CONTACT CSU

No offerings have been identified for this subject in 2015

EML434 Literacies in the Early Years (8)

Abstract

 Through this subject students will develop a deep understanding of the various literacies children learn and apply between 0 and 8 years of age and some of the issues surrounding the teaching and learning of early literacies. Students will investigate how young children use oral, visual, print and multimodal texts and multiple modes of representation (oral language, drawing, writing, viewing, representing and music). Students will also explore the transitions from home to preschool* and preschool to school, in terms of literacy learning. This subject places an emphasis on learning from current research in early literacies. 
*The term preschool is used to indicate prior-to-school services which include both childcare and preschool services

+ Subject Availability Modes and Location

Continuing students should consult the SAL for current offering details prior to contacting their course coordinator: EML434
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 sessionHD/FLSchool of Education

Learning Outcomes

Upon successful completion of this subject, students should:


  • be able to relate theory to their practice in the area of literacy with a particluar reference to the early years (0 to 8 years);


  • apply theoretical knowledge to the educational workplaces and community settings in which they are working to improve teaching practice;


  • be aware of the multiple meanings of literacy for young children (born post 2000);


  • identify the issues surrounding transition (in terms of literacies) for children moving from home to preschool, and preschool to school;


  • understand the ways children use oral, visual, print and multimodal texts (including digital/visual media)


  • possess an understanding of the multiple modes of representation used by young children including oral language, play, drawing, writing, digital media (ICT) and music;


  • be able to use relevant curriculum documents in the teaching of literacies in preschools and the first three years of school including in-depth knowledge of two topics from the relevant syllabus;


  • be aware if the impact of current measurement and accountability policies in early literacy development;


  • possess an understanding of the ways in which research can influence practice and vice versa.

Syllabus

The subject will cover the following topics:
Assumed knowledge: Students enrolling in this subject will have successfully completed undergraduate subjects in literacy and or have recent experience of teaching literacy to young learners. No single theoretical approach is applied in this subject.
  1. Literacies in the 21 Century: What are the issues for: young children; parents; preschool teachers and preschools; K/P-2 teachers and schools?
  2. Transitions in literacy learning: What are the issues for children? What are the issues for parents, preschool teachers and teachers? What are the social justice and indigenous perspectives? How do parents promote and support children’s engagement with literacies in the home setting? How do preschool teachers promote and support children’s engagement with literacies in the preschool setting? How do teachers promote and support children’s engagement with literacies in the K/P-2 classrooms?
  3. Literacies in early childhood classrooms (preschool and school):  How is literacy promoted and supported in preschool and school classrooms (K/P-2)? 
  4. Children’s use of oral, visual, print and multimodal texts: How do children use oral, visual, print and multimodal texts at home, preschool, and in the first three years of school?
  5. Modes of representation: How do children use modes of representation prior to starting preschool/school? How does this change when they begin preschool/school? What happens in the first three years of school?
  6. Curriculum documents: What do the curriculum documents for prior to school settings prioritise? How do these differ to those used in schools (K/P – 2)? How well do these documents overlap? 
  7. Measurement and accountability in early literacy: What is happening? How does it impact on children; parents; preschool teachers and preschools; K/P-2 teachers and schools?
  8. Using research to inform practice: How can research inform practice? How can I research my own practice?

 

Back

The information contained in the 2015 CSU Handbook was accurate at the date of publication: 01 October 2015. The University reserves the right to vary the information at any time without notice.