Developing Language and Literacy with Young Children - Literature review Example

REFLECTIONS ON THE MULTI LITERACY READINGS Name: University: Tutor: Date: Introduction Australia is in the midst of dramatic educational revolution that tries to change everything from the way children are expected to communicate, work, and spend leisure time. The choice to work with theoretical frameworks and literacy development in children between 0-8 years is instigated by the fact that in New South Wales this age bracket is defined from the time of birth to eight years (NSW Teachers Federation, 2002, p.78). Therefore education system in the country needs to develop basic tenets so as to restructure what we have been seeing as multiple literacies to more of a system that prepares our children in accordance with the metamorphosis of the culture, environment and technology. In this paper, within the context of Australian children ranging between the ages of 0-8years I argue the relevance of multiple literacies that can cater for the already multifaceted cultural society. In other words, the paper argues that multiple literacies provided for these learners needs to foster new and diverse types of challenges facing the society. To arrive at this, the paper will develop hypothetical analyses of theoretical understandings of the development of literacy as postulated by various scholars. Systems the government has put in place already attempts to promote multicultural education but the paper will look into how multiple literacies coherently connect with social practices, literacy development and communal influence on learners as presented by (Australian Curriculum Assessment and Reporting Authority ACARA, 2010). Reflections on the multi literacy readings Cognitive development theorists such as Piaget, Vygotsky, Gardner and Erikson explain steps children take during their literacy development. The study of these theories underscore the subject matter of this research as it encompasses its tenets. To begin with, it will be prudent to define literacy and multiple literacies within the context of Australian curriculum developed for children under the above mentioned age bracket. Barrat-Pugh et al. (2006, p.17), look at literacy as, “Tools that enable children to read the word”; that is, ability to master discourses and integrate such into writing, doing and valuing. On the other hand, Masny’s and Deleuze’s Multiple Literacies Theory believes that while literacy concerns itself with speaking, listening, reading and writing, multiple literacies should then posit multiplicity in the conception of literacy Masny (2008). (Hagood, 2000 as cited in Whitehead p.23) however defines the term as learning experience totaling interrelationship between visuals and audio, texts, and prints. Relating these definitions to theories of literacy development in children within 0-8years Piaget realises that children under this age can be prepared to their reality through interactions with things around them. Providing specific scenario within the context of Australian curriculum meant for this age bracket, New South Wales childhood education setup is managed by community and government who ensure that necessary materials are availed at every stage depending on cognitive abilities of such stage (Board of Studies, NSW. 1998). This conforms to Piaget’s sensory-motor stage where according to the definition of multiple literacies, children will learn basic numeracy, reading and writing when materials such as computers with elementary reading programs are availed. Piaget also proposes that development of literacy can also take place through assimilation just as it has been incorporated in the English K-6 and K-12 syllabus where each stage is defined with specific activity which is going to help children internalise materials taught. Vygotsky and Rogoff believe that literal development in children takes the dimension of socio-cultural interaction. According to their respective theories, natural development has nothing much to offer in the child’s literacy development as compared to the interaction the child gets from the society. Actually Vygotsky’s Socio-cultural theory of development appreciates social interaction as a major factor in the development literacy among children. To factor this theory in, multiple literacies talks of availing collaborative activities through designated dramatic play and allowing children to play under supervision. Or this can still be enhanced through allowing one student who is conversant with the task guiding others to it. The last aspect Vygotsky’s Socio-cultural mentions is the Zone of Proximal Development. Through this, it reminds teachers that learners needs to be helped with difficulty tasks and as they become conversant, we step aside to let them perfect such. Another way of developing literacy according to Vygotsky is through what he terms as, “winning a given props and replacing them with ordinary objects” (Vygotsky, 1978 p.345). This will help children brainstorm different ways of arriving at the same solution so that social learning can precede development. To conform to Piaget and Vygotsky’s theories, the Longitudinal Study of Australia Children (LSAC) as cited by Australian Institute of Health and Welfare (2009) explains that unique learning opportunities have been availed for children to enrich their abilities to fluently write in New South Wales foundation style. This is achieved through the provision of range of writing materials such as calligraphy pens and wide range of pencils. Conclusively, Piaget and Vygotsky believe in literacy development of children between 0-8years through multiple literary materials with an instructor who shows such children by example while at the same time controlling the learning environment. From scenarios present in both theories, they support reciprocal approach where an environment open for dialogue is presented between the teacher and children. Contrary to this, behaviourist theorists have divergent view on literacy development of children. They strongly believe that teacher’s roles are to stimulate literacy experiences from children. In other words if teachers give positive responses to these children then the learning process is motivated. But again, these are connotations that have not been picked well by social-linguistic theorists. Social-linguistic theory questions universality of literacy development when it is more of classroom, teacher and social set up. The theory buys the idea that literal development of a child is more of cultural, environmental and social effects the child is exposed to. Linking social-linguistic theory to the second aspect of this report, social practices, families and community at large have been useful in ensuring that literal development of children through multiple literacies is enhanced. New South Wales look at early childhood as a person between births to eight years. During this period, early years of life has been critical period in which competence and coping mechanisms that affect long term learning behavior is shaped by families and community. Dramatic literal developments hugely depend on how these children are exposed to various literal materials by their society. The Institute for Family Advocacy and Leadership Development IFALD (2010) researched on the interconnectedness between social practices and literal development of children between the ages of 3 to 8 years. Recommendation suggested was that children’s literal development is affected differently depending on the nature of the society. For instance, society living in diverse setup means that literal development of such children becomes diverse. Societies living in disadvantaged environment have literal development of their children affected as such society has little or no idea of child literal development stages. The Early Childhood Services Policy for NSW has also provided a comprehensive formula on how parents, communities and society can help literacy among children between 0-5years. The formula has an appropriate mix of services that the society can use in developing vital support networking programmes aimed at accessing literal materials for these children. Australia can be regarded as a dual geography, histories of multiple languages and a culture of multiple heritages that needs to nurture children right from the beginning. To achieve this, quality of literal materials should not be compromised. To begin with, Department of Employment, Education and Training, Australia’s Language and Literacy Policy has put stiff penalty for the development of literacy materials for children of Australia so as to ensure that potential of a range of children’s literature is up to the demand of the society. As a result, the syllabus designed for this age bracket has put more emphasis on development of critical literacy. Some of the books include sessions where children can challenge and evaluate texts they read and listen to. Language has proved to be a central tool to children’s emotional, intellectual and social development. To this regard, literary materials provided for group of these learners serves the purpose of ensuring that students become competitive in English and use the language in varied contexts. To be specific, the recommendations contained in the AEU National Pre-school Education Inquiry Report, (2004) argue that relevant departments always approve literal materials that meet national standards. For example, English related materials should be able to impart knowledge in children which can help them create and interpret a range of factual and literal texts. According to the same report literary texts should include written and spoken texts that intend to help these children explore and interpret their experiences. And factual texts intends to present ideas, in a manner that children can be enlightened. These include labels, photographs, grids, and drawings. And to factor this in, the curriculum for children in the first three years of school is largely defined in syllabuses produced by the NSW Board of Studies. Materials such as A life in children’s book by Walter Mcvitty draws insights form a number of sources as well as incorporation of findings from recent researches. The Children’s Book Council of Australia nominated Condon Bill’s A Straight Line to my Heart as book the year as it has included various theoretical perspectives which have also been consolidated with what has been seen as current and past exemplary classroom practice. Core of these literary materials is the emphasis on writing and language as a resource for internalising meaning. Of course the whole education system and establishment of the multiple literacies has Christian philosophies and how such is implemented in teaching and lifestyle of Australian children. Exploring this matter from the onset, Mr. Garrett, the minister for School Education, Early Childhood and Youth argues that the organisation responsible for implementing the national curriculum; Australian Curriculum Assessment and Reporting Authority has been mandated to incorporate basic Christian philosophies in teaching so as the whole system is not seen as politically instigated and discriminative. To be precise, the National Curriculum has given room for year 8 children to learn Christian philosophies. We can take a case study of Oakleigh Grammar school. This institution is built on philosophy and values of Orthodox Faith. This faith is the centre around which other values rotate. This institution drives pedagogy that is solely based on Christian values. Besides, recent study by the Department of Early Childhood and Preschool to Year 2 Initiative Units on the application of multi literacies approach among children in Northern Tasmania reports that among other qualifications needed from a teacher, handling K-2 children will require such a teacher to have strong Christian values so as to be able to effectively implement curriculum based on the same belief. This has been a requirement because infant teacher training no longer exist and that pose great challenge to these preschool children as teachers must understand all stages of early childhood development. Talking of implementation of strong Christian philosophy in Australian schools, there has been strong working knowledge of the New South Wales (NSW) and Adventist Schools Australia English K-6 Syllabus. Macquarie College Junior School through the implementation of K-6 Syllabus encourages children to strive and explore their potential. Being Adventist school, all children between the ages of 4-8years have been helped to develop their literacy skills in accordance with K-6 Syllabus, enrichment and Extension Program as well as differentiated Curriculum. Makin et al. (2007) explains that most Adventist related institutions such as Manning Adventist School have been able to implement K-6 Syllabus through using holistic approach which serves two purposes; varied teaching delivery that ensures different abilities are factored in and understanding how each child learns and how best to help these children integrate their Christian values with individual needs. In other words, basing the argument from Macquarie College Junior School and Manning Adventist School, it can be realised that multi literacies policies and other guidelines are based on Adventist culture as well as K-6 Syllabus. For instance, Manning Adventist School implements its English K-6 Syllabus mainly through writing, reading, listening and talking. Conclusion At least I can agree that multi literacies are not entirely what Australian children need for their literacy problems. My contention is that education needs to foster even more multiple literacies so as to empower students make education relevant to the current and future pressing demands. This generation cannot have meaningful literacies is multi literacies approach is ignored. The society for instance is multi-cultural therefore developing children literacy based on multiple approach helps meet technological advances. The progressive postmodern multi literacies materials available in Australia requires teacher, community, government and families accept and appreciate otherness and that is why this report outlined that the interconnectedness of social practice, literacy, and the role of families and communities is well catered for in Australian preschools. References AEU National Preschool Education Inquiry Report, (2004). Literacies in childhood: Changing views, challenging practice Sydney, NSW: MacLennan (p.47). Australian Curriculum Assessment and Reporting Authority. (2010). National Assessment Program - Literacy and Numeracy. Melbourne: ACARA. Australian Institute of Health and Welfare. (2009). A picture of Australia's children (Cat. no. PHE 112). Canberra: AIHW. Barratt-Pugh, C., Adams, P., Hamer, J., and Rivalland, J. (2006). Literacy Learning in Australia: Practical ideas for Early Childhood Educators. South Melbourne: Thomson Dunmore Press. Board of Studies, NSW. (1998). English K-6 syllabus. Sydney: Board of Studies, NSW. Retrieved from http://www.boardofstudies.nsw.edu.au/ Makin, L., McLachlan, C., and Jones, D (2007). Literacies in childhood: Changing views, challenging practice (2nd ed.). Sydney, NSW: MacLennan. Masny, D. (2008). Multiple Literacies: Annual conference of Australian Research in Early Childhood Education. University of Melbourne, Australia. NSW Teachers Federation (2002). Exploring the processes in children bi-literacy. Journal of Learning, (p.78). The Institute for Family Advocacy and Leadership Development IFALD (2010) by NSW TeachersFederation and Federations of P&C Associations of NSW. Vygotsky, L. (1978) Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press. Whitehead, M. (2002). Developing language and literacy with young children (2nd ed.). London, UK: Paul Chapman. Read More