EDUC9138 Literacy and Language Development in the Early Years

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Overview

This topic will introduce pre-service teachers to language development in the early childhood. Using evidence-based models, pre-service teachers will learn about the components of language including; semantics, syntax, morphology, phonology and pragmatics across expressive and receptive modalities and in spoken and written forms. A key focus is to highly develop students' own linguistic knowledge which acts as a platform for understanding how to interpret the Early Years Learning Framework (EYLF) and the English - Language strand of the Australian Curriculum (AC). Pre-service teachers will develop knowledge in how language is presented in the English - Language strand of the AC including language variation and change, language for interaction, text structure and organisation, expressing and developing ideas, and phonics and word knowledge, as well as the achievement standards. This topic holds a particular focus on the structure and nature of language, how language is acquired by diverse groups of children, and an understanding of a variety of assessment strategies.

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Tuition pattern

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Aims

This topic aims to:

Cultivate knowledge of how communication, language speech and early literacy develops in the early years, and analyse the educator’s role in supporting young children’s language acquisition
Evaluate and interpret research-informed models of language development and the components of language across receptive, expressive, spoken and written modalities
Develop knowledge about when and how to use a range of planning and assessment practices that guide teaching and learning and subsequent reporting
Create opportunities - in the context of teaching language and literacy - to critique, plan for and undertake future-focussed research on practice

Learning outcomes

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

Analyse the components of speech sound development, language development, communication development and early literacy development

Examine and discuss a variety of theories relating to how young children acquire language and learn to read and write across multiple modalities

Compare and contrast a range of pedagogical practices and pre-prepared phonics programs that guide children’s literacy learning

Distinguish between and critique current assessment practices i.e. diagnostic, formative and summative and assess the usefulness of resulting data sets

Assessments

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Requisites information

Pre-requisites:

1 Admission into MTEC-Master of Teaching (Early Childhood)
1a Admission into MED-Master of Education
1b Admission into MLE-Master of Leadership in Education
1c Admission into MTPRA-Master of Teaching (Primary) - Accelerated
1d Admission into MEDUA-Master of Education - 1.5 years
1e Admission into MLEA-Master of Leadership in Education - 1.5 years
1f Admission into MTPR-Master of Teaching (Primary)

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

Handbook

Literacy and Language Development in the Early Years

EDUC9138