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  2. Language and Literacy in Early Childhood [EPA6173]

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

    Language and Literacy in Early Childhood

  • Unit Code

    EPA6173

  • Year

    2016

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit critically explores evidence-based research about teaching and learning language and literacy in contemporary early childhood contexts, with an emphasis on how practitioners can use this knowledge to lead change in education policy and practice. It identifies and analyses philosophical and pedagogical models of literacy teaching and learning in different contexts. Ways of analysing and responding to language and literacy learning are examined and used to develop effective learning environments and programs. Stakeholder views of early language and literacy, including those of the administrator, teacher, child and parent will be identified as a means of leading and sustaining change, particularly in relation to the rapidly changing early childhood landscape towards assessment driven curricula.

Learning Outcomes

On completion of this unit students should be able to:

  1. Analyse and evaluate evidence-based research about the nature of early language and literacy learning in the context of families, cultures and educational settings.
  2. Create and utilise contextually determined language and literacy assessments to inform program planning, outcomes and reporting.
  3. Design and justify effective pedagogies and programs for language and literacy learning within a differentiated curriculum.
  4. Lead language and literacy learning within and across specific contexts to develop enhanced outcomes for children and build leadership capacity.

Unit Content

  1. Module Three: Leading change in language and literacy Ways of working collaboratively with colleagues and families across settings to develop continuity and coherence. Leading debate on effective early language and literacy learning. Developing a multi-agency approach to supporting families and educators' work towards enhancing language and literacy outcomes for children.
  2. Module Two: Identifying, analysing and responding to language and literacy learning and teaching Assessing children's knowledge, understanding and use of language and literacy in rapidly changing cultural and technological contexts. Critiquing the purpose and outcomes of a range of assessment tools and practices. Using assessment data to inform policy and practice. Exploring efficacy of early language and literacy interventions.
  3. Module One: Language and literacy learning in the 21st Century Perspectives on the nature and processes of early language and literacy learning, including multi-literacies and critical literacies. Teaching and learning language and literacy learning in pre-school settings and schools. Differentiating the language and literacy curriculum. Learning environments, interactions across a range of modes and digital settings.

Additional Learning Experience Information

Workshops, seminars.

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
AssignmentLeading language and literacy learning40%
ReportAction learning60%

Text References

  • ^ Determined by individual student focus and context.
  • Tabors Patton, O. (2008). One child, two languages: A guide for early childhood educators of children learning English as a second language. Baltimore, MD: Paul H. Brooks Publishing.
  • Neuman, S.B., & Dickinson, D.K. (Eds.). (2011). Handbook of early literacy research. (Vol 3). New York, NY: The Guilford Press.
  • Makin, L., Jones, Diaz, C., & McLachlan, C. (Eds.). (2007). Literacies in childhood: Changing views, challenging practice. Australia: Elsevier.
  • Konza, D.M. (2006). Teaching children with reading difficulties. (2nd ed.). Australia: Thomson Social Science Press.
  • Hill, S. (2006). Developing early literacy: Assessment and teaching. South Yarra, Australia: Eleanor Curtain.
  • Hall, N., Larson, J., & Marsh, J. (Eds.). (2003). Handbook of early childhood literacy. London, United Kingdom: SAGE Publications Ltd.
  • Fleer, M. (2001). Building bridges: Literacy development in young Indigenous children. Australia: Australian Early Childhood Association (AECA).
  • Fellowes, J., & Oakley, G. (2010). Language, literacy and early childhood education. Australia: Oxford.
  • Larson, J.,& Marsh, J. (Eds.). (2013). Handbook of early childhood literacy. London, United Kingdom: SAGE Publications Ltd.

Journal References

  • Journal of Early Childhood Literacy
  • Reading Research Quarterly
  • Second Language Research
  • Multilingual Matters
  • Language and Literacy
  • Journal of Research in Reading
  • Journal of Early Childhood Research
  • Contemporary Issues in Early Childhood
  • Australasian Journal of Early Childhood
  • Australian Journal of Language and Literacy

Website References

^ Mandatory reference

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.

EPA6173|1|1

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

    Language and Literacy in Early Childhood

  • Unit Code

    EPA6173

  • Year

    2016

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit critically explores evidence-based research about teaching and learning language and literacy in contemporary early childhood contexts, with an emphasis on how practitioners can use this knowledge to lead change in education policy and practice. It identifies and analyses philosophical and pedagogical models of literacy teaching and learning in different contexts. Ways of analysing and responding to language and literacy learning are examined and used to develop effective learning environments and programs. Stakeholder views of early language and literacy, including those of the administrator, teacher, child and parent will be identified as a means of leading and sustaining change, particularly in relation to the rapidly changing early childhood landscape towards assessment driven curricula.

Learning Outcomes

On completion of this unit students should be able to:

  1. Analyse and evaluate evidence-based research about the nature of early language and literacy learning in the context of families, cultures and educational settings.
  2. Create and utilise contextually determined language and literacy assessments to inform program planning, outcomes and reporting.
  3. Design and justify effective pedagogies and programs for language and literacy learning within a differentiated curriculum.
  4. Lead language and literacy learning within and across specific contexts to develop enhanced outcomes for children and build leadership capacity.

Unit Content

  1. Module Three: Leading change in language and literacy Ways of working collaboratively with colleagues and families across settings to develop continuity and coherence. Leading debate on effective early language and literacy learning. Developing a multi-agency approach to supporting families and educators' work towards enhancing language and literacy outcomes for children.
  2. Module Two: Identifying, analysing and responding to language and literacy learning and teaching Assessing children's knowledge, understanding and use of language and literacy in rapidly changing cultural and technological contexts. Critiquing the purpose and outcomes of a range of assessment tools and practices. Using assessment data to inform policy and practice. Exploring efficacy of early language and literacy interventions.
  3. Module One: Language and literacy learning in the 21st Century Perspectives on the nature and processes of early language and literacy learning, including multi-literacies and critical literacies. Teaching and learning language and literacy learning in pre-school settings and schools. Differentiating the language and literacy curriculum. Learning environments, interactions across a range of modes and digital settings.

Additional Learning Experience Information

Workshops, seminars.

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
AssignmentLeading language and literacy learning40%
ReportAction learning60%

Text References

  • ^ Determined by individual student focus and context.
  • Neuman, S.B., & Dickinson, D.K. (Eds.). (2011). Handbook of early literacy research. (Vol 3). New York, NY: The Guilford Press.
  • Makin, L., Jones, Diaz, C., & McLachlan, C. (Eds.). (2007). Literacies in childhood: Changing views, challenging practice. Australia: Elsevier.
  • Larson, J.,& Marsh, J. (Eds.). (2013). Handbook of early childhood literacy. London, United Kingdom: SAGE Publications Ltd.
  • Fellowes, J., & Oakley, G. (2010). Language, literacy and early childhood education. Australia: Oxford.
  • Hill, S. (2006). Developing early literacy: Assessment and teaching. South Yarra, Australia: Eleanor Curtain.
  • Hall, N., Larson, J., & Marsh, J. (Eds.). (2003). Handbook of early childhood literacy. London, United Kingdom: SAGE Publications Ltd.
  • Fleer, M. (2001). Building bridges: Literacy development in young Indigenous children. Australia: Australian Early Childhood Association (AECA).
  • Tabors Patton, O. (2008). One child, two languages: A guide for early childhood educators of children learning English as a second language. Baltimore, MD: Paul H. Brooks Publishing.
  • Konza, D.M. (2006). Teaching children with reading difficulties. (2nd ed.). Australia: Thomson Social Science Press.

Journal References

  • Reading Research Quarterly
  • Second Language Research
  • Multilingual Matters
  • Language and Literacy
  • Journal of Research in Reading
  • Journal of Early Childhood Literacy
  • Journal of Early Childhood Research
  • Contemporary Issues in Early Childhood
  • Australian Journal of Language and Literacy
  • Australasian Journal of Early Childhood

Website References

^ Mandatory reference

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.

EPA6173|1|2