EML209 Language Development in Early Childhood (8)

Abstract

This subject focuses on the understanding required to foster and enhance language development of children in the field of early childhood education and care. Emphasis is given to the development of skills and knowledge specific to planning, implementing and evaluating experiences and organising the environment to foster and enhance children’s language development. This learning is then applied to the challenges and opportunities of working in partnership with colleagues and families to enhance the language development of children. The role of an early childhood professional in enhancing and fostering children’s language development is the central objective of this subject.

+ Subject Availability Modes and Location

Session 1
Distance	Bathurst Campus

Continuing students should consult the SAL for current offering details: EML209
Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject information

Duration	Grading System	School:
One session	HD/FL	School of Teacher Education

Enrolment restrictions

Prior to enrolment students must have completed the Certificate III Children’s Services AND Stage One of the Diploma of Children’s Services (AQF 5) through TAFE Western and Riverina Institute.

Learning Outcomes

Upon successful completion of this subject, students should:

demonstrate knowledge of stages of language development;
demonstrate knowledge of principles of the development of English as a Second Language and the principles of early childhood bilingualism including the link between first language maintenance and learning ESL;
demonstrate knowledge of peer group interactions;
demonstrate knowledge of importance of dispositions on lifelong learning;
demonstrate knowledge of child's family and community context and influences;
demonstrate knowledge of organisation standards, policies and procedures;
demonstrate knowledge of theories of brain and language development, which may include but are not limited to: Piaget, Vygotsky and Gardner;
demonstrate knowledge of social constructivist learning theory;
demonstrate knowledge of values of language, listening and literature experiences for young children;
demonstrate knowledge of criteria for selecting development appropriate language and literature experiences for children;
demonstrate knowledge of adult role in encouraging language and creative expression;
demonstrate knowledge of language and literature extension experiences for older children;
demonstrate knowledge of criteria for selecting displays and pictures to stimulate language;
demonstrate knowledge of criteria for selecting and presenting age appropriate puppetry experiences;
demonstrate knowledge of the main theories of learning and the implications for programming; and,
demonstrate knowledge of how to access relevant and local resources.

Syllabus

The subject will cover the following topics:

Provide developmentally relevant opportunities for children to listen and respond to language
Link language to all interests, activities, routines, and directions
Create opportunities for group discussions and exchange of views between children
Create a language rich environment that incorporates materials that capture the child's attention and stimulate a response
Speak clearly and frequently to children in language that is appropriate to the age of the child
Take time to listen and respond to children
Use open ended questions to encourage children to express their thoughts, feelings and words
Model and encourage two way communications by questions and careful listening
Repeat and expand children's words and phrases in a natural style of conversation to model communication skills
Identify the family's language and use bilingual practices as relevant whilst supporting the child to maintain their first language both in the childcare and home environments
Respond with respect to children's language
Integrate materials in the child's language into experiences
Encourage parents and family members to maintain their own language and participate in activities with the children
Encourage parents to inform worker of key words and phrases of home language
Integrate child's cultural experiences into language development opportunities
Seek specialised assistance and use wherever required and available
Identify children with children with special language needs and monitor language development, including the provision of special language programs to meet individual needs
Contribute to assessment of children's individual language and communication abilities and needs
Consider English and other languages when assessing language development and use
Develop a range of strategies for language and communication development for the individual child, including children with additional language development needs
Discuss assessment with the parents and develop a plan in consultation with them
Regularly review child's progress and the plan
Seek specialised assistance where necessary
Select, read and tell developmentally appropriate stories
Use stories, rhymes and poetry to enhance children's enjoyment of language
Include language and literature experiences that support acceptance and appreciation of diversity
Use puppets and other props to stimulate children's enjoyment of language and literature

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The information contained in the 2014 CSU Handbook was accurate at the date of publication: 13 September 2013. The University reserves the right to vary the information at any time without notice.