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  2. Early Childhood Language and Literacy [ECE5196]

Faculty of Education and Arts

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Early Childhood Language and Literacy

  • Unit Code

    ECE5196

  • Year

    2015

  • Enrolment Period

    1

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit focuses on theories, evidenced based research and practice to support the effective language and literacy learning and development of children (birth to 5 years). Current teaching, learning and assessment perspectives and practices, taking into account the social and cognitive processes are explored. Family involvement in early literacy programs and the importance of building relationships with children, parents, staff and interdisciplinary team are examined.Educators apply the Early Years Learning Framework, National Quality Standard and the Australian Curriculum to develop effective curricula for childrens language and literacy development in early years settings.

Non Standard Timetable Requirements

On campus Mode: weekends only and school holiday periods. Fully Online Mode.

Learning Outcomes

On completion of this unit students should be able to:

  1. Analyse appropriate types, purposes and uses of language and literacy assessment procedures, documenting and reporting.
  2. Create and sustain a language-rich environment.
  3. Critically analyse and evaluate theories of language and literacy learning and development in children (birth to 5 years), including the modes of language (speaking, listening, reading, writing and viewing with an emphasis on speaking, listening and viewing).
  4. Critique the role of families, carers and educators in childrens language and literacy learning.
  5. Evaluate and identify children with additional learning needs and explore the community resources available to assist these children.
  6. Examine and reflect on their own language and literacy practices with particular reference to interactions with children, their families, the wider community and appropriate policy documents.
  7. Explain the socio-cultural context of Australian childhood, language and literacy learning with reference to socio-economic status, gender, special needs, ethnicity and Aboriginality.
  8. Plan, implement and evaluate a sequence of language and literacy learning experiences using a variety of pedagogical strategies, including play, spoken and written texts and other appropriate resources.

Unit Content

  1. Construction of childhood in Australian socio-cultural contexts in relation to language and literacy learning and development.
  2. Critical analysis of research reports and other literature in the area of early language and literacy development.
  3. Evidence based research into best practice for supporting early childhood language and literacy learning and development.
  4. Oral language and literacy learning and development in children, the contribution made by families and carers and the development of successful relationships and interactions within the language and literacy program.
  5. Principles for planning, implementing and evaluating language and literacy programs which address childrens individual and emerging development, interests, strengths, and capabilities.
  6. Reflection of literacy practices against current professional standards and curriculum documents.
  7. Selection and justification of appropriate language and literacy resources for children.
  8. The selection, justification and use of appropriate procedures for the assessment and monitoring of childrens literacy and language learning.

Additional Learning Experience Information

This unit is offered in two modes. On campus includes: Lectures, Workshops, Seminars. Fully Online Mode.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
ReportChildren's oral language development50%
AssignmentLanguage and literacy development50%
ONLINE
TypeDescriptionValue
ReportChildren's Oral Language Development50%
AssignmentLanguage and Literacy Development50%

Text References

  • Strickland, D.S., & Morrow, L.M. (2001). Beginning reading and writing. Newark, DE: International Reading Association.
  • Piper, T. (2007). Language and learning: The home and school years. (4th ed.). Pearson Education Inc: Upper Saddle River, NJ.
  • Makin, L., & Jones Diaz, C. (2002). Literacies in early childhood. Sydney, Australia: Maclennan & Petty.
  • Hill, S. (2006). Developing early literacy: Assessment and teaching. Prahran, Australia: Eleanor Curtain.
  • Hart, B., & Risley, T. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Brookes Publishing.
  • Dickinson, D. (2001). Beginning literacy with language: Young children learning at home and at school. Baltimore: Brookes Publishing.
  • Barratt-Pugh, C., & Rohl, M. (2000). Literacy learning in the early years. Crow's Nest, Australia: Allen & Unwin.
  • Beecher, B., & Arthur, L. (2001). Play and literacy in children's worlds. Mewton, Australia: Primary English Teaching Association.
  • Brock, A., & Rankin, C. (2008). Communication, language and literacy from birth to five. London, United Kingdom: Sage.
  • Conlan, C. (Ed). (2004). Teaching English language in Australia: Theoretical perspectives and practical issues. Perth, Australia: API Network, Curtin University.
  • Fellowes, J., & Oakley, G. (2010). Language, literacy and early childhood education. South Melbourne, Australia: Oxford.

Journal References

  • Journal of Early Childhood Literacy
  • ECA Research in Practice Series
  • Australian Journal of Early Childhood
  • Australian Journal of Language and Literacy
  • The Reading Teacher

Website References

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

ECE5196|2|1

Faculty of Education and Arts

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Early Childhood Language and Literacy

  • Unit Code

    ECE5196

  • Year

    2015

  • Enrolment Period

    2

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit focuses on theories, evidenced based research and practice to support the effective language and literacy learning and development of children (birth to 5 years). Current teaching, learning and assessment perspectives and practices, taking into account the social and cognitive processes are explored. Family involvement in early literacy programs and the importance of building relationships with children, parents, staff and interdisciplinary team are examined.Educators apply the Early Years Learning Framework, National Quality Standard and the Australian Curriculum to develop effective curricula for childrens language and literacy development in early years settings.

Non Standard Timetable Requirements

On campus Mode: weekends only and school holiday periods. Fully Online Mode.

Learning Outcomes

On completion of this unit students should be able to:

  1. Analyse appropriate types, purposes and uses of language and literacy assessment procedures, documenting and reporting.
  2. Create and sustain a language-rich environment.
  3. Critically analyse and evaluate theories of language and literacy learning and development in children (birth to 5 years), including the modes of language (speaking, listening, reading, writing and viewing with an emphasis on speaking, listening and viewing).
  4. Critique the role of families, carers and educators in childrens language and literacy learning.
  5. Evaluate and identify children with additional learning needs and explore the community resources available to assist these children.
  6. Examine and reflect on their own language and literacy practices with particular reference to interactions with children, their families, the wider community and appropriate policy documents.
  7. Explain the socio-cultural context of Australian childhood, language and literacy learning with reference to socio-economic status, gender, special needs, ethnicity and Aboriginality.
  8. Plan, implement and evaluate a sequence of language and literacy learning experiences using a variety of pedagogical strategies, including play, spoken and written texts and other appropriate resources.

Unit Content

  1. Construction of childhood in Australian socio-cultural contexts in relation to language and literacy learning and development.
  2. Critical analysis of research reports and other literature in the area of early language and literacy development.
  3. Evidence based research into best practice for supporting early childhood language and literacy learning and development.
  4. Oral language and literacy learning and development in children, the contribution made by families and carers and the development of successful relationships and interactions within the language and literacy program.
  5. Principles for planning, implementing and evaluating language and literacy programs which address childrens individual and emerging development, interests, strengths, and capabilities.
  6. Reflection of literacy practices against current professional standards and curriculum documents.
  7. Selection and justification of appropriate language and literacy resources for children.
  8. The selection, justification and use of appropriate procedures for the assessment and monitoring of childrens literacy and language learning.

Additional Learning Experience Information

This unit is offered in two modes. On campus includes: Lectures, Workshops, Seminars. Fully Online Mode.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
ReportChildren's oral language development50%
AssignmentLanguage and literacy development50%
ONLINE
TypeDescriptionValue
ReportChildren's Oral Language Development50%
AssignmentLanguage and Literacy Development50%

Text References

  • Strickland, D.S., & Morrow, L.M. (2001). Beginning reading and writing. Newark, DE: International Reading Association.
  • Piper, T. (2007). Language and learning: The home and school years. (4th ed.). Pearson Education Inc: Upper Saddle River, NJ.
  • Makin, L., & Jones Diaz, C. (2002). Literacies in early childhood. Sydney, Australia: Maclennan & Petty.
  • Hill, S. (2006). Developing early literacy: Assessment and teaching. Prahran, Australia: Eleanor Curtain.
  • Hart, B., & Risley, T. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Brookes Publishing.
  • Dickinson, D. (2001). Beginning literacy with language: Young children learning at home and at school. Baltimore: Brookes Publishing.
  • Barratt-Pugh, C., & Rohl, M. (2000). Literacy learning in the early years. Crow's Nest, Australia: Allen & Unwin.
  • Beecher, B., & Arthur, L. (2001). Play and literacy in children's worlds. Mewton, Australia: Primary English Teaching Association.
  • Brock, A., & Rankin, C. (2008). Communication, language and literacy from birth to five. London, United Kingdom: Sage.
  • Conlan, C. (Ed). (2004). Teaching English language in Australia: Theoretical perspectives and practical issues. Perth, Australia: API Network, Curtin University.
  • Fellowes, J., & Oakley, G. (2010). Language, literacy and early childhood education. South Melbourne, Australia: Oxford.

Journal References

  • Journal of Early Childhood Literacy
  • ECA Research in Practice Series
  • Australian Journal of Early Childhood
  • Australian Journal of Language and Literacy
  • The Reading Teacher

Website References

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

ECE5196|2|2