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CHC50113 Diploma Of Early Childhood Education And Care

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CHC50113 Diploma Of Early Childhood Education And Care Question: Develop five (5) literacy play-based resources across four (4) areas.   • The Literacy Resource Teaching Kit must consist of:       • One (1) x oral language teaching resource       • Two (2) x writing teaching resources       • One (1) x digital technology teaching resource and         • One (1 ) x Storytelling teaching resource   • For each literacy play-based resource:       • Provide an outline and rationale for the teaching resource.       • Identify the specific concepts and learning outcomes that will be developed.        • Identify the preparation required, how the activity will be delivered to the children and teaching strategies you will need to use to complete the activity.       • Identify the literacy developmental skills that babies, toddlers, preschoolers and primary school children (Foundation level) will be exposed to.   • For the oral language teaching resource explain how you will use the resource to explore Blank’s level of talk Answer: Introduction Essentially, play based learning is to learn aspects such as language among others while playing. It distinguishes itself from the general meaning of playing. It is not mandatory for learning to take place so that an activity can be considered a play though it is necessary for it to be there when defining the term. There are two distinct types of play namely; free play and guided play. Guided play denotes some level of restrictions in the environment by the teacher. Play best learning can also be defined as the contextual environment for learning in which learners arrange and try to create meaning of their social world, as they get involved actively with people, objects and models. The major aim of literacy resource teaching kit is to help both the preschoolers aged between 3-5years old to children in elementary school to build and develop their skills in reading, writing, speaking and listening. Since language among the basic tools that can be used to facilitate interaction on a daily basis between children and adults, it is therefore necessary to create opportunities for learning language (Wolfson et al., 2018). Oral language teaching resources Use of puppets and stuffed animals to enhance oral language Rationale The incorporation of puppets into children’s hands enhances rather sets the foundation of valuable learning potentiality in many literacy development. Indeed puppets are engaging toys that are able to develop and support oral language skills in addition to communication and social-emotional growth. It further enhances the understanding of the environment that surrounds children (King & Gleason 2015). Concepts And Learning Outcomes To Be Developed Through The Use Of Puppets And Staffed Animals With puppets and staffed animals in teaching, students will be able to develop their creativity skills through imagination that enhances their ability to differentiate between fantasy and imagination. The use of puppets as a play-based literacy learning will also enable children to develop their social and communication skills. (Nolan & Paatsch 2018), argues puppets tend to be controlled using hands or remotes thus students can be able to associate certain lip movements with words thus developing their listening skills and pronunciation of words in a certain language. It is also expected that by the end of the presentation, the learners will have developed confidence when communicating in addition to the development of control over their world through working out fear, as they will have mastered the art of controlling uncomfortable feelings. Teaching Strategies And Preparations Required When Using Puppets As A Teaching Resource Before using puppets to facilitate learning, it is necessary to establish the learning objectives for instance, after the completion of the lesson plan; the students should be able to identify the types of stories performed in the puppet theaters. Describing the describing the different types of puppets. It is also important determine the amount of time required for the performance and any other additional activity. The third step is to try to converge the different sources to come up with a rational understanding to be able to address the problem at hand in this case is oral literacy (Thilagavathy & Ravindran, 2017). Upon completion of this step, selection of vocabularies and phrases that you intend your learners to know is the next step. Selection of puppets to be used, acquisition of materials necessary for preparing the theatre and issuing of instructions to the students is the next step. When all has been done, the play can be performed while learners are asked questions to determine whether learning is taking place or not. With reference to blanks level of talk, the teacher is able to determine the level of language acquisition the learner is. The teacher will be forces to modify his language so that the pupil will not lose his concentration, fantasize not learn or misbehave. The questions and diction of words should start from simple towards complex in level one. In the first level, with puppets, the children will display shallow, partial understanding and find it difficult to comprehend aspects that are not quite visible. Within the second level of, the use of puppets should include basic concepts that the kids can relate with such as incorporation of sematic skills for instance; category names, synonyms and differences. When using the puppets you should be able, ensure that the children are able to differentiate perceptions, concepts, pronouns and categories. When using the puppets in level three, you have to evaluate whether the students are able to retell or recall certain information. Assessing whether the children can infer or not. Figure 1: The levels of blanks language development adapted from (Fesseha & Pyle, 2016) Digital Technology Teaching Resource Use of videos clips and camera Wolfson et al (2018) says that utilization of video clips based on common stories and fairy tells are among the best ways enlarging children’s repertoire and language skills such as listening, speaking ,writing and reading. Children can learn how to pronounce words correctly when they watch it in videos in addition to reading skills. Concepts and learning outcome to be developed from the use of videos, camera and storybird With the incorporation of videos, camera and storybird in preschoolers, students will be able to read properly. Indeed storybird are quite engaging, they are able to develop and support oral language skills in addition to communication and social-emotional growth among children. It further enhances the understanding of the environment that surrounds children.  Teaching strategies and preparations required when using storybird, videos and camera as a teaching resource Before involving children in the use of storybird to enhance their literacy skills, it is important to create a story or a picture book where you can involve your learners. Ensure that you have the account under your control to avoid instances where the children can end up being exposed to irrelevant peace of information. Select images that will trigger the attention of the students. During presentation, allow the children to write from the selected topics. Other students should be allowed to give their comments on what has been written by their mates (Fesseha & Pyle, 2016). Through this technological means, students will be able to develop their writing skills without much struggle. Toddlers will have the ability to learn vocabularies of a particular language. The use of video clips develops the ability to pronounce words correctly and further enhances listening skills. By video clips and storybird, I will be able to ensure that the children have learnt how to pronounce the words of the specific language correctly by intentionally pausing the clips and asking them to pronounce the words as they have heard. In addition to this, to improve the students writing skills by asking them to write anything they can recall that from the video they have watched (Pistorova & Slutsky 2018). Story-Telling Teaching Resource Storytelling through acting It is quite natural for children to tell stories about anything they can think of. Storytelling is fun and very easy process to master. When it is done through acting, it increases the imagination level of children in addition to developing their psychomotor skills such as speaking and listening (Nolan & Paatsch, 2018). Concepts And Learning Outcome With Acting While Telling Stories By the end of the story session, the learner will have developed listening skills that arise from listening to the stories and engaging in acting. The learner will be able to develop oral skills in the language being used thus proficiency and mastery of vocabularies. In addition to this, the learner will have developed the courage to stand before his/her fellow students and communicate effectively. Story telling instills the love of reading among children, improves listening skills and stirs creativity. Teaching strategies and preparations required when using acting through storytelling as a teaching resource.   Before involving the kids in a story telling session, the first thing to do is to try to instill the love of storytelling among the children. In addition to this, it helps to increase their eloquence. The second preparation involves exposing the kids to good stories this may entail giving them recordings of good storytellers to listen. It is also important letting the kids choose their own stories. Nolan & Paatsch (2018) asserts thatWith the aim helping, the kids to understand and express themselves using the intended language through acting, it is important to make sure that we teach them on how they can express themselves. The use of gestures and nonverbal ques. Use of wordless books can help trigger the mind of the kid in addition to setting the context. To facilitate listening among the children, it is important to ask them questions concerning the acting. This will influence them to pay close attention and try to take into account what they have head (Wang, 2018). Writing teaching resources Use of teacher modeling writing Practicing name writing and use of sign-in or sign-out routine Preschoolers and children tend to benefit greatly from writing. It is therefore rudimentary to include writing in the daily activity of children. Nolan & Paatsch (2018) denotes that when kids scribble on a piece of paper or on the ground, it actually shows that they have the intention to know how to write. Hence, it is important to develop the activity. The following are hat students are expected to achieve from the writing resources. By the end of the lesson, the leaner will be able to; Develop reading skills since the child will try to understand and comprehend the meaning of what he was writing. It also fosters and develops writing skill. Children try to write real words from scribbling to become excellent writers. The art of writing also facilitates creativity and develops imagination of the child (Edwards, 2017). Use Of Teacher Modeling Writing And Digital Teaching Methods According to Barblett et al (2016), when using this resource to teach children, the teacher will need to be creative so that he may capture the attention of the children in class. Kids tend to gain from modeling writing. It also creates opportunities for the children to interact with their friend when formulating and writing projects. This can be done through linking interesting topics. Explaining to the kids how they can plan their next topic. Helping the children to select words and subject maters in addition to steps which they can use i.e. syntax recognition. Figure 2:  A sample of a writing model adapted from (Barblett et al., 2016) This kind of resource tends to help learners and children who are busy struggling to attain the early stages of writing skills. With the aim of making, the learners know how to write their own texts and sentences, it is important to help the students know that they can create words from letters and sentences from words. Deploying the use of environmental prints for instance toy packing and signs so that they can be able to realize that meaning can be created from the environment (Fesseha & Pyle, 2016). When using sign –in or sign-out sheets, the teacher needs to establish a habit that will make the leaners to write or at least scribble some words. This activity should be done daily. It also depends on the grade in which the child is. Some can only scribble single letters but it is important since they will progress as time goes by. Writing resources are very helpful since they are capable of developing more than one sphere of the children. They probe imagination in addition to improving subject verb agreement when kids try to construct their own sentences (Johnston et el., 2018). Conclusion Learning is a life-long process that starts at infancy and ends at death. This information signifies that we ought to expose children as early as two years old to literacy skills. The main literacy skills that can be developed through play-based teaching resources include reading skills, writing skills speaking and listening skills. These literacy skills are important since they help the kids to give meaning to their environment and develop courage to communicate fluently through writing and listening. The play-based teaching resources that can be used in this case are; the use of puppets to develop oral language skills, use of storybird to develop writing skills and imagination and the use of storytelling to enhance listening skills and speaking. References Barblett, L., Knaus, M., & Barratt-Pugh, C. (2016). The pushes and pulls of pedagogy in the early years: Competing knowledges and the erosion of play-based learning. Australasian Journal of Early Childhood, 41(4), 36–43. Retrieved from Edwards, S. (2017). Play-based learning and intentional teaching: Forever different? Australasian Journal of Early Childhood, 42(2), 4–11. Fesseha, E., & Pyle, A. (2016). Conceptualising play-based learning from kindergarten teachers’ perspectives. International Journal of Early Years Education, 24(3), 361–377. Johnston, K. kelly. johnston@mq. edu. a., Highfield, K., & Hadley, F. (2018). Supporting young children as digital citizens: The importance of shared understandings of technology to support integration in play?based learning. British Journal of Educational Technology, 49(5), 896–910. King, J., Hill, K., & Gleason, A. (2015). All the world’s a stage: evaluating psychiatry role-play based learning for medical students. Australasian Psychiatry, 23(1), 76–79. Nolan, A., & Paatsch, L. (2018). (Re)affirming identities: implementing a play-based approach to learning in the early years of schooling. International Journal of Early Years Education, 26(1), 42–55. Pistorova, S., & Slutsky, R. (2018). There is still nothing better than quality play experiences for young children’s learning and development: building the foundation for inquiry in our educational practices. Early Child Development & Care, 188(5), 495–507. Thilagavathy, R., & Ravindran. (2017). The Role of Self-Directed Based Learning and Task-Based Learning as a Student Centred Method. Language in India, 17(2), 479–485. Retrieved from Wang, L. (2018). All Work, All Play: Harnessing play-based learning in Ethiopia and Liberia to create lifelong learners. Childhood Education, 94(5), 4–13. Wolfson, M. A., Tannenbaum, S. I., Mathieu, J. E., & Maynard, M. T. (2018). A cross-level investigation of informal field-based learning and performance improvements. Journal of Applied Psychology, 103(1), 14–36.

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