| CODE | EPE2002 | ||||||||
| TITLE | Language, Literacy and Communication Development in Young Children | ||||||||
| UM LEVEL | 02 - Years 2, 3 in Modular Undergraduate Course | ||||||||
| MQF LEVEL | 5 | ||||||||
| ECTS CREDITS | 4 | ||||||||
| DEPARTMENT | Early Childhood and Primary Education | ||||||||
| DESCRIPTION | Students are introduced to the major language and literacy theories which help shape policies and practice in early childhood education settings. The development of language and literacy skills, which begins at birth, is basic and a significant milestone which helps children gain access to a range of activities. Emphasis is given to specific language and literacy skills which assist young children to become competent users of a language. The use of children's literature, which promotes children’s familiarity with language and literacy concepts and skills will be discussed. Suggestions for practical activities including sharing books, telling stories, dramatising narratives, talking and singing songs, which can facilitate language and literacy development in young learners will also be discussed. Students become aware that creating language and literacy rich environments and experiences that respond to the children's ways of communication, facilitates emergent language and literacy development and the children's disposition towards learning. The study-unit will conclude by introducing students to the strengths and shortcomings of different approaches to reading, such as shared reading, phonics, look and say and the whole language approach as well as an introduction to language development in a bilingual and multilingual context. Study-unit Aims: This study-unit aims to: - Introduce students to stages of language acquisition and language theories; - Introduce students to stages of literacy development acquired through real, contextualised experiences; - Introduce students to children’s literature – a range of printed material and resources suitable for the early years; - Introduce students to a range or reading methods and approaches. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Describe stages of language and literacy development; - Compare various theories of language acquisition and identify their strengths and weaknesses; - Reflect on the relationship between the four major language skills and the implications for practice and policy; - Identify suitable language and literacy activities for early years settings. 2. Skills: By the end of the study-unit the student will be able to: - Choose and/or design materials and activities which are relevant for promoting language and literacy development; - Develop appropriate reading activities for individuals and groups of children by drawing on strengths of different approaches & children’s prior knowledge. Main Text/s and any supplementary readings: Main: - Garton, A & Pratt, C. (1998). Learning to be literate. The development of spoken & written language (2nd ed.). Oxford: Blackwell. - Morrow, L.M. (2014). Literacy development in the early years. Helping children read and write (7th editions). Essex: Pearson. - Neaum, S. (2012). Language and Literacy for the Early Years (Early Childhood Studies Series). London: Sage. Supplementary texts: - Anning, A. & Edwards, A. (1999) Promoting Children’s Learning from Birth to Five. OUP. - Barratt-Pugh, C. & Rohl, M. (2000). Literacy learning in the early years. Buckingham. OUP. - Browne, A. (1996). Developing language and literacy 3-8. London: Paul Chapman. - Campbell, R. (1995). Reading in the early years handbook. Buckingham: Open University. - Clay, M.M. (2001). Change over time in children’s literacy development. Heinemann. - Corden, R. (2000). Literacy and learning through talk. Buckingham: Open University. - Donaldson, M. (1978). Children’s minds. Glasgow: Fontana. - Hannon, P. (1995). Literacy, home and school. Research and practice in teaching literacy with parents. London: Falmer. - Hannon, P. (2000). Reflecting on literacy in education. London: Routledge Falmer. - Hurst, V. & Joseph, J. (1998). Supporting Early Learning: The Way Forward. OUP. - Nutbrown, C., Hannon, P. & Morgan, A. (2005). Early literacy work with families: policy, practice and research. Sage. - Sharp, E. (2005). Learning through talk in the early years : practical activities for the classroom. London: Paul Chapman. - Soderman, A.K., Gregory, K.M. & McCarty, L. (2005). Scaffolding emergent literacy : a child-centered approach for preschool through Grade 5. Pearson/Allyn & Bacon. - Stainthorp, R. & Hughes, D. (1999). Learning from children who read at an early age. Routledge. - Stierer, B. & Maybin, J. (1994). Language, literacy and learning in educational practice. Clevedon: Multilingual Matters. - Strickland D.S. & Morrow, L.M. (2000). Beginning reading and writing. USA: Teacher’s College & IRA. - White, H. (2005). Developing literacy skills in the early years: a practical guide. London: Paul Chapman. - Whitehead, M. (2001). The development of language & literacy. London: Paul Chapman. |
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| STUDY-UNIT TYPE | Lecture and Independent Study | ||||||||
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| LECTURER/S | Jennifer Formosa nee Ripard Valerie Sollars |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
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