,
it is necessary to understand the strategies and teaching resources that can prove to be
effective in meeting the requirements and help children achieve learning outcomes as
per the early years learning framework.
Five literacy play-based resources
Oral language teaching resource
Resource Kit: Picture card of characters in rhyme Old McDonald Had a farm

Age Group Babies (0-2 years)
Rationale: This resource will help babies and toddlers to develop basic
communication skills. Through rhymes babies will develop listening skill, vocabulary
of words, and phonemics awareness These skills help them face minimal difficulties
in learning to read and more likely to achieve higher in school (Fellows and Oakley,
2014).
Also, according to social interactionist perspective, rhymes are rich source of
involving children and other interactively.it is stated that social interactions play a
supportive and meaningful learning in language development (Fellow& Oakley,2014,
p.51).
Concepts and Learning Outcomes:
Babies and toddlers will learn to understand others (i.e., receptive language) and
express oneself (i.e., expressive language) with the use of words, actions and gestures
as well as facial expressions (Berk, 2016 and Gardner, 2015).
 Children will enhance their vocabulary.
 children will develop phonemics awareness.
 Children will develop a strong sense of identity (EYLF 1.1)

 Children will feel secure, safe and supported to openly express their feelings
and ideas, respond to ideas suggested from others (EYLF 1.2).
 This outcome further focus on helping babies and toddlers develop their
emerging autonomy; inter dependence, resilience and sense of agency (EYLF
1.4).
 This outcome will assist children in coming year to develop fine language and
communication skills during her early years of development.
Activity:
 The resources used will be picture cards to help babies develop identify skills.
Educator sing song and show them matching picture of animal and ask them to
make a sound of animal for example cow, duck etc.
Teaching Strategies and literacy development
 Introduce different pictures.
 Point at the animal and name them before starting to sing.
 Give turn to children for explore the picture.
 Early childhood educators are an important source of promoting the
development of language and communication skills among babies. Here are
several practices that are designed to achieve the goals of getting socially
connected and communicate better (Machado, 2015).
 The resource can be used to develop through Blank’s level of talk in the first
set of questions. Babies and toddlers will listen to the poem, see the pictures
and flash cards associated with the poem, go through the text and learn to
match colours, shapes, numbers and pictures (Machado, 2015).
 They will further identify the sources of noise and find answers to questions
like ‘what can you hear’, ‘who is making that noise’? The poem can also be
used to help children name objects (Planning with Kids, 2017).
 They will understand what a farm is, who is an old man, different animals, etc.
Further the questions in this level will assist children to learn through activities
like naming objects, naming actions, remembering objects pictures in a book
thereby developing their initial pronunciation and language skills.

Writing Development
Resource Kit: 1: Alphabet tracing and Writing sheets
Contains: Alphabet Tracing sheets and writing sheets
Age Group: Pre-schoolers (3-5 years)
Rationale: The rationale is to help children begin the use of images and
approximations of letters and words to convey meaning. they will learn to recognise
alphabetic and shapes of different alphabetic.
Concepts and Learning Outcomes:
This will develop basic writing skills and correct formation of alphabets.
This activity can also include practice of writing different alphabets helping children
to recognize each alphabet in different writing forms and using them while forming
words like their own name (Puranik et al., 2011).
Learning Outcomes
 Children will engage with a range of texts and gain meaning of these texts
(EYLF 5.3).
 They learn to express their ideas and make meaning by understanding how
symbols and pattern systems work (EYLF 5.3).
 Children use language and engage in play-activities to imagine and create
roles, scripts and ideas (EYLF 5.4)
Activity: