Newsletter or poster about multiliteracies for parents of children in an ECEC setting. Provide clear...

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Newsletter or poster about multiliteracies for parents of children in an ECEC setting.

Provide clear definition of multiliteracies

Explain two pedagogies of multiliteracies

Provide and briefly describe two contexts of children’s meaning making

Explain three examples of teaching strategies that encourage children’s communication skills.

Identify a computer program or iPad app for children 5 years and younger then

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Introduction
DAILY SCHEDULE
Introduction
Pedagogies of Multiliteracies
Contexts of Children's Meaning Making
What are Multiliteracies
As a parent of a young child in an Early Childhood Education and Care (ECEC) setting, you may be
wondering about the concept of multiliteracies and how it impacts your child's education. In this
article, we will provide you with a clear definition of multiliteracies, explain two pedagogies of
multiliteracies, provide and briefly describe two contexts of children's meaning making, explain three
examples of teaching strategies that encourage children's communication skills, and identify a
computer program or iPad app for children aged 5 and younger.
 
There are two pedagogies of multiliteracies that are commonly used in ECEC settings: 
situated practice and overt instruction. Situated practice involves creating meaningful and 
authentic learning experiences where children can develop their multiliteracies skills in a 
real-life context. This approach allows children to develop their skills through hands-on 
experiences that are relevant to their lives. For example, children may develop their spatial 
literacy skills by creating a map of their classroom or by constructing a building using 
blocks. Overt instruction, on the other hand, involves explicit teaching of specific 
multiliteracies skills. This approach is useful when children need to develop specific skills 
or when they are struggling with a particular form of communication. For example, children 
may need overt instruction to develop their digital literacy skills, such as learning how to 
use a computer or how to navigate a website.
Children's meaning-making happens in various contexts, and two common ones are play and inquiry- 
based learning. Play-based learning involves creating a rich learning environment where children can 
engage in imaginative play, explore their interests, and develop their social and emotional skills. This 
approach allows children to develop their multiliteracies skills in a natural and fun way. Inquiry-based 
learning, on the other hand, involves creating opportunities for children to ask questions, investigate, 
and make sense of the world around them.

Newsletter or poster about multiliteracies for parents of children in an ECEC setting. Provide clear definition of multiliteraciesExplain two pedagogies of multiliteraciesProvide and briefly describe...

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