Reference no: EM133286822

Develop a sequence of teaching ideas to support language learning in an early childhood setting

Purpose: Demonstrate your understanding of how to effectively and knowledgably support children's learning and development through creating language and multiliteracy-rich learning environments.

Plan play-based and age-appropriate experiences which reflect how children make meaning through communication practices and how they engage in multiliteracies, including children with English as an additional language.

Learning outcome 1: Articulate ways multi-literacies are generated by capable young children and how they contribute to how young children engage with language.

Learning outcome 2: Devise a range of curriculum that supports complex meaning making in language in diverse early childhood contexts.

Learning outcome 3: Demonstrate an understanding of supporting children's language learning in rich environments, including children with English as an additional language.

Imagine that you are working at an Early Childhood Service as a kindergarten teacher. You have been asked to plan 4 connected learning experiences that support both children's language AND multiliteracy learning & development.

Instruction

Use the template provided (here - ASSESSMENT 3 TEMPLATE(5)to plan 4 connected learning experiences that support both

Introduction- Start with a brief (approx. 350 words) introduction demonstrating your understanding of language and multiliteracy learning in
Early Childhood; as well as the importance of the role of the teacher in constructing multiliteracy-rich environment.

State what age group you are planning for on the top right corner (choose either toddlers 2-3 y/o or preschool 3- 5y/o).

Learning experiences- You need to plan 4 connected learning experiences for the chosen age group of children with a focus on language and multiliteracy. Important things to include for EACH learning experience:

Title of the learning experience

Learning Intentions -
what are the teaching intentions? What would the children learn from this experience? (remember the focus is language and multiliteracy learning).

Resources - list out any resources you will use in this learning experience.

Strategies/Session
Notes - detailed description of how you will carry out this experience. What teaching strategies would you use to achieve the learning intentions? What is the teacher's role in this before/during/after the experiences (eg: what intentional teaching is happening? What interaction is happening?) How would the environment be set up? What resources will you use?

Justifications - this section is on the right-hand column of your template. This is where you include particular links to literature

For each learning experience, you will need to explain and justify the connections to readings/literature and VEYLDF Learning
Outcome 5 (eg: how does this experience link to a particular descriptor in Outcome 5?) NOTE: if you simply list out the readings and LO5
without justifications and explanations, you will not get any score for this section.

All 4 learning experiences need to be play-based. At least 1 of the above learning experiences will have to be independent play (ie. The teacher is not directly involved). This is a good opportunity for you to think about and explain the role of the teacher in the session notes.

There is no minimum referencing requirement, use as many resources as you like. However ALL resources will need to be properly referenced. (Eg: If you have listed a book that you would like to read with children, you need to include this book in your resources and reference list)

Consult the rubric before submitting your Learning Experiences to the Dropbox. Referencing is Harvard style.

• Criterion 1: The introduction shows deep understanding of language and multiliteracy learning in ECE, as well as the importance of the role of the teacher in constructing multiliteracy-rich environment through a play-based manner, including children with English as an additional language
• Criterion 2: The teacher's role in the experiences is clearly explained including learning intentions and strategies
• Criterion 3: The importance of the environment is considered and it has been carefully planned for
• Criterion 4: Student clearly justifies and explains how the planned experiences and learning intentions connect to language and/or multiliteracies learning with support from literature
• Criterion 5: The planned experiences and language used position the child as capable and competent when engaging in complex meaning making
• Criterion 6: Writing is accurate and clear regarding structure, expression, grammar, spelling and presentation in the style of an essay. Referencing is accurate and consistent with the Harvard style.