There are many factors that can affect a child’s language and communication. Some of these factors can be positive; however, some can be negative. A cultural factor affecting emergent literacy could be children who have English as an additional language (EAL) this is because they know more of their native language than they do English and can be difficult to grasp another language at such a young age. Also some EAL children may have the knowledge of the English language and can speak the language however; their self-esteem, self-confidence and shyness could play a part in this and therefore may not be willing to use the English language. Also, EAL children may find it difficult to grasp the English alphabet. This is because in the English alphabet …show more content…
This could be a positive and a negative impact based on their personal beliefs, values and experiences. If parents talk to the child constantly every day due to the parents believing that emergent literacy is important; parents are helping their child develop their language and communication skills as by talking the child is being introduced to new vocabulary. Therefore, their emergent literacy skills as a whole are widely developed and are being consistently developed. However, if parents do not believe that children’s emergent literacy is important or that it is not valued within the family, this could cause a negative impact on a child’s emergent literacy and their development. This is because a child may not have as much social interaction with their caregivers and therefore their vocabulary used could be limited. By the parents not talking to children enough or little social interaction this then leads to social deprivation. …show more content…
By working in partnership with parents, practitioners are able to get some information based on the child to help with the planning of activities for the child. In addition to working with parents, the setting would have the support of parents therefore; the child’s emergent literacy is more likely to develop at home. This is because if parents are supportive, they may be reading to the child at home or encouraged to do so by the setting not only in the early years but also from year 1 (key stage 1). Also, working with parents allows the sharing of information. Whilst in the setting, the practitioners will need to plan activities based on the child’s interests but also their age and stage of development based on the EYFS. Whilst activities are being planned and carried out, practitioners need to ensure that they are observing children and recording so that the planning can continue in order to develop their emergent literacy based on the EYFS. The EYFS is used until the end of Reception. From the start of year 1, teachers will be using the National Curriculum in order to plan activities for the children. The working with parents does not stop when the child leaves the early years setting; this is because teachers in school need to be working in partnership with parents to review and report back to the
4. Acknowledge children as competent learners and build active communities of engagement and inquiry. – the carer is not acknowledging that the child is a competent learner and building an active environment, 5. Sensitive to the vulnerabilities of children and families and respond in
EYFS we do regular observations on our key children so that we can track their development is going at the pace that it should be for their age group. We do our Next steps around their interests and areas that they have not covered yet, we aim to make the activities fun and inclusive, as the children learn better when we are basing it around their interests. CU1531 2.1 Explain the importance of reflective practice in continuously improving the quality of service provided This is a very important part of the Preschool, as being reflective allows us to continually improve the service to children and parents that we work
As part of the “Every Child Matters― and childcare act of 2006, the government decided that all children age 3-4 were entitled to 15 hourâ€TMs free part time early yearâ€TMs education per week. Childr aged 3-4 are entitled to this for 38 weeks of the year. Although this a government funded scheme, any additional hours that parents wish their child/children to receive as part of the early yearâ€TMs education scheme must be funded by the parents. Provision for early yearâ€TMs education is about supporting young children age 3-5 years in nursery and reception. It concentrates on teaching children through play compared to KS1 and higher which is a more formal style of education.
National policies, strategies and initiatives Early year’s foundation stage (EYFS) policy set standard for school leaders, childcare providers, school staff and child minders. It stipulates that nursery setting must ensure the safety and health of children. The standards also make sure that every child of the school going age has access to education. EYFS set standard that make sure children acquire quality education to help them develop as well as learn (EYFS, 2016).
-Describe how atypical development may impact on areas of development. The different aspects of children's development are interlinked and co-dependent, so they will each be important to the child's holistic development. Children's overall development and educational needs will be affected by the way in which they develop in key areas. As children grow and pass different milestones or key points, they will gradually become more independent and less reliant on those around them in preparation for the future.
• How children make friends and take turns Physical development • How children move and use fine and motor skills • How children learn about healthy living. • Children’s management of their self – care. Communication and language • How children listen and pay attention Specific areas Literacy • How children start to enjoy reading book.
Observations are very important when planning for children’s individual needs. While observing practitioner understand children’s needs, interests and their stage of development. Once children’s needs, interests and stage of development are recognised, practitioner can plan activities and resources accordingly. Children must be observed frequently as their needs, interests and stage of development keeps on changing. The activities given to children should be according to their current abilities which will enhance their development.
Physical Development and Growth- Mostly caused by heredity but can be altered from environment. They are responsible for changes in body shape and proportion. From birth to about age 1 or 2 years, children grow rapidly. After this time, growth slows. It is important because growth is related to progress in other developmental areas.
Oral language is an important and necessary cognitive developmental step in literacy. People, children as well as adults, adults use oral language on a daily basis. People use oral language as their primary form of communication. Children learn oral language before they learn written language. According to our text book, “Teaching Children to Read: The Teacher Makes the Difference” by Reutzel and Cooter there are four oral language developmental theories.
Teachers can also learn about a childs’ experience and offer help and attention. Literacy is very important in every aspect of a person’s life, a teacher in the foundation phase should emphasize this and help their skills and literacies develop
Language development is a critical part of a child’s overall development. Language encourages and supports a child’s ability to communicate. Through language, a child is able to understand and define his or her’s feelings and emotions. It also introduces the steps to thinking critically as well as problem-solving, building and maintaining relationships. Learning a language from a social perspective is important because it gives the child the opportunity to interact with others and the environment.
Stages of development in child language acquisition This report will look at the stages of development in child language acquisition, what language is and how children acquire it. Language is used widely to express thoughts and emotions as well as conversing meaning with others. To understand child development, language and acquisition needs to be addressed. The main question that linguist constantly ask is ‘what is language? ‘Lust (2006) describes language as’ infinity of statements, questions, commands or exclamations’.
Language is also supported throughout different types of activities that support the EYLF and curriculum. One example is art and how there are many different experiences it offers children to be able to express themselves through various mediums such as music, movement, dance and craft. These mediums offer a tremendous opportunity to support literacy skills and assist in the development of language. Dance is an example, for an activity where children can experience and not only learn about the way animals move, but also the animals names are in Aboriginal words for example, Kangaroo. Therefore, educators will firstly need to find out from their local Aboriginal community of what animals are native to the area in which the preschool is located.
Bilingualism is slowly becoming a popular “trend”. Those who are able to speak a second language at an advanced level and not only, are clearly considered by the society intellectually capable of great things. As a bilingual, the individual must not only know the grammar rules or achieve a high level in communication. He also has to study the cultural background of that specific language. Knowing a second language has a major impact on one’s life.
The development of literacy and language is a continual progress within a person. This development is one that starts from the moment a child is born (Hurst and Joseph, 2000). This development is promoted within the home environment and is extended within the early years’ classroom domain. Literacy and language development is comprised of four strands, which are listening, speaking, reading & writing. These four factors are in constant interaction together and are constantly developing within the person (Saffran, Senghas and Trueswell, 2001).