Develop Literacy in Young Children Writing - Myassignmenthelp.Com

Question: Discuss about the Develop Literacy in Young Children Writing. Answer: Introduction Early Childhood Education is an education theory which is associated with educating children who are below the age of eight. While providing early childhood education, educators use different teaching strategies to develop the academic skills of the children. In this report, the lack of two academic skills of Harper and Madison are detected and effective teaching strategies have been evaluated in order to fulfill their requirements. Information and communicational Technologies (ITC) are also incorporated while developing the strategies. Apart from this, this report also contains the learning experiences of the mentioned students along with the importance and benefits of the ITC tools used in the proposed activities. Discussion Teaching strategy for Harper From the narrative written by Harper, it can be clearly understood that Harper is facing issues with spelling. Hence, in order to fulfill his requirement a teaching strategy has been designed for him where Harper will be given a writing activity which he will have the complete. In this activity he will be guided by the educator (Fellowes Oakley, 2011). The teaching strategy that can be considered to be appropriate for Harper for developing his punctuation skill is guided writing activity. Teaching Methods The first activity suggested for Harper to improve his concept of spelling can be called Look and Write activity. In this activity, the educator will let Harper watch the picture of an animate or inanimate object that will appear on the screen of the Interactive white board. Then he has to pronounce the name of the object. After that, he shall be asked to write down the name of the object on the board. If Harper writes the right spelling on the board, the color of the spelling will be green, otherwise, it will automatically change to red. In cases where, Harper will write the wrong spelling, he will correct the spelling taking help from the educator. As soon as the right spelling will be written on the Interactive White Board, the word will turn green. Another activity that can be suggested for Harper is Spelling Fun activity. In this activity, like the previous one, an object will display on the white board. Objects with complex spellings should be chosen for this activity. Once the object is shown, Harper will be asked the name of this object. In this step, he may need the help of the educator to identify uncommon objects. Once he successfully identifies the object, all the letters needed to spell the object appears on the IWB but in a haphazard manner. Now, it will be the task of Harper to arrange the letters and write it down on IWB, just under the object. Assessment instruments and practices The two major instruments required for this teaching strategy are the Interactive White Board and the Interactive dictionary. The sound recording system of the Interactive white board helps the educator to use the same word for teaching spelling again and again, the interactive dictionary helps the students to know the meaning of a difficult term easily, which in turn helps them to remember the spelling of that word. Learning Experience Through this interactive learning strategy, students like Harper will not only be able to learn the spelling of different objects, but this strategy will also develop their pronunciation and hearing capability. This activity will help Harper to learn reading and writing some high frequency words and other familiar words (ACELA1817). Besides that, this activity will help him understand that words are units of meaning and can be made of more than one meaningful part (ACELA1818). Considering the fact that this activity will ensure to fulfill the spelling requirement of Harper, the above mention activity will develop the concept of becoming in Harper (The Early Years Learning Framework for Australia, 2009). Teaching Strategy for Madison It can be clearly understood after reading the narrative written by Madison, that she is facing issues with grammar skills. In order to develop her grammar skills, sharing writing strategy needs to be implemented. In a sharing learning strategy, both the educator and the students participate in a particular task and try to solve the problem together (Fellowes Oakley, 2011). Teaching method Considering the fact that Madison is suffering from grammar errors while writing, a game named, Synonym Scramble, can be played with her to improve her usage of synonym and antonym along with the overall development of her vocabulary. The materials needed to play the game are some index cards, a paper in which the educator has written a good number of words along with their synonyms and two pens of two different colors. Few of the index cards shall contain a word written in blue pen and the other cards shall hold the name of the synonyms of the already written words, written in red pen. Finally all red and blue cards are piled separately and left as two hips of cards (Fellowes Oakley, 2011). The teacher will pick up a random card from the pile and call out the word written in it along with stating Madison which color of the card has she/he picked up. Madison shall search for the synonym of that particular word from the other pile of cards. Another game that can be suggested for Madison is Find the error Activity. In this activity, the Interactive White Board (IWB), an ITC tool, can be used for obtaining better learning experiences. A short story with several grammar errors will appear on the screen of IWB. Madison shall be asked to circle the errors present in the story. In cases where she circles the right error the circle will turn green, otherwise it will turn red. The educator will assist him with his work while needed. Assessment instruments and practices Apart from two pens of different colors and several number of index cards, the ITC tool used here is the Interactive white board. This ITC tool will not only make the activity more attractive to Madison, but will also ensure that Madison is circling the right error at one go (Leggett Ford, 2013). Learning Experiences Initially Madison may face problems while picking u the right synonym. However after two or three sessions of the game, she will be able to pick up the right card. This game will help her to learn synonyms as well as improve her vocabulary. The second activity will not only reinforce the concept of verb, noun and adverb in Madison but also will help her to learn correct sentence construction. With the help of the above mentioned activities, Madison will be able to recognize that texts are made up of words and groups of words that make meaning (ACELA1434). This activity will ensure the development of sense of becoming and belonging in Harper. Apart from enhancement of grammatical use, this activity will require group coordination (The Early Years Learning Framework for Australia, 2009). Description of the Instruments and Practices involved in the activity For the above mentioned activities, two of the most common he Information and communication technologies can be used. The first ITC tool used for the activities is Interactive White board. An interactive white board can be defined as a large interactive display, generally attached with the wall of the classroom (Leggett Ford, 2013). other ITC tool used for the above mentioned teaching strategy is an Interactive Dictionary. An interactive dictionary is generally used in classrooms in order to help children learn the meaning of difficult words. Digital dictionaries are general a device with a key board, a screen and a voice recorder. An individual can either type or pronounce the word whose meaning is to be known and the dictionary will automatically show the output on its screen. Features and benefits of Interactive White Board In this era of modernization, an Interactive White Board is considered to be very helpful to educators. This tool is considered to be an effective ITC instrument that improves learning, collaboration skills and communicational skills in children. It has been found that majority of the children at early childhood stage, learn more efficiently through visualization than through auditory lessons. Considering the fact that interactive white boards are all about visualization while learning, it helps the children to memorize their lesson easily. The above teaching strategy will help the both Harper and Madison to visualize the correct spelling and grammar. This in turn, will help them to memorize their lesson more easily. Apart from that, IWB also helped the educator to represent the activities to Harper and Madison in a fun way and with colorful pictures and attractive representation (Lingard, (2011). Features and benefits of Interactive dictionary Interactive dictionary will help the students to learn the meaning of difficult words. Since the children will have to listen to the meaning of the word pronounced by the machine, the whole process will enhance the hearing ability of both Harper and Madison. This device will also prove to be beneficial for both Madison and Harper, since it can also used to correct their spelling errors. Assessment for Harpers spelling improvement Considering the fact that for proper concept of spelling a word, it is very crucial to hear the word correctly. Hence, the first step to access Harpers spelling error will be to ask him to pronounce the word correctly. Secondly the above mention activities suggested for Harper will b performed and a good number of Harpers learning sample will be collected (Fellowes Oakley, 2011). Then, the words spelt by Harper will be collected separately and all the spelling error will be catagorised on the basis of the pattern of the spelling errors. Assessment of Madisons grammar Improvement For Madison, the first step to access her grammatical error is to have a conversation with her along with asking her some open-ended questions. It has been found that children are often more comfortable in answering questions verbally than writing activities (Fellowes Oakley, 2011). After the conversation, the mentioned activities are performed and several writing sample of Madison are collected. The next step involves collection of the error samples and categorizing them on the basis of similar type of grammatical error. Conclusion: From the above report it can be concluded that in order to fulfill the mentioned academic requirements of both Harper and Madison, the proposed teaching strategies can be implemented. Considering the fact that Harper has issues with correctly spelling words, regular sessions of the above mentioned activities which are referred to Harper needs to be performed. Since the chief problem in Madisons narrative is grammar errors, especially errors in proper usage of synonyms, the activities referred to Madison crucially concentrates on developing her grammatical skills. Finally, it can be said that the above mentioned activities will surely helped in the development of academic skills in both Harper and Madison if appropriately implemented. Reference List: Fellowes, J., Oakley, G. (2011). Language, Literacy and Early Childhood Education.Oxford University Press. Hedges, H., Cullen, J. (2012). Participatory learning theories: A framework for early childhood pedagogy.Early Child Development and Care,182(7), 921-940. Leggett, N., Ford, M. (2013). A fine balance: Understanding the roles educators and children play as intentional teachers and intentional learners within the'Early Years Learning Framework'.Australasian Journal of Early Childhood,38(4), 42. Lingard, B. (2011). Policy as numbers: Ac/counting for educational research.The Australian Educational Researcher,38(4), 355-382. The Early Years Learning Framework for Australia. (2009). [ebook] Available at: https://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf [Accessed 17 Jan. 2018].