EDUC4852 Multimodal Creativity in Early Childhood

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Overview

This topic explores a multimodal approach to children’s creativity in early childhood. Learning concentrates on developing pre‐service teachers’ ability to plan for and create multimodal opportunities for young children to communicate their knowledge and understanding as they make meaning of their world. From birth children use a range of ways to communicate as they explore and make sense of the world around them. This topic focuses on the many ways that children communicate, including semiotic theories and approaches (signs and symbols) such as mark‐making, drawing, gesture, speech and language. Pre‐service teachers will explore a range of approaches to develop and support creativity through different modalities including dry media, used for mark marking and drawing, and digital tools, and how these resources can be used across the curriculum to support and document children’s learning. Pre‐service teachers will explore the underpinning concepts of multimodality in early childhood settings (spaces and places) and how creative digital technologies can support and extend children’s ability to communicate their learning in a range of modes.

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Tuition pattern

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Aims

This topic aims to:

Examine the many ways in which children creatively communicate their thinking through multimodal approaches
Explore techniques and approaches to documenting children’s learning including the use of creative digital tools
Plan opportunities for children to express themselves by designing and creating age‐appropriate, multimodal opportunities using a range of resources

Learning outcomes

On completion of this topic you will be expected to be able to:

Assess how children can combine two or more modes to represent their thinking and communicate their ideas, considering a diverse range of learners and culturally sensitive modes of communication

Explore how every day, digital tools can be used to enhance children’s play and learning and to document and communicate their understanding

Evaluate the ability to construct meaning using multiple modes of communication including images, text, speech, and digital modes to represent learning across disciplines

Examine how educators can support and encourage children’s multimodal creative expression

Recognise and articulate the effect communicating in a range of modes has on children’s literacy and numeracy learning

Discuss how to support children’s ability to choose forms of symbolic representation that will best afford expression of the meaning they wish to communicate

Assessments

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Requisites information

Pre-requisites:

1 Admission into BECE-Bachelor of Early Childhood Education - Birth to 8
1a Admission into BEDSHPE-Bachelor of Education (Secondary Health and Physical Education)
1b Admission into BEDPR-Bachelor of Education (Primary)
1c Admission into BEDSEC-Bachelor of Education (Secondary)
1d Admission into BISEEC-Bachelor of Inclusive and Specialised Education (Early Childhood)
1e Admission into BISEP-Bachelor of Inclusive and Specialised Education (Primary)
1f Admission into BISES-Bachelor of Inclusive and Specialised Education (Secondary)

Must Satisfy: ((1 or 1a or 1b or 1c or 1d or 1e or 1f))

Handbook

Multimodal Creativity in Early Childhood

EDUC4852