| Effective Term: | 2026/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Early Childhood Language and Literacies |
| Unit ID: | ECCEL2020 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | (EDECE2020 and EEZED2721) |
| ASCED: | 070101 |
| Other Change: | |
| Brief description of the Unit |
This unit explores the theoretical underpinnings and sociocultural perspectives of language and literacy acquisition in early childhood. Key early childhood pedagogical practices and content knowledge, including oral language and early reading and writing will be examined. The symbolic representation of language and the role of multimodal texts will be explored. The importance of emergent literacy skills that lay the foundation for transition to school will be considered. Inclusive practices for language users that have English as an additional language, and Aboriginal and Torres Strait Islander literacies will be explored. Pre-service teachers will use current curricula to plan meaningful language and literacy experiences for children in prior to school settings. This unit supports the second year professional experience in the Bachelor of Education in which students complete 15 days in the education setting specified below for their program. PSTs are required to engage with and complete the required professional experience activities in collaboration with their school-based Supervisor Teacher/Educator. PSTs will also document and reflect on their professional learning throughout the placement. Completion of these requirements supports reflective practice and the successful completion of the professional experience component of the unit. Education Setting: Bachelor of Education (Early Childhood and Primary): 0 - 36 Months |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| Student is undertaking work experience in industry where learning and performance is not directed by the provider, but support is received from the provider. Fees (provider may charge a student contribution amount or tuition fee). |
| Placement Component: | Yes - 15 days |
| Supplementary Assessment:No |
| Supplementary assessment is not available to students who gain a fail in this Unit. |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | |  | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Identify language and literacy development in young children and how this impacts teaching practice. |
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| K2. | Integrate teaching and assessment strategies that are inclusive of learning strengths, linguistic, religious and sociocultural backgrounds. |
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| K3. | Articulate the key literacy pedagogies in early years contexts. |
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| K4. | Connect theoretical learning with the practice of teaching in an authentic education environment |
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| K5. | Receive and reflect on critical and meaningful feedback |
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| K6. | Inquire into their own and others teaching practice appropriate to the professional experience setting |
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| Skills: |
| S1. | Critically reflect on theories of early and emergent language and literacy development. |
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| S2. | Identify implications of early and emergent language and literacy on inclusive teaching practices. |
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| S3. | Plan for children's language and literacy learning using inclusive strategies and resources, including ICTs, that engage young learners. |
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| S4. | Identify strategies for developing language and literacy with children who speak a language other than, or in addition to English. |
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| S5. | Negotiate professional duties and teaching and learning tasks with the supervising mentor |
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| S6. | Set personal goals for future learning and research |
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| S7. | Reflect on strengths and future needs as a learner and as a teacher |
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| S8. | Document observations and experiences |
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| Application of knowledge and skills: |
| A1. | Examine how early language and literacy experiences lay the foundation for language and literacy learning as children transition to school. |
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| A2. | Demonstrate an ability to plan for language and literacy development using socially inclusive teaching and assessment strategies. |
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| A3. | Nominate, complete and document personal learning tasks that are relevant to the placement setting |
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| A4. | Reflect-on-action related to personal learning in an on-line journal |
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| A5. | Continue to develop an online resource folder that incudes tasks based on the Professional Standards, as well other learning |
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| Unit Content: |
• Early and emergent language and literacy development Pedagogical practices that support early and emergent literacy Inclusive practices in building language and literacy
• Young children as communicators and story tellers The social contexts of children's early literacy learning
• Young children’s developing semantic, syntactic, phonological and orthographic awareness Multimodal texts and multiliteracies in early childhood
• The development of representational abilities The role of the family in literacy development
• English as an additional language, and Aboriginal and Torres Strait Islander literacies Building literate skills for transition to school
• Planning for language and literacy development in educational contexts |
| Graduate Attributes: |
| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K2, K3, S2, S3, S4, A1, A2 | Choose two texts suitable for early childhood and discuss how the texts enhance early and emergent language and literacy development for all children, including those from culturally and linguistically diverse backgrounds. Include a discussion about how this supports young children’s transition to school. | Report | 40% - 60% | | 2. | K1, K2, K3, K4, K5, S1, S2, S3, S4, A1, A2 | Create two teaching resources that can be used to enhance early language and literacy development for children aged birth to five years. Trial the resources with one or more young children. Discuss the theoretical rationale for the use of the resources, including pedagogical practices, potential learning outcomes and assessment strategies that would cater for all young children including those from culturally and linguistically diverse backgrounds. After trialing the resources, discuss the modifications and/or additions that could be made to enhance the learning and teaching aspects of the resource. | Resource kit and report | 40% - 60% | | 3. | K2, K3, K6, S2, S3, S4, S5, S6, S7, S8, A1, A2, A3, A4, A5 | Completion of required digital assessment forms and submission of timesheet (Form D) | Hurdle | S/U | | 4. | K1, K2, K3, K4, K5, K6, S1, S2, S3, S4, S5, S6, S7, S8, A1, A2, A3, A4, A5 | Completion of 15 days placement in the education setting specified for their particular program | Hurdle | S/U |
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