Literacy is the ability to read and write, using written information and to write appropriately within a range of contexts.

It also involves the integration of speech, listening, looking and critical thinking within reading and writing, including cultural knowledge enabling a speaker, writer or reader to recognize and use language effectively within different social situations (MCEEDYA, 1997). Literacy skills help students to gain knowledge through reading as well as using media and technology; literacy skills help students to create knowledge through writing and also developing media and technology skills (Thoughtful Learning, n.d.). Literacy involves the consumption of information and producing information as students are ethical and effective consumers and producers of information through literacy, within the media and the flexibility of expression using technology.

Running Head: Kristy Snell EDU10002. Ass1.

As Watson (2013) explains literacy is a life skill with comprising factors such as being able to communicate and express personal information such as name and address, understanding signs and symbols within the community and their meanings, key words and signs (danger, poison, stop), the meanings of abbreviations such as (Mrs, Dr, Miss), the ability to acquire information through phone books, directories and the internet. Many daily tasks require literacy skills, creating a meal from a recipe- competently able to understand measurements and quantities. Creating a shopping list of items to be purchased at the supermarket and finding these items and estimating the cost of the total shop. Literacy encompasses the knowledge and skills that students need to access, understand, analyse and evaluate information, make meaning, express thoughts and emotions, present ideas and opinions, interact with others and participate in activities at school and in their lives beyond school (ACARA, 2013).

Running Head: Kristy Snell EDU10002. Ass1.

Language is made up of multiple components including: Morphology (the way in which word structures alter); Semantics (meaning of language); Syntax (combination of words for the formation of sentences); Phonetics (sounds involved in speech). The use of sounds, symbols and body language are symbols that are used to process and construct language meaning.

According to Dechaine et al (2012), all human languages have the following traits in common: language is
a form of communication; composed of arbitrary signs and symbols; hierarchy formation and all humans are genetically endowed for language. Aitchison (2011) explores the possibility that human infants know in advance what languages are like. Given the complexity and acquisition of grammatical systems for human language, principles must exist that determine general frameworks of individual language and structure to be attained and developed.

Running Head: Kristy Snell EDU10002. Ass1.

Understanding language requires the understanding of meanings of words, extensions of words and the compilation of words together to construct appropriate combinations suited to individual situations (American Speech-Language-Hearing Association, 2013). An important component of language is speech as it is the verbal form of communicating words. Speech involves the articulation of words, use of vocal folds and breathing that produce sound and fluency and rhythm of speech (ASLHA, 2013). Language occurs through interactions within environmental contexts, social contexts, educational contexts and experiences. These contexts foster the development of language through both positive and negative

experiences that can severely impact on overall language. Children require knowledge of the names of things,
persons and objects (Baker & Hengeveld, 2012) to be able to develop and practice sounds and words through language.

Running Head: Kristy Snell EDU10002. Ass1.

The Early Years Learning Framework provides a vision for childrens learning, through learning outcomes, practices and principles for educators to implement within their teaching and learning frameworks (Early Years Learning Framework, 2009). Learning outcome 5, Children are effective communicators; model language and encourage children to express themselves through language in a range of contexts and for a range of purposes (EYLF, 2009). Teaching and learning approaches can be encouraged by providing open ended questions, and collaboration through peer learning. Children begin to understand how symbols and pattern systems work by drawing childrens attention to symbols and patterns in their environment and talk about patterns and relationships, including the relationship between letters and sounds (EYLF, 2009). This can be achieved by experiences involving number and number patterns, learning how to recognize numbers and their values through interactions and conversations within small groups and the class as a whole.

Running Head: Kristy Snell EDU10002. Ass1.

Children listen to, read and view spoken, written and multimodal texts in which the primary purpose is to entertain, as well as some texts designed to inform. These include traditional oral texts, picture books, various types of stories, rhyming verse, poetry, non-fiction, film, multimodal texts and dramatic performances (Australian Curriculum, Assessment and Reporting Authority, 2008). Children participate in shared reading, viewing and storytelling using a range of literary texts, and recognize the entertaining nature of literature. Language enables children to build an understanding that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural backgrounds (ACARA, 2008). Through these teaching and learning approaches of oral and visual texts throughout group times, interactions and experiences children are able to explore the concepts of language and literacy skills within an educational context .

Running Head: Kristy Snell EDU10002. Ass1.

Providing open ended questions enables children to actively participate in the learning process. Enabling children to explore their thoughts, in order to understand and comprehend language and literacy. Vygotsky (cited in Honey, 2010) believes that language is a tool which makes thinking a possibility; as language is a crucial tool which determines how a child learns to think. Vygotskys Zone of Proximal Development recognizes a childs ability to solve problems on their own and with assistance (Honey, 2010). The teaching approach through collaborative peer learning enables children to use their own ideas and observe and learn through interactions with others. Ensuring that the approaches are guided by instructional techniques enabling learning to take place therefore providing opportunities for knowledge to be acquired enabling the development of language and literacy.

Running Head: Kristy Snell EDU10002. Ass1.

Group times can include oral texts, visual texts, picture books, stories, rhymes, poetry, non-fiction, film, multimodal texts and performances. Piaget (cited in Honey, 2010) believes that children learn their initial rational constructs through the environment by interacting with others. Guiding children through group time enables children to focus their attention on the educator and what their expectations are. According to Piaget, children develop language through concepts of how to act and respond in the world. Group times, interactions and experiences can allow children to explore cause and effect and that their actions impact on others. Providing interactions and experiences that foster childrens ability to participate in the learning process enables children to learn how and when to interrupt, have their turn and communicate using language (Baker & Hengeveld, 2012).

Running Head: Kristy Snell EDU10002. Ass1.

I remember surrounding myself with story books at a young age. I would sit at the table and scroll through the local newspaper looking at pictures and articles that interested me. I generally bothered my parents with multiple questions such as whats that for?, did you know, how do you say that word?. My parents were busy and sometimes I had to find out the answers for myself, either asking my sister or a friend. If we were going on a trip I looked at the map, to see where we would start and where our destination was, trying to work out how to calculate the distance and time involved. Using the computer to play games (educational)...generally using the same websites from school. Also I had word flash cards to practice every week, displaying them on my bedroom wall, this enabled me to visually recognize the word (literacy) and pronounce the word (Language). The internet was available for me to research all sorts of information (in regards to personal interests and school homework). In my early years, I was given a spelling book and each week a new set of words was added. My task was to write these words and pronounce the word each night before I went to bed. During high school writing essays and developing presentations both individually and collaboratively contributed to my language and literacy at school. Learning how to structure an essay and the grammatical rules involved posed some challenges; oral presentations were not a particular favorite of mine as I did not enjoy talking in front of the class.

Running Head: Kristy Snell EDU10002. Ass1.

Throughout these experiences I acquired the knowledge which lead to the development of my language and literacy. I believe I had consistent and effective strategies for my individual learning. Keeping this in mind , all children are individuals and learn in diverse ways within varying contexts. Teachers need an understanding of the impact of culture, family, genetic inheritance, birth order and life experience on development and how to apply this understanding to program planning, implementation and evaluation (Department of Education and Early Childhood Development, 2013). The strategies that worked for me (flash cards and spelling tables) may not necessarily work for others. Teachers understand how learning environments and program design and methodologies, use of materials, resources, technologies and the structure of activities impact on and support learning (DEECD, 2013). Through the use of knowledge of child developmental theories such as Piaget, Vygotsky and Chomsky, knowledge of the children and my personal pedagogy, to plan clear, consistent and achievable language and literacy outcomes for children both individually and collectively. I

believe that children require guidance provided by teachers who have the knowledge, skills and comprehensive
understanding of how children move through developmental stages regarding language and literacy, and consider the factors in relation to those stages. Cultural diversity, community contexts, beliefs and values and developmental outcome all contribute to factors to consider. The way in which we perceive children has a crucial impact on professional teaching

styles regarding learning experiences, practices, environments and policy implementation that are provided for children.
Experiences in the early years have a lasting impact on development, I believe that literacy is a continuous process, that once the basics are understood, we continue to learn and acquire more knowledge through peers, colleagues, daily interactions and experiences.

Running Head: Kristy Snell EDU10002. Ass1.

References

Aitchison, J. (2011). The Great Automatic Grammatizator. In The Articulate Mammal: An

Introduction to Psycholinguistics. Taylor and Francis. American Speech-Language-Hearing Association. (2013). "What is Language? What is Speech?" Retrieved from: http://www.asha.org/public/speech/development/language_speech.htm Australian Curriculum, Assessment and Reporting Authority (ACARA). (2013) General capabilities in Australian curriculum: literacy. Retrieved from: http://www.australiancurriculum.edu.au/GeneralCapabilities/Pdf/Literacy Baker, A. & Hengeveld, K. (2012). Linguistics. Wiley. Dechaine, R., Burton, S. and Vatikiotis-Bateson, E. (2012). Knowing a Language Versus Knowing What language Is. In Linguistics for Dummies. (pp. 9-15). Wiley Department of Education and Early Childhood Development. (2013). Retrieved from: http://www.education.vic.gov.au/Pages/default.aspx

Running Head: Kristy Snell EDU10002. Ass1.

Early Years Learning Framework (EYLF). 2009. Information on the Early Years Learning Framework for educators. Retrieved from: http://education.gov.au/early-years-learning-framework Honey, H. (2010). Cognitive language acquisition theories presentation [Online presentation]. Retrieved from: http://www.slideshare.net/honeyravian1/cognitive-language-acquisitiontheories-presentation. Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEEDYA). (1997). Retrieved from: http://www.mceecdya.edu.au/verve/_resources/sect10.pdf Thoughtful Learning. (n.d.). What are literacy skills? Retrieved from: http://www.thoughtfullearning.com/resources/what-are-literacy-skills Watson, S. (2013). Life Skills Literacy. Retrieved from: http://specialed.about.com/od/teacherchecklists/a/lifeskillslit.htm

Running Head: Kristy Snell EDU10002. Ass1.