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ECL1100 Language Development and Early Literacy Learning

Transition Semester 3, 2023 9W Online
Units : 1
School or Department : School of Education
Grading basis : Graded
Course fee schedule : /current-students/administration/fees/fee-schedules

Staffing

Course Coordinator:

Requisites

Enrolment is not permitted in ECL1100 if EDX3270 has been previously completed.

Overview

In Semester 3, 2023 this course will be delivered as a Transition (9 week) semester, commencing on 13 November 2023 and concluding on 12 January 2024.

Meaningful human interaction and successful participation in social life rely on a range of communicative skills typically developed during infancy and early childhood. The Australian Early Years Learning Framework recognises the importance of early childhood settings that build on children鈥檚 language and literacy knowledges, and acknowledges the significance of multiple forms of literacy to children鈥檚 successful learning across all curriculum areas. Early childhood educators therefore require knowledge of children鈥檚 pre-linguistic communication and oral language development. In order to create effective literacy learning environments, early childhood educators also require knowledge of the ways that children progress from pre- and emergent literacy to eventually become readers who can decode, interpret and produce written texts.

This course provides an introduction to theories of language development and learning. The course focuses specifically on children's language and literacy development in the years prior to schooling. Key aspects of pre-linguistic communication and oral language development in infancy and early childhood will be explored, including affective, embodied, linguistic, representational and intersubjective communication. The role of symbolic and imaginative play in young children's development of communicative skills, relational learning and meaning-making will be considered. The course will address the role of familial, cultural and educational contexts in providing a diverse range of language and literacy experiences in the early years. Pre-service educators will consider how the theories of language development and learning covered in the course inform pedagogic approaches to fostering young children's development of oral language and early literacy learning.

Course learning outcomes

The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership鈥檚 (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service educators should be able to:

  1. apply knowledge and understanding of research and describe, observe and interpret pre-linguistic communication and oral language development in infants and young children (APST 1.2, 5.4);
  2. describe theories and research related to early literacy learning, and their implications for relevant pedagogic strategies (APTS 1.2, 2.5);
  3. describe specific forms of play, engaging activities and interactions that contribute to children鈥檚 oral language development, communicative repertoires and early literacy learning (APST 1.2, 2.5, 5.2);
  4. describe, observe and interpret the role of familial, cultural and educational contexts in providing literacy experiences for young children, and communicate information about children鈥檚 language and literacy learning to parents/carers (APST 3.7);
  5. describe pedagogic strategies and resources that can be used by educators and parents for fostering children鈥檚 language development and early literacy learning (APST 3.3, 3.7).

Topics

Description Weighting(%)
1. Pre-linguistic communication and oral language development in infants and young children 20.00
2. Theories of language and literacy and their implications for pedagogies in early childhood education 20.00
3. Functions of play in language development, communication and literacy learning 15.00
4. Literacy learning through familial, educational and sociocultural contexts 15.00
5.
  1. Observing literacy learning and interpreting observational data
  2. Moderation of observational data and its application to support consistent and comparable judgements of children鈥檚 involvement, development and learning
15.00
6. Pedagogic strategies and resources that foster language development and early literacy learning 15.00

Text and materials required to be purchased or accessed

Fellowes, J & Oakley, G 2019, Language, literacy and early childhood education, 3rd edn, Oxford 精东传媒app Press, South Melbourne, Victoria.

Student workload expectations

To do well in this subject, students are expected to commit approximately 10 hours per week including class contact hours, independent study, and all assessment tasks. If you are undertaking additional activities, which may include placements and residential schools, the weekly workload hours may vary.

Assessment details

Approach Type Description Group
Assessment
Weighting (%) Course learning outcomes
Assignments Written Essay No 50 1,2,3
Assignments Written Portfolio No 50 1,2,3,4,5
Date printed 9 February 2024