Case study for Language and Literacy Assignment
Joshuais 4 years 10 monthsold. Heenrolled late into thepreschooltoward the end of term 1.
It is now near the end of term 2, and so far, the educators have not heard Joshua speaka single word. His parents assure the educators that he speaks fluently at home.
Through observations, the educators have been able to establish that he isable to follow directions and appears to hear and respond to voices, music and sounds at all pitches and volumes, including very quiet voices.
Joshua appears to be settled and enters the preschool without showing signs of reluctance or fear.
Joshua plays with several of the boys regularly and sometimes some girls too in all sorts of activities and games. The children do not seem to be perturbed by Joshua’s non-verbalinteractions, andhave included him easily into all their activities.
Joshua makes eye contact with peers and staff and has lately been heard humming several different songs that have been used during group times in the preschool.
Joshua participates in group experiences, including music and movement. He appears to enjoy listening to the songs and other types of music. His mother has informed the educator that he enjoys music at home and joins in many of the songs on his favourite television show, includingPlaySchool.
TCDS206Language &LiteracyDevelopment:Assignment2Marking Rubric– Literacy Program
Assessment Task 2​
Literacy Program
Based on your observations of a child or a group of children (or a provided case study) design an early literacy program.
Theprogram must clearly identify thetheoretical perspective adopted, assessment processes, and links to the Framework.
Equivalent 2,000 words
Instructions:
For this program:
-You should refer to the national and state early years frameworks documents-Experiences are to reflect children’s abilities, interests and cultural heritage.
Students are required to;
-include written observations which provide supportive evidence for the program developed(these are not included in your word count, they simply informyour marker). Please include your observations as appendices.If you choose to use the provided case study, please note it is general background information and you will need to create imagined observations sufficient to enable you to assess the child’sinterests, strengths and needs from which you will develop learning goals and then create the program.-Please detail the learning goals you are expecting to assist the child to achieve through your program.-design,and provide a detailed plan forimplementationofthe earlyliteracyprogramwhich supportsthe developmental stages of children’s skills, abilities, and interests discovered through your observations. -Remember this is expected to be awhole literacy program,not just one experienceyou document. A whole program should demonstrate how you are leading the child through to the achievement of the learning goals you set for them through a range of language and literacy experiences.-display links to theoryand to the frameworks
TCDS206Language &LiteracyDevelopment:Assignment2Marking Rubric– Literacy Program
-clearly outlinetheassessment toolsyou have/will rely on to determine the child’sdevelopment,needs, interests, andeducational growth and progress-select a range of appropriate resourcesfor use within your literacy program whichreflectthechild’s interests and cultural heritage-display an understanding of the early childhood educators’ role in enhancing children’s language and literacyacross all curriculum areas. This should beevident through the literacy program you are presenting-detail all related materials and resourcesnecessary for the fulfilment of your literacy program
Presentation for this assignment can be in any appropriate formatting. Please ensure all criteria areaddressed.
You may include photos, however privacy and confidentiality must be strictly adhered to when completing this assignment.Please also ensure you reference according to Harvard requirements.
Learning Outcomes:
d.Document and assess for programming children’s language and literacy developmente.Plan for, implement and evaluate a wide range of appropriate pedagogies to support literacy and language at different developmental stagesf.Review and select a wide range of resources to develop young children’s literacy and language skills across a range of modalities
TCDS206Language &LiteracyDevelopment:Assignment2Marking Rubric– Literacy Program
Name:
Criterion | Not Satisfactory | Pass | Credit | Distinction | High Distinction |
Introduction: Introductionprovides a relevantoverview of the essay content Referencing and Presentation: Quality of written work, design, flow and grammar. References are providedand used within the overview …/5 | Introduction fails to provide a summary of subject matter to be addressed. Fails to present written work and referencing of a pass standard. Incorrect referencing , and only websites are sourced (0 – 2) | Introduction provides asimplesummary of subject matter to be addressed. Ideas for the program are mostly referenced, with some omitted at times. Presents written work and referencing ofbasicquality with several errors. (2.5) | Introduction provides an appropriately reflectedsummary of subject matter to be addressed. Presents written workand referencing from suitable sources, and referenced appropriately, including in text citations and referencing applicable to the program submitted.Whilst some referencing errorsmay be present, it is generally compliant with Harvard requirements (3) | Introduction provides a well-developed summary of subject matter to be addressed. Written work and referencing frompeer reviewed academicreadings and references with a confident ability to link the requirements of the program to the related reading or reference. Complex and academically supported referencing used, withonly minor errors. (3.5) | Introduction provides a succinct, clear andcomprehensivelyarticulated summary of subject matter to be addressed. Presents sophisticated written workandhas sourcedreferencing frompeer-reviewedacademic readings, and correctly applied throughout program submitted. No errorspresent. (4 -5) |
Written observationsprovide supportive evidencefor the program developed. Goals and assessmentofdevelopment,foreducationalgrowth and progress have been established …/10 Learning outcomed | Fails to provide evidenceof abilityto address the language and literacy needs of the child/children. Fails to provide suitable goals,methods and assessment ofchildren’slanguage and literacy needs. (0 –5) | Presentsevidenceof abilityto address the language and literacyneeds of the child/childrento a rudimentary level through the program developed. Demonstrates basicunderstanding regarding the goals, methods and assessment of development to provide for educational growth and progress ofchildren’slanguage and literacy, however, greater depth of analysis and discussion is needed. (5) | Observations clearly providesupportive evidence to address the language and literacy needs of the child/childrenfor the program developed. Presents relevantgoals, methods and assessment of development to provide for educational growth and progress ofchildren’slanguage and literacy skills.Sound explanations are provided. (6) | Detailedobservations, inclusive of background information is provided to address the language and literacyneeds of the child/childrenfor the program provided. Detailed goals, methods and assessment ofchildren’slanguage and literacy needs are establishedwithin the program to achieve educational growth and progress by the children. (7) | Comprehensive and detailedobservationsincludingbackground information is provided to address the language and literacy needs of the child/children which demonstrates high level reasoning and understanding.The resultant programestablished, together with the thoughtful goals, methods andassessmentfor educational growth and progress demonstrate a mature and reflective approach to achieve improved learning outcomes forchildren. (8-10) |
Prescribed reading
Ailwood, J., Boyd, W., & Theobold, M., (ed.) 2016,Understanding early childhood education and care,Allen & Unwin, Sydney, Australia.
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. 2012,Programming & Planning in Early Childhood Settings,5th edn, Cengage Learning Australia, South Melbourne, Australia.
Berk, L. 2012,Child Development,9th edn, Pearson, London, UK.
Recommended reading
Buckingham, J., Beaman, R. & Wheldall, K. 2014, ‘Why poor children are more likely to become poor readers: the early years’,Educational Review, vol. 66, no. 4, pp XXXXXXXXXX.
Fleer, M. & Williams-Kennedy, D. 2001,Building Bridges: Literacy Development in Young Indigenous Children, Australian Early Childhood Association, Canberra, Australia.
Fluckiger, B., Diamond, P. & Jones, W. 2012, ‘Yarning Space: Leading Literacy Learning through Family-School Partnerships’,Australasian Journal of Early Childhood, vol. 37, no. 3, pp. 53-59.
Hay, I. & Fielding-Barnsley, R. 2012, ‘Social Learning, Language and Literacy’,Australasian Journal of Early Childhood, vol. 37, no. 1, pp. 24-29.
Lennox, S. 2013, ‘Interactive Read-Alouds-An Avenue for Enhancing Children's Language for Thinking and Understanding: A Review of Recent Research’,Early Childhood EducationJournal, vol. 41, no. 5, pp XXXXXXXXXX.
Palmer, S., Bayley, R. & Raban, B. 2014,Foundations of Early Literacy,Teaching Solutions, Blairgowrie, Australia.
Pound, L. 2011,How Children Learn Theories on Children’s Literacy, Intelligence and Linguistics,Essential Resources Educational Publishers, Strawberry Hills, Australia.