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This task will allow you to demonstrate your knowledge of oral language development as well as the environments that may enhance children’s oral language. The assessment is divided into two parts:

Part A) Oral Language Analysis

1. You need to collect two oral language samples from a focus child, aged between two and five years. One setting should be the focus child playing with another child, while the other should be an interaction between you and the focus child. Note details of the context in which each of these conversations take place, using Halliday’s three key features that influence a language register – the field, tenor and mode (as described by Fellowes & Oakley, 2014 in the prescribed textbook). Recording the conversation is the easiest way to collect each language sample, however detailed written notes will suffice if recording is not possible. Five to ten minutes of conversation is appropriate. Ensure you seek parental permission (and the child's where appropriate) but do not include this or the recording with your assessment.


2. From the recordings, select one or two sections from each language sample to transcribe into written form. Each transcription should be no more than a page in length and must be included in your assessment as an appendix. The transcription should be true to what the child said, i.e. the way in which they expressed words/sentences. Do not make grammatical corrections when transcribing as this is part of the analysis process. Use line numbers to denote a change in speaker as this will assist when referring to examples in your analysis. Please use pseudonyms for the children to maintain confidentiality. Each transcription should be set out as shown in the following example:

Part B) Prepare and submit a Parent Newsletter

Drawing on what you know about the importance of the home environment for enhancing children’s oral language development, design an A4 sized newsletter you could give to parents informing them of how they can encourage their child’s oral language development, including some practical ideas on how they can facilitate this.

Emergent Literacy

The project will try to find out the emergent literacy of three children named Mark Sophie and John. The three are aged four, three and five respectively, and the instructor observes their behavior while they are interacting. Some sets of learning activities are provided to the group which will then be used to gauge the different level of emergent literacy among the young children. The study aims to demonstrate the ability and the skill of the child to learn, read, write and draw for the first time. The influences that the instructor has on the development of the emergent literacy is analyzed and especially in giving direction to the children.

The group is provided with a painting done by another child of four individuals likely to be a member so of a family. The group is mandated to view the painting and make discussion pending on their topic of interest which is related to the topic. Basing on the Early Years of Learning Framework (EYLF) outcomes, the researcher aims to determine children’s emergent literacy relating t these outcomes such as self-identity, wellbeing and effective communication. The study is therefore designed to increase the developmental assistance to the emergent literacy among the children between the ages of 3-5 years.

Emergent literacy is the ability of the parent, child educator care giber to understand the children skill of reading and writing for the first time. The process where the child starts to read and write for the first time and development the skill is referred to as emergent literacy. This project intends to incorporate the children’s’ languages and literacy through creating an opportunity for the children to develop interruptive sessions to discuss different topics of study. The project’s participants are a group of children between the ages of 3-5 years which are basically at the start of learning to read, and write, draw and engage in oral communication. The story that introduces the group of focus tot eh different focus of the study creates an opportunity for self-identity and understanding what they like the most. The story indicates to the instructor on the level of understanding of the children when a story is read3. The researcher can gauge the skill of the child to listen and understand the context of the story and make discussions on his/her topic of interest.

The group was given a drawing that shows another child drawing. The group is supposed to analyze the painting and create a topic of discussion based on their interest. The topic of choice is appropriate because it explores the different means of ability to visualize, discuss and hence oral development and written skills. The group can pick a different aspect of the painting and come up with different ideas, thoughts, and imaginations on how to draw another one make changes to the picture or discuss the painting with the friends and thereby emergent literacy develops. The group of ages between 3-5 years relates to what the painting is all about. Development of topics is easy as the painting is colorful and straightforward as well.

Making a Duplicate

The group was exposed to two activities where they gained several learning activities. The two activities are listening to a story and looking at a painting made by a child. After listening to the story, the children were asked to make comments on the happening of the story that was read to them. Secondly, they were told to draw another painting that was similar to the painting that they were given. The learning experience aimed at identifying the child’s self-identity. At this point, the child can self-identify themselves to create a sense of personal existence. Secondly, this learning experience aims to understand the rate of holding information. When the child has observed the picture, he/she can duplicate by copying the main drawing. In the case of listening to a story, they capture the information in their head that they could later need during giving narration to the group members. The use of different coloring in the picture helps the child to quickly note the difference between the structure and hence duplicating the painting5. The skill that the researcher aims to achieve is writing which include drawing. Also creating an image in our mind is another aim.

Emergent literacy essentially developers the mind of a child to improve their ability to understand more about themselves, the surrounding and the experiences. Duplicating is a learning experience that helps the children improves their involvement in that activity and hence increasing the level of experience. After making the observations to the picture, the children were instructed to make a similar painting with the same color composition. The student demonstrated a superb performance since that made a drawing that was similar even though it was slightly different. This indicates that the learning activity that the children were subjected to made them learn something new-painting.

NAMING COLORS

The group of children in the research was given a painting of a child painting and was instructed to make observations on the colors used to paint. They were told to name some of the colors they knew. The group named some colors and failed to name blue. They recorded the green color, red, yellow but all of them failed to name the color blue.

The aim of planning this learning outcome was to identify the child’s ability tolerate tot eh community. As identifies in the Early Years of Learning Framework (EYLF), children need to relate to their surrounding as a form of developmental stages7. While developing emergent literacy, it is essential for the caregivers and parents and the teachers to help the children associate with the society and the sounding they are living. For instance naming of colors could be easier when the children relate to the colors surrounding them such as the grass, the run, and the skies amongst others.

Upon studying the painting, the children demonstrated varied topics of discussions and play-related activities; they started pointing to the clothes they wore matching the colors to those in the painting. At this point, they learned more things together since when they found a color that was on their clothes and lacked the matching color they sought assistance to find out the name of the color in questions. The process of inquiry indicates that the children are willing to learn new things. Accordingly, children demonstrate the ability to initiate learning among them when they interact and during play. As indicated in this case the children used the painting to make colors fun and started to locate the colors of their clothes to those in the painting. Those who knew about a certain color took pride to explain to those who did not know. Those children who did not understand the colors wanted to understand more and hence developing an urge to learning more. Emergent learning evidentially provides the child with an opportunity to learn through experience thereby increasing their comprehension power.

Naming Colors

Last but not list is the learning activity where the students we supposed to study the painting and count the number of items that they know and given them names. The painting provides a potential for the children to identify the different individuals in the painting and give them the names they know and probably the roles at home. The aid of shapes and sizes helped the children to identify the characters in the painting. One f the children answered Mom, Dad, Me and Sophie. Another student said it is mom, dad, and children. This learning experience aims to demonstrate the ability of the children to demonstrate community involvement, self-identity and the wellbeing of the child’s background.

Association of the painting's characters to the family members is a positive indication that the child has learned that the availability of family is critical. Children were expected to count the number of people they saw in the picture to investigate their counting ability. The three of them were able to count the four people. The instructor also asked them to identify themselves if that was their family.

In this category, the children demonstrated a wonderful emergent literacy development. They passed all the test of the planning of the learning experience. The children were able to associate the painting with the society and particularly the filmily10. The role of the family in influencing the emergent literacy is evidential by the manner in which they made reference to their families and even pointing to the smaller picture indicating that it was them.

Engagement of the instructor provided an opportunity for the children to increase their lowering experiences. The instructor asked questions which provided the children the chance to explore and try to find out the solution deeply. A question such as, “can you locate yourself in the painting?” This makes the participant aggressive, connecting them to the society and hence coming up with a solution.

Conclusion

Emergent literacy among the children age between 3-5 years is very crucial in life since this is the foundation's development of orals, written and visual literacy. The instructor can plan certain learning experiences and collect information regarding developmental stages of emergent literacy. Conducting this experiment proved that engagement with the children

For this experiment, most of the intended activities went as planned. Children demonstrated a strong correlation with between emergent literacy and constant practice, learning from experience and the colleagues. The learning outcomes that the investigator tried to find went well-making children demonstrate the ability to learn and comprehend new things. Application of play leering amongst the children proofed to be effective as the children remembered almost all the issues discussed during play time. In many cases, the time when the children learn while they played was when they became are most active and thereby absorbing more information. Emergent literacy can be well-established when the children are made to participate in constructive games which are mind games to help these children develop stronger literacy

Emergent literacy can be enhanced through aiding the writing, communication and the visual aids of the children. As an educator, there are a lot of issues that need can he can do to help develop the children’s development. Some of the things a child educator needs to do include;

Mobilize, monitor and encourage children towards achieving a certain goal. At this stage, these children have never had experience of understanding, reading, writing or painting for the case of this experiment. Secondly, the role of the educator is to primarily demonstrate the guidance to the children on how to engage in the new acquisition of knowledge and still remembers. The educator needs to engage with the child and in the course of the engagement, ask a simple question that could increase the knowledge acquisition to the child’s development.

Flewitt, Rosie, David Messer, and Natalia Kucirkova. "New directions for early literacy in a digital age: The iPad." Journal of Early Childhood Literacy 15, no. 3 (2015): 289-310.

Lonigan, Christopher J., Matthew D. Lerner, J. Marc Goodrich, Amber L. Farrington, and Darcey M. Allan. "Executive function of Spanish-speaking language-minority preschoolers: Structure and relations with early literacy skills and behavioral outcomes." Journal of experimental child psychology 144 (2016): 46-65.

Montroy, Janelle J., Ryan P. Bowles, Lori E. Skibbe, Megan M. McClelland, and Frederick J. Morrison. "The development of self-regulation across early childhood." Developmental psychology 52, no. 11 (2016): 1744.

Moore, Robin C. Childhood's domain: Play and place in child development. Routledge, 2017.

Otto, Beverly. Literacy development in early childhood: Reflective teaching for birth to age eight. Waveland Press, 2015.

Peterson, Shelley Stagg, Donna Forsyth, and Laureen J. McIntyre. "Balancing Play-Based Learning with Curricular Mandates: Considering the Views of Northern Canadian Teachers and Early Childhood Educators." Canadian Children40, no. 3 (2015).

Piasta, Shayne B. "Current understandings of what works to support the development of emergent literacy in early childhood classrooms." Child development perspectives 10, no. 4 (2016): 234-239.

Stagnitti, Karen, Alison Bailey, Edwina Hudspeth Stevenson, Emily Reynolds, and Evan Kidd. "An investigation into the effect of play-based instruction on the development of play skills and oral language." Journal of Early Childhood Research14, no. 4 (2016): 389-406.

Schmitt, Kelly L., Lisa B. Hurwitz, Laura Sheridan Duel, and Deborah L. Nichols Linebarger. "Learning through play: The impact of web-based games on early literacy development." Computers in Human Behavior 81 (2018): 378-389.

Waite, Sue, ed. Children learning outside the classroom: From birth to eleven. Sage, 2017.

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