Literacy Resource Teaching Kit: Infant, Toddler, Preschool Literacy

This report provides a detailed literacy resource teaching kit designed for infants, toddlers, and preschoolers, focusing on the development of crucial literacy skills. The kit comprises resources for oral language development using puppets, storytelling through story bags, and digital technology integration with Symbaloo. Each resource includes a rationale for its selection, practical teaching strategies, and alignment with the Early Years Learning Framework (EYLF). The report explores how these resources promote emotional development, build confidence, enhance language skills, and foster creativity. It also examines the application of Blank’s Levels of Talk, the four practices of Freebody & Luke’s socio-cultural perspective, and the Multiliteracies map to guide literacy development. The report emphasizes the importance of tailored resources for each age group and the effective use of technology in early childhood education, providing valuable insights for educators seeking to enhance literacy outcomes.

Literacy Resource Teaching
Kit

TABLE OF CONTENTS
INTRODUCTION...........................................................................................................................3
Resource 1 Oral Language - Infants............................................................................................3
Resource 2 Story-telling - Toddlers.............................................................................................7
Resource 3 Digital Technology – Pre-schoolers.......................................................................10
Resource 4 Critical Literacy – Pre-schoolers............................................................................13
Resource 5 Writing – Foundational Year (Kindergarten in NSW – First year of school)........16
CONCLUSION..............................................................................................................................19
REFERENCES..............................................................................................................................20

INTRODUCTION
Literacy resources help in literacy development which is the most important part of the
overall development of the child. There are various activities which help in developing the
literacy of the child such as reading, singing, drawing, story-telling and writing. The resources
for literacy development for different age groups are different (Merrins, Kazmierczak-Murray
and Perkins, 2019). The report will shed light on the various resources for toddlers, preschoolers,
infants etc. to develop their various skills and literacy. It will also highlight the reason for
choosing the particular resource for the particular literacy. It will also explain the ways in which
resource can be used by implementing various teacher strategies. It will also mention the
learning outcomes which are achieved by the resource.
Resource 1 Oral Language - Infants
Name & Picture of resource:
Puppets for oral learning development of
the infants.
Rationale (Why is this, an
appropriate resource for
oral language?) –
Puppets can be the best
resource for teaching the
oral language to the infants.
This helps in making the
faces of the infants light up.
They are the things which
can be used by the children
to slide their hands inside
and also helps in bringing
them to life (Cavazos,
2017). Children also love
to express their feelings
and invent the dialogue and
conversations with the
puppet. These are used by
the parents, teachers and
Explain ways
resource can be
used & teaching
strategies that the
resource promotes –
The puppets can be
used by the parents
and teachers by
sliding the small
puppet in the tip of
the spoon of the
child so that they
can enjoy eating
and frankly
speaking (Awang,
2020). The teachers
can motivate them
to express their
feelings with puppet
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caregivers of the infants
also.
so that they do not
get hesitated and
can become able to
remove the stage
fear. The teachers
can also role play
with children and
during conversation
making use of the
model effective
language. The
teachers must use
the complete
sentences by
making use of
sophisticated
vocabulary which
can help in giving
reference to the own
speaking of infants.
The teachers can
also arrange for the
moving as well as
speaking puppets as
after seeing them
the infants become
excited to express
their emotions and
excitement (Sanden,
2020). Puppet
shows can be
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organised for
introducing new
concepts of
children.
Literacy Developmental Skills promoted
by the resource –
Emotional development, gaining the
confidence in speaking and reading, music
appreciation, motor skills, guidance,
capturing the attention, promoting the
dramatic play, encouraging creativity, lack
of loneliness can be removed.
How can Blank’s Levels
of Talk be used with this
resource–
1. Matching: Another
resource which can
be like puppet can
be the soft toy or
any cartoon. The
puppets can be
touched and even
their voice can be
heard (Grove,
2017). The
questions asked to
the infants can be
what they can hear,
what did they touch,
what is the object
etc. The infants can
point to the object
to answer.
2. Selective Analysis:
This describes the
details of the
objects along with
analysing its
EYLF Learning
Outcomes linked
to the resource –
Emotional
development,
learning etiquettes,
boosts the
confidence in
reading and
speaking, stimulates
imagination,
improves motor
skills, increases
group participation
etc.
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functions. The
questions can be
what happened,
describe its
features, how is it
different etc.
3. Reordering
Perception: These
do not deal with
direct questions
instead the
predictions are used
by the listener.
These include what
will be happening
next, what is the
thing which can be
used with the
puppet, identifying
the similarities
between two objects
like puppet and soft
toy.
4. Reasoning: These
questions are to be
answered by
making use of the
past experiences.
These include why
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did it happen, why
is the puppet made
of cotton, why did
you use it and many
more.
Resource 2 Story-telling - Toddlers
Name & Picture of resource:
Story bags for enhancing the story
telling in the toddlers.
Rationale (Why in this
an appropriate resource
for storytelling?) – Story
bags can be used as the
resource for promoting the
story telling in the
toddlers (who are the
children of age group 1-3
yrs) as it can help in
providing them with the
fun hands approach to
explore the interests and
extend the emerging
skills. The main aim of
this story bag is for
making the reading and
using the language as fun
and not complicated.
Explain ways resource
can be used & teaching
strategies that the
resource promotes –
The teachers can start
with the favourite story
by using few props.
These can be thrown into
a big basket or a bag.
Then, the teacher can sit
and make the toddlers sit
in a circle and then can
enjoy the story together.
In order to make it more
efficient, the teacher can
monitor the response of
the toddlers and must try
to engage them so that
they can enjoy the story
(Cavanaugh and et.al.,
2017). Certain themes
can also be set such as
zoo, forest, games,
vegetables etc. to
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enhance their knowledge
as well as relating to the
real life.
Literacy Developmental Skills
promoted by the resource –
The story bags will help in enhancing
the toddler’s skills such as public
speaking, story sequencing, taking turns
in a conversation, problem solving,
boosting of confidence, and making the
situations easy to understand and many
more.
Explain how the
resource guides children
through the four
practices of Freebody &
Luke’s socio-cultural
perspective: –
Code Breaker: In this
part, the toddlers will be
able to establish
relationship between the
props used and their use in
the real life of the
toddlers. The toddlers will
be interpreting the
structure of the props and
their contexts of use
(Szente, 2020).
Text Participant: This
section will help in
knowing that whether the
toddlers have the prior
knowledge of the things
taught in the form of
stories or not. It will also
include knowing the
meaning patterns which
are operated in the props
EYLF Learning
Outcomes linked to the
resource –
Listening to the stories
with increasing recall and
attention, gaining the
confidence, making use
of new words in any
given context,
negotiating the roles,
using the language for
imagining and re-
creating the story roles,
imaginary and real life
experiences, becoming
able for sequencing and
clarifying their thinking,
feelings and ideas.
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used to explain and
making the story fun.
Text Analyst: This part
ensures that the props and
the materials used are able
to make the learning of
the toddlers fun-loving
and also whether they are
according to the views,
values and the interests of
the toddlers or not. It must
be ensured that the props
or the story bags are made
for specific purpose and
not randomly. These know
that the story bags
position the readers
uniquely by constraining
and influencing them.
Text User: In this part,
the text users are aware of
using the cultural and
social functions of the
story-telling practices.
These also understand the
types of the props and
baskets used for specific
purposes which can help
in making the toddlers
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understand about the uses
of the props and the
baskets (Ruiz Muñoz,
2019).
Resource 3 Digital Technology – Pre-schoolers
Name & Picture of resource:
Symbaloo is the resource which
can help in promoting the digital
technology to the pre-schoolers.
Rationale (Why is this
appropriate resource for
digital technology?) –
This is the visual bookmarking
tool which helps in scrolling
through the sites which the
teachers look for. This
especially helps the visual
learners especially the students.
The teachers used this for
gathering and organising the
websites which are commonly
used as the graphical tiles on
the computer desktops. The
main reason for using it is that
it is easier to use and helps in
collecting various resources
along with making them
accessible to not only the
students but also the students.
This is also used as the
students gain the opportunity to
customize their own space of
learning by creating the own
Explain ways resource can
be used & teaching
strategies that the
resource promotes –
The teachers can use
Symbaloo for curate the
resources for lesson plans
by developing a webmix for
specific subjects which are
taught which can be used
from the website of
symbaloo. This will help in
creating a game-style
learning path for the
students (Mourlam and
et.al., 2019). These will
help in blending the
resources in the custom
paths and the students can
also give the quizzes.
This can also be used in the
library which can be
considered as the symbaloo
educators. This can be
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Symbaloo mixes by using their
own websites like personal
blog, classroom blog, school
website, school email account
etc.
accessible to all the
computer desktops of all the
students and their parents.
The teachers can also create
personal learning
environment for the
students. This will be done
by preparing the students by
teaching them digital
citizenship and also can
teach them the ways in
which they can organise
and navigate the resources
from different sources.
The teachers must also
share the website of the
classroom with the parents
and students so that they
also become aware of the
significance of digital
technology and also about
the new links in the Google
Docs, classroom website
etc.
Literacy Developmental Skills
promoted by the resource –
Using symbaloo will help in
enhancing the skills of the
preschoolers. It will encourage
the creativity of the students by
giving various opportunities. It
Describe how the resource
can be used to explore the
Multiliteracies map: –
Functional User: Under this,
the teachers select and operate
the equipments or the resources
EYLF Learning
Outcomes linked to the
resource –
Personalising learning
paths, real time statistics,
learning paths in
marketplace, easier to
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will also help in developing the
digital literacy by using various
drawing programs and various
applications Various other
technologies can also be used by
the teachers which will make the
students aware of the pictures,
editing the videos, making of
short videos and also checking
the blogs in classroom and
performing the various activities
which requires technology
(Mantilla and Edwards, 2019).
This will also support the
collaborative learning
environment and also helps in
enriching the interactions of the
students with the peers thereby
enhancing the communicative
skills.
which can help in benefitting
the preschoolers by making use
of digital technology. They
also locate, breaks the code and
use the icons and signs of the
resource in order to benefit the
students and the parents. This
also involves moving between
the mediums such as videos,
cameras and computers. The
functions of the resource are
used.
Meaning Maker: Under this,
the educators analyse the
meaning of the platform so that
it can be used in appropriate
manner. Also, the purpose of
the resource which is
Symbaloo is examined by
connecting to the student’s and
parents’ prior knowledge and
according to the same the
various functions of the
resource is used for facilitating
the parents and the students by
making use of the digital
technology.
Critical Analyser: In this, the
analysis is discoursed by
access the platforms of
digital technology, deadline
is set which analyses the
value of time, personalized
teaching approach, making
use of different themes,
gaming style digital lesson
and many more.
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