Developing Early Literacy by Susan Hill - Article Example

Reflection on ‘Developing Early Literacy’ by Susan Hill I think that ‘Oral Learning’, by Susan Hill contains important material on the significance of oral language as a foundation of literacy in children. The chapter’s information about general definitions of the symbol system of language enhances my overall approach towards educating children. The content of this chapter has greatly altered both my thinking and practice in several ways. This has occurred in relation to what the author presents with regard to the following concepts: phonology, syntax, semantics, pragmatics and vocabulary as different concepts of language. Information on vocabulary has influenced my knowledge about learning in children in different ways. For instance, the fact that children actively combine language in different ways to communicate meaning in their day to day communication has been important to both my practice and general knowledge. The way that children form amusing sentences by ascribing different definitions to words is important in helping understand the actual meaning conveyed by children both in school and at home. Also, the fact that children respond more to receptive vocabulary as compared to expressive vocabulary is important in shaping the way children learn pronunciation and different aspects of vocabulary from their interaction with adults as noted by Bowman, Donovan and Burns (2000, p. 102). An important point that arises from the knowledge about how children learn vocabulary is the relationship between exposing children to a rich oral environment in their early years and the ability to develop a high form of literacy in the future. In practice, this means that exposing children to an environment of oral language back at home is important in helping children develop a high affinity towards reading and writing later in life. Apart from vocabulary, another important component of the oral language of children is pragmatics. This is the social communication of language which determines how well children use language in a social context (Johnston, 2004, p. 75). The ability to comprehend and produce communication is referred to as pragmatic competence. This means that children who are pragmatically competent are able to demonstrate their knowledge about the social status between the speaker and the listener as well as cultural values such as politeness and general courtesy. In practice, information about pragmatic competence in children is important in helping practitioners detect children with learning difficulties such as autism. Theoretically, children who fail to develop their pragmatic competence become autistic (Hoff, 2012, p. 54). As a matter of fact, such children who show a significant level of failure in maintaining topic relevance, understanding tone and interpreting gestures in their communication should be examined further for special treatment. Pragmatics and vocabulary are closely related to semantics. Semantics can be defined as the way language is used to convey meaning in ordinary conversations (Hoff, 2012, p. 37). This information is important in understanding how preschoolers use function words, such as prepositions and conjunctions, to convey meaning in their conversations. Although such kinds of words are basically meaningless when used alone, their use in relation to other words creates meaning in conversations. One practical application of this knowledge is that children can be helped to choose words carefully as way of improving their grasp of semantics. Another way in which the content of this reading has altered my knowledge and approach to educating children regards how children grasp the correct syntax in their communication. This chapter defines syntax as the rules which define how words are combined to form meaningful sentences (Konza, 2011, p. 21). It is also observed that children experiment within different word orders in their sentences as a way of creating meaning in conversations (Johnston, 2004, p. 129). This means that the way children construct their sentences represents a shortened form of grammar. One question that arises from this knowledge is at what point is it necessary to insist on instilling the full form of syntax in ordinary conversations. I agree with the writer that syntax can be easily recognised in ordinary conversations and as such, should be allowed to develop through creative combination of words into sentences to convey meaning in conversations. The last way in which the content of this reading has altered my knowledge and approach to educating children concerns general knowledge on the relationship between oral language and the written one. According to O’Grady (2005), oral language forms the foundation upon which children build their literacy and knowledge in the course of their years in school (p. 78). This reading observes that children, as a way of using language to develop their literacy, experience three different aspects: learning through language, learning language and learning about language. Knowledge about these three different aspects of language learning in children shapes my approach to helping children hear, perceive and articulate different developments of language. References Bowman, B.T., Donovan, M. S. & Burns, M. S. (2000). Eager to Learn: Educating Our Preschoolers. Washington: National Academy Press. Hoff, E. (2012). Language Development. New York: Cengage Learning. Konza, D. (2011). Oral Language. Retrieved from: http://www.google.co.ke/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&ved=0CCoQFjAA&url=http%3A%2F%2Fwww.decd.sa.gov.au%2Fliteracy%2Ffiles%2Flinks%2Flink_157529.pdf&ei=1BKjUszvB4mXyQPesoHADg&usg=AFQjCNEgiz67JiTCJvmfJYyRoaoER0XhUQ&sig2=XZu164kADK-JT7Tehz8A1w&bvm=bv.57752919,d.bGQ (7 December 2013). Johnston, P., H. (2004). Choice Words: How Our Language Affects Children’s Learning. Maine: Stanehouse Publishers. O’Grady, W. (2005). How Children Learn Language. Cambridge: Cambridge University Press. Reflection on ‘Belonging, Being and Becoming’ by the Commonwealth of Australia My reaction about this reading is based on the different roles which it seeks to fulfil in helping early childhood teachers enhance the learning experience of children under their care. This reading is important to me in two different ways. That the document forms the official policy of the government of ensuring that all Australians become successful learners, confident individuals and creative citizens is important to me as an Australian citizen. On the other hand, the fact that the document seeks to provide a framework for all childhood teachers in the country is important for me in shaping my approach to handling my students. In general, the general interpretation of pedagogy in this reading has altered my knowledge and understanding of the issue in my practice. Pedagogy is an important aspect of childhood education because it determines the extent to which educators, parents and the entire society in general form good relationships with each other as a basis of creating the right environment for the children to learn as noted by McFayden and Aldridge (2013, p. 63). It is pedagogy which determines the general approach towards the learning and development of children that is taken in childhood education practice (Commonwealth of Australia, 2009, p. 26). In essence, this reading has altered my understanding of pedagogy in terms of the relationship between different theories to childhood learning and the general practice of educating children below the age of five. The practice of pedagogy is largely influenced by different theories of childhood pedagogy. Different theories such as socio-behaviourist, post-structuralist, socio-cultural and behaviourist theories form different bases upon which different approaches to childhood learning are developed. Practical approaches such as using play as a way of learning, developing responsiveness to children, intentional teaching and learning assessments are shaped by these theories (Dahlberg, Moss & Pence, 2007, p. 123). Another way in which this reading has influenced my thinking and approach regards the outcomes of the studies and how applicable they are to the practical childhood teaching environment. For instance, the finding that children have a strong sense of identity shapes the approach to childhood education in different ways. Theoretically, children show a strong sense of identity in the following ways: learning to interact with each other with respect, developing their emerging personalities, developing confident self identities, and lastly, feeling safe and supported (Commonwealth of Australia, 2009, p. 21). In practice, this means that educators can use different practices and approaches to help children develop their interaction with each other, emerging personalities and a sense of safety as well as security. I find many of the approaches and examples offered to be important guiding principles for childhood educators. My understanding of how simple practices such as helping students to engage into tasks independently or supporting children in times of change form a basis of helping students develop a strong sense of identity has been enhanced. This means that when conducting such practices, my approach shall be informed by the general and specific outcomes in the learning of the children. Also, the second outcome of this framework, which elaborates how children remain connected to their world, has influenced not only my general understanding of childhood pedagogy but also shaped my practical approach to handling children as a childhood educator. Theoretically, children experience learning and interaction in different environments (Taguchi, 2010, p. 118). These relationships determine the way children connect with each other and participate in different activities in their environments. One important thing that I have learned about the findings of this framework with regard to how children remain connected and make contributions to their world is that educators play a key role in providing such an environment. Childhood schooling should seek to help children develop the following attributes: an awareness of fairness, respecting diversity, social responsibility and lastly, a sense of belongingness to groups (Commonwealth of Australia 2009, p. 22). This means that the activities and approaches adopted in childhood education practice are designed in such a manner that children are helped to form connections with each other and make contributions to their world. Another way in which this reading has changed my perceptions and approach towards childhood education is about the findings that children have a strong sense of wellbeing, apart from being confident and well involved learners (Commonwealth of Australia, 2009, p. 36). The question that arises is how these findings can be used to shape the way the learning environment is created and managed so that these two aspects of childhood development are encouraged to develop with minimum hindrance. In general, this reading is relevant because of the way it presents recommendations on how to improve the learning experience for children in the country. The reading provides a framework that covers all aspects that are relevant to enhancing childhood learning in the country. References Commonwealth of Australia (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Dahlberg, G., Moss, P. & Pence, A. (2007). Beyond Quality in Early Childhood Education and Care: Languages of Evaluation. New York: Routledge. McFayden, C. & Aldridge, J. (2013). Critical Pedagogy for Early Childhood and Elementary Educators. London: Springer. Taguchi, H. L. (2010). Going beyond the Theory/ Practice Divide in Early Childhood Education: Introducing an Intra-Active Pedagogy. New York: Routledge. Read More

One practical application of this knowledge is that children can be helped to choose words carefully as way of improving their grasp of semantics. Another way in which the content of this reading has altered my knowledge and approach to educating children regards how children grasp the correct syntax in their communication. This chapter defines syntax as the rules which define how words are combined to form meaningful sentences (Konza, 2011, p. 21). It is also observed that children experiment within different word orders in their sentences as a way of creating meaning in conversations (Johnston, 2004, p. 129). This means that the way children construct their sentences represents a shortened form of grammar.

One question that arises from this knowledge is at what point is it necessary to insist on instilling the full form of syntax in ordinary conversations. I agree with the writer that syntax can be easily recognised in ordinary conversations and as such, should be allowed to develop through creative combination of words into sentences to convey meaning in conversations. The last way in which the content of this reading has altered my knowledge and approach to educating children concerns general knowledge on the relationship between oral language and the written one.

According to O’Grady (2005), oral language forms the foundation upon which children build their literacy and knowledge in the course of their years in school (p. 78). This reading observes that children, as a way of using language to develop their literacy, experience three different aspects: learning through language, learning language and learning about language. Knowledge about these three different aspects of language learning in children shapes my approach to helping children hear, perceive and articulate different developments of language.

References Bowman, B.T., Donovan, M. S. & Burns, M. S. (2000). Eager to Learn: Educating Our Preschoolers. Washington: National Academy Press. Hoff, E. (2012). Language Development. New York: Cengage Learning. Konza, D. (2011). Oral Language. Retrieved from: http://www.google.co.ke/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&ved=0CCoQFjAA&url=http%3A%2F%2Fwww.decd.sa.gov.au%2Fliteracy%2Ffiles%2Flinks%2Flink_157529.pdf&ei=1BKjUszvB4mXyQPesoHADg&usg=AFQjCNEgiz67JiTCJvmfJYyRoaoER0XhUQ&sig2=XZu164kADK-JT7Tehz8A1w&bvm=bv.

57752919,d.bGQ (7 December 2013). Johnston, P., H. (2004). Choice Words: How Our Language Affects Children’s Learning. Maine: Stanehouse Publishers. O’Grady, W. (2005). How Children Learn Language. Cambridge: Cambridge University Press. Reflection on ‘Belonging, Being and Becoming’ by the Commonwealth of Australia My reaction about this reading is based on the different roles which it seeks to fulfil in helping early childhood teachers enhance the learning experience of children under their care.

This reading is important to me in two different ways. That the document forms the official policy of the government of ensuring that all Australians become successful learners, confident individuals and creative citizens is important to me as an Australian citizen. On the other hand, the fact that the document seeks to provide a framework for all childhood teachers in the country is important for me in shaping my approach to handling my students. In general, the general interpretation of pedagogy in this reading has altered my knowledge and understanding of the issue in my practice.

Pedagogy is an important aspect of childhood education because it determines the extent to which educators, parents and the entire society in general form good relationships with each other as a basis of creating the right environment for the children to learn as noted by McFayden and Aldridge (2013, p. 63). It is pedagogy which determines the general approach towards the learning and development of children that is taken in childhood education practice (Commonwealth of Australia, 2009, p. 26).

In essence, this reading has altered my understanding of pedagogy in terms of the relationship between different theories to childhood learning and the general practice of educating children below the age of five.

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