ECE6004 Diploma in Early Childhood Education and Care
Make a list of the main ideas we have covered in the unit so far with regards to children’s multiliteracies learning in early childhood. Pay particular attention to the teacher’s role. Perhaps complete a concept map as a plan for the essay to identify how these are related. Important components to include: The strategies an early childhood teacher would use to support multiliteracies development, providing justification for these The way in which the environment might be set up and the reasoning for this How children’s multiliteracy skills are influenced by their environment, significant others, societal influences etc. The ways in which the teacher can support multiliteracies and children and families with English as an additional language. Make yourself familiar with the assessment rubric (found in the assessment dropbox link). Refer back to these criteria during this process. Begin sketching out a plan for your essay, a basic structure is as follows: Introduction to multiliteracies learning in early childhood. Identify 3 or 4 main ideas related to the teacher’s role in children’s multiliteracies learning, make sure these ideas come from literature (minimum 4 references are required) Write a paragraph on each idea, whilst also ensuring each paragraph is connected to the next, so there is a ‘flow’ Final thoughts on the role of the teacher in multiliteracies learning in early childhood - sum it up. Revise your essay and ask a peer or colleague to review your writing. This is an important step in the process to ensure your writing is at a tertiary level. Make sure you have referred back to the assessment rubric and included all elements required Criterion 1: Student demonstrates deep understanding of the role of the teacher and strategies to support children’s multiliteracies development, including children with English as an additional language.
Criterion 2: Student has demonstrated their understanding of multiliteracies as a complex and contextual social act, through acknowledging the role of significant others, the child’s immediate environment and greater political and social influences.
Criterion 3: The way in which the pre-service teacher would construct an early childhood environment has been clearly communicated.
Criterion 4: Student has demonstrated understanding of how children generate and use multiliteracies in early childhood
Criterion 5: Student has effectively and appropriately made connections with literature and/or theoretical viewpoints to support their discussion.
Criterion 6: Writing is accurate and clear regarding structure, expression, grammar, spelling and presentation in the style of an essay. Word count is correct. Referencing is accurate and consistent with the Harvard style. The unit learning outcome(s) assessed is/are: Analyse how language and literacy operate as complex and contextual social acts that create and sustain power relations. Articulate ways multi-literacies are generated by capable young children and how they contribute to how young children engage with literacy and language. Demonstrate an understanding of supporting childrens’ language and literacy learning in rich environments, including children with English as an additional language.
