"“It is nothing dangerous. Why you are frightened. See it lookslike a butterfly. Isn?t it?”A toddler is startled by a moth thatis at the window: What?s that?QUESTION 6Define each of the terms in the table below.Terms Definitiona. CommunicationCommunication means the act of exchange of words, signs, sounds, andbehaviour for expressing the feelings and thoughts to other person. In caseof children, communication is usually done through head, eyes, and bodylanguage. b. Language Language is the medium for communication, through a group of words orsigns in a typical pattern. Children often create their own form words andsigns as language to communicate.c. Literacy Literacy is the ability of an individual to read and write or to effectively usethe available symbols for the learning process.Page | 84CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014QUESTION 7For each of the scenarios listed in the table below, write a verbal responyourse that the educatorcould use to support or extend the child?s language development. Give a reason why the responseis appropriate.Scenario Educator Response Reasona. Rebecca, 2 years:“Your mummy has gone toThis response is appropriatemarket. Let?s play together.”because it clears the conversation„Mummy gone.?and consoles the 2 years childthat she is not alone. b. Brendon, 3years“Your feet are muddy. ComeThis response clarifies his4months:Brendon, wash your feet.”communication and clears that heshould wash his feet. „Him foots are all muddy.?c. Benita, 17 months is“Ohh the dog next door is It seems Benita is highlysitting in the highchairbarking. Don?t fear little girl,horrified from the dog and thefor morning tea. TheI?m here”dog next door begins to response will surely console herbark and she looksand make her feel safe. towards the window andsays:„d,d?.QUESTION 8READINGSTo complete this task refer to the following reading:? Phonological Awareness [extract], Heroman, C., & Jones, C., (2010).Page | 85CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014QUESTION Research has shown that phonological awareness is related to the child?s ability to learn to read.Phonological awareness develops along a continuum, from simple to complex. Refer to the reading and provide a practical example of how educators can support children?slearning and development for the following levels of the continuum.Skills in Phonological Educator strategies for supporting children?sAwareness Continuum development of the skill.Listening ? Regulating the sound environment for grabbing the attentionof children towards the relevant auditory information.? Time is given to the child for responding. ? Proper attention is given to encourage the sensoryresponsiveness and learning characteristics.Rhyming ? Repeat rhyming poems and songs with them and also fingerplays.? Let them fill the missing words in between the rhyming song.Alliteration ? Make them identify the similar sounding words which beginin the same way.? Let them participate in the stories, songs by creatingalliterative text. Sentences and words? They should create separate words within the sentence. Syllables ? They should recognise their own name and familiar word.QUESTION 9READINGSTo complete this task refer to the following reading:Page | 86CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014? Letters and Words [extract], Heroman, C., & Jones, C., (2010).Page | 87CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014 QUESTION 9 (A)What benefits do children derive from learning specific skills related to letters and words? The knowledge related to letters and words is an important aspects of literacy, as theirunderstanding in alphabetic principle will help in their future reading success. Learning skill relatedto letters and words helps the children to recognise the printed words than the pictures.QUESTION 9 (B)Explain why teaching the alphabet using the “Letter of the week” is not a best practice model withinthe early years? The “letter of the week” is not the best practice model within the early years for teaching alphabetsto children as it is a very slow process, boring and isolated process. Focussing on the same letterand sound for the whole week in isolation, make it difficult for them to implement the knowledge inreal writing and reading. QUESTION 9 (C)List 3 activities/experiences that educators could provide children that will suppor//t them to gainknowledge of letters and words in a meaningful way. ? Help them recognise the beginning letter of the words with familiar words, especially theirnames or somebody familiar. ? Make them relate some words with any sound which they represent.? make them recognise and name the letters by themselves.QUESTION 10READINGSTo complete this task refer to the following reading:? Literacies, Communities and Under 5?s, pp19-24, NSW Department of Education andTraining, (2001).QUESTION Page | 88CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014Consider the different types of texts referred to in the reading and prepare a list of resources and/orexperiences you could add to the environment to support the children?s interest in trains. Type of Text Resources and/or experience to support an interest inTrains.Everyday textsThe resources includes, bus tickets, receipts and graffiti Paper-based textsIt includes the journals, books, magazines, photos and newspapers Oral textsIt includes oral conversation, stories, talking, and oral recounts andprocedures Digital texts It includes the mobile phones, e-mails, telephones, fax machine,computer, CD-ROMs, DVDs.The artsIt includes the resources like opera, art, drama, dance and music.Texts of popularIt includes Star Wars, Footy Show, Sea Change, Pokémon, andculture Winnie the Pooh Page | 89CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014CASE STUDYWhere children speak a language other than English (LOTE) it is essential to provide a range ofstrategies to support English language development while at the same time encouraging retention ofthe home language. Read the following case study about „Elaha? and answer the related questions. Your responseshould reflect your knowledge of strategies to support bilingual children.Scenario ABackground InformationChild?s Name:ElahaAge: 3.6 yearsCultural Background: The family comes from Afghanistan, They are of the Muslim faith.Family: Elaha?s family arrived illegally in Australia two years ago as „boat people?. Elaha?s father workedas a journalist in Afghanistan and was seeking asylum for his family as he feared his outspoken articleswould lead to retribution. During the time in the detention centre Elaha?s father was able to furtherdevelop his English skills. Elaha?s mother also attended language classes but missed many during herdifficult pregnancy with Nahid (12 months). The English classes for children were very structured andElaha?s spoken English is poor. The family was released from detention 2 months ago and now live in government housing.Elaha?sfather is studying full time at university and her mother works in a factory. Sister (Nahid), also in care.Time in care: Elaha and Nahid have been in care for the past 3 weeks.They attend five days a week.Language/s spoken at home: First language is Dari (the official language of Afghanistan). BothElaha?s mother and father also speak Farsi. Elaha?s father speaks English fluently, her mother?sEnglish language skills are developing.Parents? expectations: Elaha?s parents want her to be a fluent in English. Interests: Elaha enjoys all activities but particularly painting, dramatic play with dolls, puzzles,blocks, musical instruments.She has shown an interest in Alexandra (4yrs) and Shahla (4.5yrs).Alexandra is Greek and Shahla is from Afghanistan. Shahla only speaks English.Page | 90CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014Scenario BObservation IChild?s Name: ElahaAge:3.6yearsObservation Date: 23/2/04 Observer: FranSetting: Elaha has just woken up from sleep. Sharon (educator) is sitting on the floor helping children toget dressed.Elaha walked out of the sleep room, carrying her teddy bear. She put her bear into her locker and thenwent to the toilet. She then sat down on the floor next to Sharon. Sharon asked Elaha if she would liketo go and get her clothes. Elaha nodded and went to her locker. She came back carrying her tracksuitand her shoes. She gave them to Sharon.Sharon asked Elaha what she wanted her to do. Elaha didnot reply but looked at Sharon. Elaha took back the clothes and put her track suit pants on. She haddifficulty pulling her top over her head. When Fran asked if she needed help, Elaha nodded her headand murmured “yes.”Scenario CObservation IIChild?s Name: Elaha Age:3.6yearsObservation Date: 26/2/04 Observer: FranSetting: Indoor free play in afternoon.Children have oil pastels, felt pens and pencils to draw.Elaha and Shahla are the only children at the drawing table.Shahla takes a felt pen and says “I am doing this for my Mum”.Elaha watches Shahla draw a large circle with the texta.Elaha picks up a black texta with her righthand and uses a mature grip to draw a confident circle.She proceeds to draw a face, carefully placingdetails.She has two attempts to draw a nose.Shahla looks over and asks, “Who is that?” Elaha says very softly without looking up, “Nahid”.Fran comes over and says, “Who is it Elaha?” but Elaha does not respond.Shahla says, “She said it was Nahid.”Elaha looks up and Fran smiles and says, “You are a good drawer, mum and dad will like that drawing”.Page | 91CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014Scenario DObservation III - Language SampleChild?s Name: Elaha Age:3.6yearsElaha?s verbal interactions with both educators and children are limited Elaha speaks very quietly to Alexandra, and Shahla but her interactions are limited to a few quiet wordssuch as „yes, no, more, out, me, go, teacher?. Elaha uses facial expressions, gestures and head movements rather than verbalisingElaha stands quietly near a educator when she wants something. She smiles at educators and will nowsit close for a storyElaha speaks Dari at home and with her sister at the centreElaha has been overheard „crooning? to her „baby? in DariElaha?s understanding of English is more advanced than her spoken English. She can follow directionsand respond to requests.Scenario EObservation IVChild?s Name: Elaha Age: 3.6 yearsDate of Observation: 27/2/04Observer: FranSetting: Elaha was sitting in the block area, building a tower with ShahlaTime 10.15amShahla is holding a long rectangular block in her hand.She places it on the floor next to the tower thatshe and Elaha have built. “This is the road”, says Shahla.She takes a shorter rectangular block and places it in front of the first one.“It?s going to be a long road. Here Elaha, you help me.Make the road to the end of the room”. Shahla gets more blocks and continues to build the road with one long block and then one short block.Elaha goes back to building the tower.Shahla says “It?s too high.It will fall down.”Elaha looks at the tower and then carefully removes cylindrical blocks from the top.She looks at Shahlawho says “Good girl, now it won?t fall over”, Elaha smiles.Page | 92CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014Scenario FObservation VChild?s Name: Elaha Age: 3.6 yearsDate of Observation: 29/2/04Observer: FranSetting: LunchtimeTime: 12.15pm The children are having Pita bread and various fillings for lunch. When Mary (an educator) asks Elaha what she wants on her pita, Elaha points to lettuce, tomato and humus. Mary says “You need to say the words Elaha.” Mary points to the lettuce and asks, “What is this called?” Elaha looks at Mary and shakes her head.“It?s OK, Elaha. I?ll help you,” says Fran.“Now, let?s see you wanted lettuce, and some tomato and some humus.”As Fran is talking see looks to Elaha for confirmation.Elaha nods and smiles as each item is added tothe pita bread. “There you are Elaha. That looks yummy!” Fran passes the pita bread to Elaha.Elaha smiles and nods. While Elaha is eating her lunch she watches the other children intently. She appears to be listening aschildren engage in conversations but does not attempt to join in.QUESTION 1 (A)What information would you need to gather from Elaha?s family about her language?I need to know the origin, occupation and present residence location of Elaha?s family for knowingabout her language. QUESTION 1 (B)Elaha?s father has suggested they stop speaking their home language, Dari, to Elaha at home. Afriend has told him she will “learn English quicker.” What information would you provide Elaha?s parents? about the importance of maintaining Elaha?shome language?Page | 93CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014"