GDECE 103 Language and Literacy in the Early Years Assignment Sample

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Introduction to Language and Literacy in the Early Years Assignment

Sequence Of Learning Activities For 2-3-Year-Old

Picture book- “Brown Bear, Brown Bear, “What Do You See?” by Bill Martin Jr and Eric Carle (1967)

Description and analysis

Description

This picture book is concerned with repetitive and rhyming text that supports developing literacy learning for children. It has a simple storyline represented through colourful pictures, helping capture and maintain the attention of young readers. This classic book is based on a story sequence in which a brown bear sees a red bird, and then the red bird sees a yellow duck (Martin and Carle, 1967). Afterwards, the yellow duck sees a blue horse, and the sequence continues to help children understand patterns. The plot of the book is engaging as it explores animal names, vocabulary, phonics, rhyme, and repetitive text—elements that play a pivotal role in literacy development. Additionally, parents and educators seeking structured academic guidance can also benefit from resources like Online Assignment Help UK when creating related learning materials.

There are different characters involved in the picture book and those are; brown bear, red bird, yellow duck, blue horse, green frog, purple cat, white dog, black ship, orange goldfish and an educator and children who repeat the name of animals. The setting is in a classroom where teacher repeats what they see and all the children respond to it. The choice of this book is justified as it supports in teaching children about quality text, vocabulary, colour, animals name, rhyming and so many things. After reading this story children can develop their own sense for undertaking differentiate among different animals (Barratt et al, 2020). Each animal has been paired in a specific colour and this is a perfect way for learning about colours. Each of the page within book is leading to a delightful experience for children. The repetitive text enables children to learn the words and story in an independent manner. This book further focuses on comprehension skills as more repetitive text in a rhyme format enables children to remember the names of animals (Maureen et al, 2020). Children can distinguish among range of sounds and effectual vocal understanding can be developed for them. In this manner, effectual support can be developed for children and accordingly, their literacy efficacy can be enhanced.

GDECE 103 Language and Literacy in the Early Years Assignment Sample

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Analysis

This book has been considered as a quality text in early-year literacy due to its rhythmic language and repetitive text. It becomes easy for children to follow and remember the names of the things. Further, texts are featured with simple sentence structure and vocabulary which makes it easy for early years learners to access the vocabulary (Martin and Carle, 1967). The colourful illustration has been providing effectual opportunities to children in terms of engaging with the text and understanding the connection between the visual and the written language. Early literacy can be encouraged via this book, as it allows to enhance literacy skills. The picture book focuses on enhancing the auditory memory skills of children. In early years, it is important to develop oral reading skills in children and this book proves to be appropriate in this context.

Early literacy supports in development of rich vocabulary and reading comprehension (Inoue et al, 2020). This prepares children for future learning as well. In order to teach literacy and undertake language development it is essential to undertake significant strategies. Using books is one of the effective strategies that enable early year practitioners to teach children about literacy. However, appropriate books need to be selected and therefore, such books must be used that gain the attention of children. Brown Bear, Brown Bear, “What do you see?” proves to be an effectual book that leads to provide opportunities to children so they can engage in learning process and develops rich vocabulary. Furthermore, it supports learning different animal names along with identifying colours. Based on the analysis, this can be stated that this book is appropriate for literacy learning and it further supports increasing children's engagement.

Sequence of activities

Introducing repetitive language

The starting would be done by reading the book aloud so that each child can hear. The focus will be made on the repetitive language. For instance- I will say Brown Bear, Brown bear, “What do you see?” and then children will repeat it in same rhyme. This boosts the confidence of children and further they will enjoy learning. The objective of this activity is to enhance phonological awareness in children. This concerned with teaching children how sounds have been combined to form a word.

Prediction and anticipation

The pages can be shown to children without reading a single text aloud and then it needs to be asked to them “what will happen next” or “which animal will be on next page”. This activity will lead to enhanced critical thinking skills in children and further, they will become aware of the connection that exists between the text and illustration. EYLF outcome “children are confident and strong learners” states that when appropriate opportunities have been given to children then they engage in learning while being confident (Early Years Learning Framework, 2022). Henceforth, it is important to develop significant activities and opportunities that enable children to show their confidence. Enabling children to make predictions will support them in achieving this outcome. Children can use their critical thinking to make assumptions and, in this manner, their involvement and confidence can enhance.

Rhyming game

Based on the rhyming words in book a game would be organised in the setting. Children will be asked to come up with their words which are similar. Play play-based learning approach will be considered in order to teach children about rhyming words. This helps in developing vocabulary and the phonological awareness in the child and contributes to their literacy learning (Alatalo et al, 2021).

The story sequencing cut

Pictures of all those animals that are in the story would be given to children and then they will be told to put the pictures in sequence and tell what happened in the story. This leads to enable a child in terms of developing an understanding regarding structuring and sequencing of the story. Furthermore, it supports them to make imaginative story as well and their creativity can be observed accordingly. The motive is to undertake the holistic development of child so they can gain effectual understanding (Weadman et al, 2021). Therefore, inclusive environment at the classroom will be developed so children can take participation in the learning procedure.

It is important to planned the activities in accordance with the diverse requirement of learners. Those children who have just started to learn English, bilingual support will be given to them by reading book in their home language as well. This led to develop interaction with the children and further increases their engagement level. EYLF principle “respect for diversity” adheres with respecting each of the children and their culture. An early year educator is accountable to implementing inclusive environment at the classroom by considering the diverse needs of learners and promoting diversity (Early Years Learning Framework, 2022). By providing language support to children their needs would be considered. Those children who are not able to sequence the pictures, additional support will be given to them by providing questions and sentence that supports them to describe story. Whereas, children who are advanced in literacy will be asked to develop story by own while using repetitive texts and similar rhymes. Thus, in this manner, needs of each child would be considered and effectual support is going to be assured. As a result, effectual interaction will be developed with children and their learning efficacy can be enhanced within promoting inclusive environment. Thus, in this manner literacy learning can be promoted at the setting.

Sequence Of Learning Activities For 4-5 Years Old

Picture book- The Snowy Day by Ezra Jack Keats (1962)

Description and analysis

Description

The book is based on the adventure of a young boy on a snowy day; the story is exploring the themes that align with imagination and friendship. The plot of the book associates how a boy explores a snowy day. The character involved in the book is a boy named Peter, he has a snowsuit which is of red colour. Peter has a stick and he is using it for knocking snow from the tree and keep snowball in his pocket (Sasser, 2022). This book is famous for its universal experience and it is not limited by race or caste. Hence, this enables the reader to relate to the story, this picture book provides an effective way to promote diversity in children's literature. This book challenges the assumptions based on playing in the snow. An effectual balance between the pictures and text has been shown in the book, it captures the moment of the child’s first snowfall. EYLF Principle of “respect for diversity” can be seen in this book as it focuses on promoting each religion (Early Years Learning Framework, 2022). In the early, years it is important to develop an inclusive and diverse environment as it assures equal treatment towards each child.

Reading aloud this book in the setting supports in development of communication skills in children such as phonetics and story recall, the story has been structured in such a way it consists of many repetitive texts. Thus, it supports in development of rich vocabulary for children and promotes their understanding as well. Thus, there is no doubt in stating that “The Snowy Day” has been proven effective way to develop communication and imaginative skills in children (Sasser, 2022). By using this book, effectual interaction with the children can be implemented in the classroom and their engagement can be enhanced to greater note.

Analysis

The Snowy Day is a kind of quality text which provides effectual opportunities with respect to early literacy learning (Sasser, 2022). Particularly, the book has emphasised on vocabulary development and the comprehension areas. It is associated with the describing the imaginative scenarios and enable children to use their critical thinking. By using repetitive text, a better understanding can be developed in the children and further significant focus could be developed on enhancing their literacy skills. In early years, it is essential to develop awareness regarding vocabulary, comprehension, sentence structure, rhymes and phonetics. It contributes in enhancing the reading efficacy of children and further prepares them for future. The children can be encouraged for interacting with the story and it often enable them to enhance their communication skill (Tierney et al, 2021). Further, focus can be implied on story recall and comprehension that is an essential aspect in early years. This book also helps in promoting the thinking ability of children. Consistent questions can be asked to them which supports in promoting critical thinking in them. Thus, this book helps in making children independent learner that is an essential element in accordance with EYLF.

“Children are confident and strong learner” this EYLF outcomes is based on promoting confidence in children along with making them independent (Early Years Learning Framework, 2022). When questions are asked to children then, this lead to enhance their thinking ability and promotes their learning as well. Therefore, such story needs to be selected that can be linked with lives of children. Hence, after completion of the story children’s experience related to snow can be asked and in this manner their vocabulary can be enhanced. Thus, it can be said that The Snowy Day by Ezra Jack Keats proves to be an effectual book for supporting reading development in the children.

Sequence of activities

Vocabulary building

After reading the book the children will be asked to find new vocabulary such as; snowflake by their own. The definition and example of each word will be given to children as it supports in enhancing their understanding to greater utmost. Therefore, this activity will be undertaken. The vocabulary building is highly important in early years as it enable children to witness the difference between words and accordingly, they are able to frame the sentences (Barton et al, 2020). Therefore, specific focus would be implied on this area so that children vocabulary can be enhanced.

Experience with play

The play-based learning would be organised and snow themes props, scarves, sleds and hats will be given to children. Afterwards, each child will be told to imagine themselves as a peter and explore snow day. This activity helps in observing the recalling power of children, their actions will speak about the knowledge they have gained from story. Also, children will be told to add their adventure in the play which supports them to engage in play (Barton et al, 2020). This is an effective way to undertake storytelling activity and children will speak words by their own which contributes in enhancing their literacy learning. Play-based learning has been proven effectual in early years and by focusing on this area engagement in the classroom can be enhanced.

Building own story

The children will be told to build their own story as per their own experience in the play. This is an effectual way to promote the critical thinking, creativity and communication skill in children. It is the accountability of practitioner to support children when they are not able to use rich vocabularies in their story. EYLF practice “Responsiveness to children” states that early year educator needs to be responsive towards children as it helps in developing sense of belongingness in the child and further promotes their understanding to greater extent (Early Years Learning Framework, 2022). Thus, this activity supports in developing literacy and language understanding in the children.

Sequencing of story

Children will ask to sequence the story, questions such as “what happened next”, “what peter wanted” and so on will be asked to them in order to identify the capturing power of each child. EYLF practice “Learning environments” will be focused in this activity and accordingly effectual learning environment will be developed for children where they can easily become able to witness the learning (Early Years Learning Framework, 2022). In this manner, support can be ensured to each of the child and engagement can be increased to greater extent.

It is essential to focus on the diverse needs of learners and therefore, bilingual version of book will be used for those children who have limited proficiency in the English language Further, visual aids will be used as this led to develop better understanding in children regarding story. Literacy development is a crucial aspect in early years, it is the basis from where children learn about the formation of sentence by developing understanding regarding words. Therefore, consequent support needed to be ensured (Prasetia et al, 2022). Children with special needs will be given additional support by using sign language and gestures. This led to develop sense of belongingness in them and further enable them to have an effectual understanding of story. Moreover, children who have effective capturing power will be told to develop imaginative stories by own while considering Peter as a centre theme. In this manner, this will be analysed whether children have learned anything from the story or not. Thus, literacy learning is highly essential in early years and this can be promoted by undertaking different activities in the classroom. However, it is essential to consider the needs and interest of children for getting desire outcomes.

References

Books and Journals

• Alatalo, T., & Westlund, B. (2021). Preschool teachers' perceptions about read-alouds as a means to support children's early literacy and language development. Journal of Early Childhood Literacy, 21(3), 413-435.
• Barratt-Pugh, C., & Rohl, M. (Eds.). (2020). Literacy learning in the early years. Routledge.
• Barton, G., & Lennon, S. (2020). Literacy. In Teaching Middle Years (pp. 115-132). Routledge.
• Early Years Learning Framework, (2022). <https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf>
• Inoue, T., Manolitsis, G., de Jong, P. F., Landerl, K., Parrila, R., & Georgiou, G. K. (2020). Home literacy environment and early literacy development across languages varying in orthographic consistency. Frontiers in Psychology, 11, 1923.
• Martin, B., & Carle, E. (1967). Brown Bear, Brown Bear, What Do You See? New York: Henry Holt
• Maureen, I. Y., van der Meij, H., & de Jong, T. (2020). Enhancing storytelling activities to support early (digital) literacy development in early childhood education. International Journal of Early Childhood, 52(1), 55-76.
• Prasetia, I., Lisnasari, S. F., Gajah, N., Sekali, P. B. K., & Rahman, A. A. (2022). Influence of early childhood programs literacy movement on students’ interest and reading ability. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6(6), 7173-7185.
• Sasser, M. T. (2022). Beyond The Snowy Day: The Politics of Ezra Jack Keats's Seven Peter Books. Children's Literature Association Quarterly, 47(1), 64-85.
• Tierney, R. J., & Pearson, P. D. (2021). A history of literacy education: Waves of research and practice. Teachers College Press.
• Weadman, T., Serry, T., & Snow, P. C. (2021). Australian early childhood teachers' training in language and literacy: a nation-wide review of pre-service course content. Australian Journal of Teacher Education (Online), 46(2), 29-56.