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 Development & Emergent LiteracyUnit Code
LAN4113Year
2016Enrolment Period
1Version
2Credit Points
10Full Year Unit
N
Mode of Delivery
On Campus
Description
This unit focuses on language and literacy education in the Kindergarten and Pre-Primary contexts. The topics examined include children's oral language, key features of emergent literacy, family diversity, home-school connections, planning and assessment. The key features and learning benefits of play and the use of demonstration and guided practice are highlighted. The unit brings together theory and research in language and literacy learning, the foundational concepts and skills of reading and writing and effective early years practices for literacy learning and development.
Non Standard Timetable Requirements
Offered for both on-campus and residency modes of study
Equivalent Rule
Unit was previously coded ECL4301
Learning Outcomes
On completion of this unit students should be able to:
- Articulate an understanding of experiences, approaches, strategies and resources that support language and literacy learning and teaching in pre-school contexts.
- Articulate ways in which the environment of the setting, play situations and childrens literature can be used to support young childrens language and literacy learning.
- Explain appropriate methods for the assessment and evaluation of pre-school childrens language and literacy learning.
- Explain how young children learn language and foundation literacy concepts and skills in pre-school contexts.
- Identify the diversity of family language and literacy experiences for children and their relevance to pre-school language and literacy practices.
- Summarise key theories relevant to the language and literacy of the young child and identify the implications for practice.
Unit Content
- Current and relevant curriculum documentation.
- Home-school links: family language and literacy practices, school literacy, and home-school communication.
- Language and language diversity.
- Language and literacy learning and teaching through play, children's literature and other experiences significant to young learners in a pre-school setting.
- Methods relevant to the early years' planning cycle of assessment, planning, teaching and review for early childhood language and literacy learning and development.
- Theory, principles and pedagogical practices for early years literacy.
Additional Learning Experience Information
Lectures, tutorials and electronic materials will be utilised in the delivery of this unit for the on-campus and residency modes of study.
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| Type | Description | Value |
|---|
| Assignment | Written paper | 50% |
| Examination | Examination (on-campus only) | 50% |
Text References
- Barratt-Pugh, C., Rivalland, J., Hamer, J., & Adams, P. (2006). Literacy learning in Australia: Practical ideas for early childhood educators. Sydney: Thompson Learning.
- Beaty, J. & Pratt, L. (2011). Early literacy in preschool and kindergarten: A multicultural perspective. Boston, MA : Allyn & Bacon.
- Christie, J., Enz, B. & Vukelich, C. (2011) Teaching language and literacy: Preschool through the elementary grades. Boston : Pearson Education.
- Temple, C., Crawford, A., & Gillet, J. (2008). Developmental literacy inventory. Boston : Pearson Education.
- Otto, B. (2008). Literacy development in early childhood: reflective teaching for birth to age eight. Upper Saddle River, N.J. : Merrill Prentice Hall.
- Soderman, A.K., Gregory, K.M., & McCarty, L.T. (2005). Scaffolding emergent literacy: A child-centred approach for preschool through grade 5. (2nd ed.). Sydney: Pearson.
- Giorgis, C. & Glazer, J.I. (2009). Literature for young children: Supporting emergent literacy ages 0 ? 8. Boston: Allyn and Bacon.
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.
LAN4113|2|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 Development & Emergent LiteracyUnit Code
LAN4113Year
2016Enrolment Period
2Version
2Credit Points
10Full Year Unit
N
Mode of Delivery
On Campus
Description
This unit focuses on language and literacy education in the Kindergarten and Pre-Primary contexts. The topics examined include children's oral language, key features of emergent literacy, family diversity, home-school connections, planning and assessment. The key features and learning benefits of play and the use of demonstration and guided practice are highlighted. The unit brings together theory and research in language and literacy learning, the foundational concepts and skills of reading and writing and effective early years practices for literacy learning and development.
Non Standard Timetable Requirements
Offered for both on-campus and residency modes of study
Equivalent Rule
Unit was previously coded ECL4301
Learning Outcomes
On completion of this unit students should be able to:
- Articulate an understanding of experiences, approaches, strategies and resources that support language and literacy learning and teaching in pre-school contexts.
- Articulate ways in which the environment of the setting, play situations and childrens literature can be used to support young childrens language and literacy learning.
- Explain appropriate methods for the assessment and evaluation of pre-school childrens language and literacy learning.
- Explain how young children learn language and foundation literacy concepts and skills in pre-school contexts.
- Identify the diversity of family language and literacy experiences for children and their relevance to pre-school language and literacy practices.
- Summarise key theories relevant to the language and literacy of the young child and identify the implications for practice.
Unit Content
- Current and relevant curriculum documentation.
- Home-school links: family language and literacy practices, school literacy, and home-school communication.
- Language and language diversity.
- Language and literacy learning and teaching through play, children's literature and other experiences significant to young learners in a pre-school setting.
- Methods relevant to the early years' planning cycle of assessment, planning, teaching and review for early childhood language and literacy learning and development.
- Theory, principles and pedagogical practices for early years literacy.
Additional Learning Experience Information
Lectures, tutorials and electronic materials will be utilised in the delivery of this unit for the on-campus and residency modes of study.
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| Type | Description | Value |
|---|
| Assignment | Written paper | 50% |
| Examination | Examination (on-campus only) | 50% |
Text References
- Barratt-Pugh, C., Rivalland, J., Hamer, J., & Adams, P. (2006). Literacy learning in Australia: Practical ideas for early childhood educators. Sydney: Thompson Learning.
- Beaty, J. & Pratt, L. (2011). Early literacy in preschool and kindergarten: A multicultural perspective. Boston, MA : Allyn & Bacon.
- Christie, J., Enz, B. & Vukelich, C. (2011) Teaching language and literacy: Preschool through the elementary grades. Boston : Pearson Education.
- Temple, C., Crawford, A., & Gillet, J. (2008). Developmental literacy inventory. Boston : Pearson Education.
- Otto, B. (2008). Literacy development in early childhood: reflective teaching for birth to age eight. Upper Saddle River, N.J. : Merrill Prentice Hall.
- Soderman, A.K., Gregory, K.M., & McCarty, L.T. (2005). Scaffolding emergent literacy: A child-centred approach for preschool through grade 5. (2nd ed.). Sydney: Pearson.
- Giorgis, C. & Glazer, J.I. (2009). Literature for young children: Supporting emergent literacy ages 0 ? 8. Boston: Allyn and Bacon.
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.
LAN4113|2|2
