University Assignment: Literacy Resource for Early Childhood Education

This assignment focuses on designing a literacy resource for early childhood education, specifically targeting children aged 0-5. The student proposes using the picture book "The Snowy Day" by Ezra Jack Keats as a key resource. The assignment details how the book's colorful illustrations and relatable story can engage young learners and promote language and literacy development. It discusses various learning activities, including group discussions and individual exploration, to enhance comprehension and encourage children to share their experiences. The resource aims to foster a love of reading and provide a foundation for language skills, considering different learning environments and student group sizes. The student emphasizes the importance of interactive and fun learning experiences to motivate children and make learning effective. The assignment includes references to support the pedagogical approaches and the value of the selected resource.

Running Hell: LANGUAGE AND LITERACIES IN EARLY CHILDHOOD
LANGUAGE AND LITERACIES IN EARLY CHILDHOOD
Nam of the Student
Name of the University
Author’s Note

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Introduction:
It is important to organize a resource for the early childhood students in a class.
Otherwise it will be difficult for the teacher to assess them hence the number of the lessons
planned and the weekly activities must be scheduled by the teacher to organize the curriculum
and proceed with the modules developed by thee teacher so that the student can learn and deliver
by following an saying within the curriculum (Currie & Thomas, 2018). Therefore, the resource
that developed will include the mode of the performance of the students and analyzing their
potential, strength and weaknesses in the class. In addition, the grasping capability of the
students analyzed so that teacher may analyze the knowledge regarding the students of the class.
Therefore, the resource organized by keeping several learning guides and activities that will be
beneficial for the students so that they can easily develop, as the age group of the student will be
mainly from 0-5 years of age (Rogers, 2017). Hence, the motive of the resource will be to
analyze to motivate the students as well as make them capable for maintaining and knowing their
lessons. Thus the resource will be selective and the critical quality of Resources used for the
children’s language and their literacy development. The resource will be helpful for the student,
as it will be focusing on their language and literacy (Coates, 2016).

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Discussion:
Learning Resource:
Category of Resource Name of Resource
Picture Book
The Snowy Day
Ezra Jack Keats wrote a very popular picture
book. It contains very simple and colorful
pictures with a very beautiful and touching
story of a little boy. The children will love
going through the story and seeing the colorful
pictures (Poulou, 2017). They will feel
attracted to the picture and will gradually take
interest in the story that will be providing both
analysis of the pictures and reading of the text.

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I have chosen the above-mentioned resource to develop my learning educational resource for the
required student batch that I have to develop. They will be highly excited to learn and do these
activities along with their teacher’s guidance therefore; they will be very much interested in their
studies as well. Therefore, they will be able to outline to their studies well, with proper insights
to their lessons. Developing the learning activities is very necessary for the children especially
who belong to the age group of 0-5 years. The children will love to play and engage themselves
into activities they find fun to participate. The activities may be planned for the students that the
teacher may assign them for doing like playing the field and develop bond among each other that
they students will be learning from the text. They will have fun and enjoy their studies alongside
and their body and mind will be in exercise as well. This will motivate them to learn and give
attention to their academics even more (Masino & Niño-Zarazúa, 2016).
The resource may develop as a suitable educational artefact as there are varied learning
outcomes that will be provided by the learning resources and the activities as well. Therefore, the
mode of the study will be very much interactive and fun. Aesthetics of the study depend upon
how the lessons are taught and how each of the activities are carried out successfully so that the
student achieves the actual essence of the study. Therefore, the mode of the study may be
interactive and may be done in-group format so that the students can easily learn from the lesson
and they will be able to remember the facts that they learned while performing any type of
activities or while studying in groups (Bakosh et al. 2016).
The learning resource is the studying of the picture book The Snowy Day by Ezra Jean
Keats, who has beautifully reflected he life of the a boy belonging from the black community,
who is of a very young age and has definitely no friends. Finally, after wandering in the ground
alone and playing with the snow he finds respite and gets a friend to play with. According to me,

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the students will be able to connect to the story of the picture book and may find similarities in
their own lives. The teacher may ask the students to share their stories in the class after teaching
them their lesson. This may grant them to analyze and to speak their hearts out to the teacher.
The picture book contains beautiful pictures and artworks. They students will love the use of the
bright coolers in the picture book. They will get attracted to it a lot and follow the story by
matching them with the beautiful brush painted pictures in the whole book. Therefore, the
students will be able to see, learn, and analyze by reading the picture book (Horn, Palmer, Butera
& Lieber, 2016).
The story of the picture book includes a boy named Peter, who is found to be exploring
his neighborhoods that is covered in the thick snow. The child takes special interest in
rediscovering his childhood neighborhood in a new manner. The snow covered the place
completely making the child awestruck and providing a great ambience for the child to play
around and go outside and fun. The child is found to be black origin and the therefore the story is
may be similar but is different based on the analysis of the community. Thus the children
belonging from very race will find the story and the content completely relatable and definitely,
attractive to them. There are certain points that will please the student a lot as there have been
use of a lot of colors and also many shapes this may interest the students a lot and may also
influence them in developing their own art and also motivate them in order to make new things
but going through the book. The students will love to go through the colorful picture many times
and they will thus very easily analyze the lesson and understand their studies well. In addition,
the memories of the fun activities that may have been done in class can also help the students in
analyzing the educational and the inner meaning of the lesson as well. (Toumpaniari, Loyens,
Mavilidi & Paas, 2015).

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The resource will stand out as a key to developing the language and literary artefact as
the there are certain factors that will boost the literary competence of the students as well. The
Students will be learning very simple and good English and the idea of the language will develop
as well. Hence, the resource will provide the students the freedom to analyze the lessons
according to their own potentials and will grant the students in developing their own
interpretations and understanding towards their lessons. This will grant the teachers options as
well to conduct and certain learning sessions at will help the student increase their potency with
language learning and developing their literary background as well.
The resources with the following criteria:
 Application on an individual child- the individual child will definitely love
to learn the texts and will take interest in it. He will learn the text quite
playfully and definitely will love to go through the texts several times. The
teacher may include reading of other texts and include certain entertaining
materials while studying. Therefore the inclusion of certain matters like
studying of the pictures in the detailed manner, analyzing the parts of the
study may be easy for the student to understand and the teacher will also
be able to guide the student properly (Falkner, 2018).
 Application on small group- the group of the individual is more than one
individual which will grant the student a very healthy learning
environment that will provide the student the perfect ambience to learn
together along with this peers and allows to study in a group format so that
they can easily do things themselves and also learn from others while
doing tasks or studying. Therefore, the mode of the text can be studied and

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the teachers, which will help the student to develop their new perspectives
on theme of the text, can give exercises. It will also grant them the group
that will make them feel happy and enjoy the class as well. Also studying
together will help the teacher from different perspectives and then make
the students participate in the discussion that will make students study and
learn fast. Overall, there will be a chance of good and healthy competition
among the students and thus they can improve themselves more
prominently (Pinkney, Fancher, & Johnson, 2017).
 Application on a larger group (more than 7 children) - the group of
students will definitely provide a good strength in the class and the scope
of the class will increase as well. The text can be taught but if there are
more than seven students in the class then there may be managing problem
for the teacher as they are very young they will not be eager to pay
attention in the class, hence the mode of the study needs to be changed by
the teacher as well. The interactive session will be beneficial for them as
they will be more and more participants (Kim,Wee, Gilbert & Choi,
2016).

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References:
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social networks, and cloud computing to support pervasive knowledge. Education and
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school students’ quarterly grades. Mindfulness, 7(1), 59-67.
Coates, H. (2016). Assessing student learning outcomes internationally: Insights and frontiers.
Assessment & Evaluation in Higher Education, 41(5), 662-676.
Currie, G., & Thomas, C. (2018). Learning Outcomes, Reflection, Cognitive Capacity Reserve
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Improving University Teaching: New Spaces for Learning.
Horn, E. M., Palmer, S. B., Butera, G. D., & Lieber, J. (2016). Six Steps to Inclusive Preschool
Curriculum: A UDL-Based Framework for Children's School Success. Brookes
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Kim, K. J., Wee, S. J., Gilbert, B. B., & Choi, J. (2016). Young children's physical and
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Masino, S., & Niño-Zarazúa, M. (2016). What works to improve the quality of student learning
in developing countries?. International Journal of Educational Development, 48, 53-65.
Poulou, M. S. (2017). Social and emotional learning and teacher–student relationships: Preschool
teachers’ and students’ perceptions. Early Childhood Education Journal, 45(3), 427-435.

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Rogers, G. D., Thistlethwaite, J. E., Anderson, E. S., Abrandt Dahlgren, M., Grymonpre, R. E.,
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gesturing. Educational Psychology Review, 27(3), 445-456.
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