Academic level Undergrad. (yrs 3-4) Discipline Education Document type Report

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Literacy Report
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Definition of Terms
Language is described as a system that employs symbols to convey meaning, such as
sounds, finger movements, and print. Literacy, on the other hand, refers to written
correspondence, such as reading and writing. Language development starts when a child is a
baby and serves to learn to read and write. Children can also learn about the community, social
communication, and behavioral norms through language (Steele, 2020). Children will use their
reading skills to help them read books and write sentences by pronouncing sounds to anticipate
what letters will come next while learning to write a word. Recognizing the sounds that will help
them create dishes and recognize different sounds for different words is essential in literacy
development. Emergent literacy encompasses many various aspects, including reading. The
majority of the time, young children's foundations in learning begin when they listen, speak, and
communicate with those around them, especially their family members. This process is how they
started and progressed in their studies.
Ways that reading develops from birth to early years of schools
Children's literacy begins after birth, at an early age, the oral language contributes to
reading skills. Reading is a complex process that involves several parts of the brain. Emergent
reading is used to advocate for the early reading of a child. In the early stage between zeros to
three months, the child begins to decode vowel words later linked to form words. Between the
ages of three to six months, they begin to develop constant sounds. Later at the age of 6 to
9months, they start to babble strings of words. They recognize common objects by name,
clapping hands, and also respond to their names. At this point, they also begin to acknowledge
cognitive skills such as responding when they are told to perform something. For instance, sit

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down or pick that ball. At the age of 9 to 12 months, they begin to jargon long strings of babbled
sounds that sound like a foreign language (Shahaeian et al., 2018). At this stage, they may
develop their first words for father and mother. Later, between the age of one year and two years,
they begin to pronounce complete sentences of more than two words, and, at this stage, they are
not fully developed to understand the logic of different languages. They also have reduced jargon
of words, and they can fully recognize and identify the common objects.
Additionally, between the ages of two and a half to five years, they develop an
understanding of a variety of vocabulary rules, words, sentence structure, and the ability to tell
stories to report past events. Oral language is the foundation of reading in early childhood
reading. Literally, reading and writing are dependent on verbal language skills. Young kids use
oral language skills to learn how to read. According to the finding from the National Institute of
Child Health and Human development have identified that 89% of the early reading of children
is dependent on oral languages (Suggate et al., 2018). It also reports that the five components of
oral language that form the reading basis of a child are. One is phoneme competency which
revolves around the the ability to think and work with sounds of particular language. Secondly,
phonic, which creates the relationship between the sounds and written symbols of language.
Thirdly involves fluency in the developed stages of reading for a child; it includes the ability to
read the text quickly and accurately. Fourthly, vocabulary is the ability to comprehend the
meaning of words used to communicate for children above one year. Finally, it is comprehension
which is the aptitude to deduct meaning from what is read. Some of these stages are developed
later in the life of a child.
Continuum of learning in the area of reading for children before 8years since birth

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The pattern of learning for children since childhood is the same for approximately all
children. Normally, children commence the reading process through babbling words; this
babbling process lasts for close to nine months (Webb & Williams, 2018). They later develop the
ability to scribble pictures and letters, which comes as they grow. Later, when they are eight
years old, they have developed the ability to read and draw.
Diversity of children in terms of families and community and how they influence the
reading developments. Diversity compresses different aspects such as race, ethnicity, socio-
economic status, religion, gender, and family composition. All these aspects play an essential
role in the reading development of children. Children who experience family involvement in
their reading process, such as parents reading storybooks for the kids before they sleep, help
develop reading skills. The other ways that family involvement creates a positive impact on
reading development is through being involved in school activities and speaking to children at all
times.
Issues that might affect children learning Standard Australian English as additional
dialects
Cultural and Dialectal Differences
There is an excellent margin between the American dialects from that of Australian. The
accent and pronunciations, especially with the vowel sounds. For instance, the American uses a
clear r sound at the end of the syllable. At the same time, Britain and Australian English have no
such pronunciations. The other difference in the two dialects is that the American English, the
intonation goes up when asking the question while Britain and Australian English have no such

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aspect; therefore, cultural and dialect differences should be considered when learning Australian
English as an additional dialect.
Child Language Experiences
Children's language experience is essential since it affects the ability to learn new
languages. For instance, research from Okely et al. (2017) indicated that 20% of children from
low-income families and various cultural backgrounds and diverse family structures have a
negative impact on their ability to learn different languages. Children that are exposed to
extended discourse in interaction at home have significant literacy development. A two-way
conversation with children facilitates early language literacy development. Parents play an
essential role in ensuring that children's dialect is attained.
Families need to understand the emergent children's literacy; therefore, the following
strategies ensure that family gets support in their learning process about children's emerging
literacy. Families should be educated on ways to establish predictable routines for their children.
When routines are established, children begin to learn about objects and vocabularies associated
with specific activities. In addition, active participation helps in reinforcing concepts and
language skills. Therefore parents should be educated on creating a routine for them to
understand emergent literacy.
Secondly, helping families create communication-rich environments, the development of
emergent literacy majorly depends on the family setup; children exposed to a high rich

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communication environment are likely to develop emergent literacy faster, allowing families to
recognize and comprehend the literacy of the children.
Some families may not have time to engage with children due to issues that are related to
work; therefore, as a way of helping such families in understanding the literacy of the children
then advocating for schooling is the best strategy; a critical aspect of education in emergent
literacy development is the routine based structures; schools have a way of inducing routine into
the system of a child. Therefore encouraging families to enroll children in school or any other
place like the daycare is another way that helps families to learn emergent literacy since once
they conform to routine, children start to form vocabulary and identify objects.
Assessment strategies for early years of school to children
Various assessment strategies are used for schools' early years, such as observation, rating
scales, standardized assessments, and portfolios. These techniques are for children between the
ages of 0 and 5 years old. Observation is one way of assessing children learning development;
this method requires an understanding of learning theory( Webb & Williams, 2018). The different
techniques are included in this learning; Time sampling entails recording a child's brief narrative
observation every 10 to 15 minutes. This technique gives a broad overview of the child in the
setting. This method is appropriate for children under the age of 2 years. It provides a wide range
of possibilities in the assessments.
Tracking observation is the other approach of statement that involves following children's
choices within a particular session. These choices including the time they spend between
activities and any time they spent observing others. This approach allows one to record how the

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child engages in activities and their interaction with the rest involved in that activities. This
approach offers a comprehensive view of a child and focuses on what they need to understand.
Checklists are pre-determined lists that are used to identify skills or aptitude. This
observation approach is appropriate in a scenario where observing is to identify the skills,
knowledge, and values of a child. The criteria for this method involve keeping a child along with
other children. With this method, the child's social interactions and language are recorded for
interpretation. The portfolio; includes records of data about a child that have been produced over
time; this collection helps to portray the child's learning progress. They are also essential in
facilitating the partnership between teachers and parents. Educators' ratings are also crucial in
assessing the child's cognitive and language abilities and social-emotional development.
Observation evaluation aims to figure out what children can do and their needs so that
provision and interaction can be tailored to meet those needs. The early years of observation of
children setting should be formative assessment and summative assessment. To achieve holistic
observation requires multidimensional in all perspectives (Steele, 2020). Assessing of school
work sample and documented anecdotal notes about the discovery of different textures while
playing with different materials in the art area. Running records also encompass the documenting
of every event of a child. The purpose of recording runs is to assess the progress of a child for
future progress. Work samples such as drawings, coloring, and painting also are used as a
method of assessment that is progressive and helpful for educators to determine the literacy
progress of early child learning development.
Role of educator in supporting learning development for children

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Educators observe the interaction of children and assist in creating an intentional learning
environment. They also establish systems across learning continuity. They also lead the reflective
discussion about the practices and realization of the early learning framework. Early childhood
educator's provider's routine structures for children. They also help to maintain a healthy learning
environment for children (Steele, 2020). Furthermore, they help manage hazards and risks, treat
children with dignity and respect, and facilitate communication to families concerning their kids'
process. They are also in charge of respecting diversity and the socio-economic background of a
child.
Educators should start by allowing children to participate in unstructured, spontaneous
play. Therefore, the classroom should be designed to encourage play. It is the work of educators
to ensure that children have enough play area; that is a place that they will engage in activities
without distructions. Additionally playing materials also should be available. Since at this stage
children want something that engage their minds (Jay & Knaus, 2018). Open-ended loose parts
should be included in materials to encourage imagination by allowing children to think, prepare,
and carry out their play. The arrangement of materials in the room must be consistent for children
to be purposeful in choosing and returning materials when they are done. Educators role also is
to ensure that children have shelves that are well organized for children to have wide variety of
options to access the stuff that they need for that day for instance the anmals, vehicles, food and
toys. Such thingas are important since they encourage creative and children engagement in
activities. Children often need the ability to explore the play setting and materials in any way that
concerns them to foster a sense of wonder and imagination.

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Various teaching approaches may be deemed age-appropriate for teaching the Australian
Curriculum in the early years of schooling.. The teacher's position in enacting a variety and
balance of age-appropriate pedagogies entails deliberate, purposeful, and reflective decision-
making and behavior to support children's natural desire for independent learning.
Age range Pedagogies/resources
birth to six months Faces and voices and turn-taking games
Physical games
Rhyming and action games
Educational toys
Play-based approaches (Jay & Knaus,
2018).
3-6 months Sound making toys such as toy mobile
phones
Play-based approach
6-9 months Wooden block
play-based approach
9-12 months
Balls of various shapes
Blend learning approaches

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Phonological awareness is essential in reading and developing listening skills. Elkonin
boxes teach students how to count the number of phonemes in a word and develop phonological
knowledge by segmenting words into sounds or syllables. The other resources include onset/
Rhyme games. They help to recognize chunk rhyme from a specific set of words. Environmental
prints also give children ideas of words, and they learn basic reading skills from the
environment. Playing with sound words also fosters reading skills mainly because it focuses on
phonological awareness.
1 -5 years Coloring books and toys
Simple games such as chutes and
ladders
Art and craft materials
Musical instruments
Songs and rhythms
Chorus answers
Rote memorizations
Blended learning approaches
Direct teaching approaches

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References
Jay, J. A., & Knaus, M. (2018). Embedding play-based learning into junior primary (Year 1 and
2) curriculum in WA. Australian Journal of Teacher Education, 43(1), 7.
Okely, A. D., Ghersi, D., Hesketh, K. D., Santos, R., Loughran, S. P., Cliff, D. P., ... & Tremblay,
M. S. (2017). A collaborative approach to adopting/adapting guidelines-The Australian

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24-Hour Movement Guidelines for the early years (Birth to 5 years): an integration of
physical activity, sedentary behavior, and sleep. BMC public health, 17(5), 167-190.
Suggate, S., Schaughency, E., McAnally, H., & Reese, E. (2018). From infancy to adolescence:
The longitudinal links between vocabulary, early literacy skills, oral narrative, and
reading comprehension. Cognitive Development, 47, 82-95.
Shahaeian, A., Wang, C., Tucker-Drob, E., Geiger, V., Bus, A. G., & Harrison, L. J. (2018). Early
shared reading, socio-economic status, and children's cognitive and school competencies:
Six years of longitudinal evidence. Scientific Studies of Reading, 22(6), 485-502.
Steele, C. M. (2020). Teaching Standard Australian English as a second dialect to Australian
Indigenous children in primary school classrooms (Doctoral dissertation).
Webb, G. L., & Williams, C. J. (2018). Factors affecting language and literacy development in
Australian Aboriginal children: Considering dialect, culture and health. Journal of Early
Childhood Research, 16(1), 104-116.