- Literacy acquisition in the early years
- Sharing spoken language with children birth - 5 years: Communication
- Storytelling experiences: contexts, strategies, and resources for reading
- Sound foundations for learning literacy: perspectives and approaches
- Emergent literacy: Signs, markings and writing
- Multiliteracies: Children as communicators
- Observing and listening to children: Engaging in literacy events
- Documenting children's literacy learning: Authentic assessment
- Literacy as a social practice: families, cultures and communities
- Creating literacy-enriched early childhood settings: Intentional teaching
- Transitions to primary school: communities of readers and writers
- Honouring diversity in language and literacies
- Discussion forum/Discussion Board
- Online assignment submission
- Podcasting/Lecture capture
- Standard Media
- Web links
You cannot enrol in this subject if you have successfully completed any of the following subject(s) because they are considered academically equivalent:
You must have successfully completed the following subject(s) before starting this subject:
You don't have to enrol in this subject if you have completed EDE106 Language and Multiliteracies (Birth-5 years) as they are considered equivalents.
No special requirements
This subject was previously known as EDE332 Early Childhood Literacies.
This subject is premised on an image of young children as social beings and competent communicators from birth. Students analyse theoretical perspectives underpinning teaching and learning of languages and literacy in the years from birth to age 5. Students learn approaches to establishing relationships between the literacy practices of the home and early childhood settings. The subject features a strong focus on linguistic and cultural diversity: students consider how early childhood settings can value children’s individual, social, and cultural ways of knowing to facilitate harmonious transitions and continuity of learning. Students apply observation, interpretation and assessment to documentation of children’s early communications. Students design a learning environment that enables children to access a wide range of materials and situations for communication.
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- Case Study (50%)
- Essay (50%)
Textbook information is pending.