1. TOPIC 1: Speech, Language and Communication
1.1. viewing point 1: Speech, Language and Communication
1.1.1. Question：what‘s the difference between them?
1.1.1.1. communication
1.1.1.1.1. definition
1.1.1.1.2. Communication often includes language but is so much more
1.1.1.1.3. The Communication Process Communication Loop – (Otto, 2014, p45/6)
1.1.1.1.4. veido 1: communication without language twins may be able to understand each other without the understandable language
1.1.1.2. language
1.1.1.2.1. categories of communication and transformation of language acquisition
1.1.1.2.2. Successful communication depends on both linguistic and non-linguistic abilities
1.1.1.2.3. video 1: communication with language parents may be good at picking up on what children mean when their language are not correct, however, sometime parents may fail to pick up language delays becase they dont realized that other people are not understanding their children
1.1.1.3. speech
1.1.1.3.1. To speak, a child requires both ideas for expression and motor coordination.
1.1.2. The Early Years Learning Framework (EYLF)
1.1.2.1. The Principles and Practices of the EYLF are mandatory for children birth to 8 in Australian schools (birth - Yr 2/3 in Western Australian schools). New version: https://www.acecqa.gov.au/nqf/national-law-regulations/approved-learning-frameworks
1.1.2.1.1. Think about how each of the Principles and Practices could apply to supporting young children's language acquisition and development:
1.1.3. Australian Curriculum: English – Foundation Level
1.1.3.1. The Australian Curriculum presents the knowledge, understandings, skills and capabilities children need to learn at each year level (Foundation – Year 12) as they prAC-1.pngogress through their schooling. In this unit we will be focusing on the Foundation Year level (children aged 5 – 6 years). https://www.australiancurriculum.edu.au/f-10-curriculum/english/
1.1.4. Oral Language (Anne Bayetto, Flinders University)
1.1.4.1. Factors that influence oral language development:
1.1.4.1.1. 1. Hearing Impairment 2. Auditory Processing 3. Articulation 4. Attention and Auditory Memory 5. Second Language Learning 6. Motivating Topics 7. Phonological Awareness 8. Morphology 9. Semantics 10. Syntax 11. Pragmatics 12. Thematic Approaches 13. Respectful Listening 14. Heterogeneous Groups 15. Instructional Time Allocation 16. Explicit Instruction 17. Spoken Text Types
1.1.5. To summarize: to COMMUNICATE using LANGUAGE, a child needs to formulate an idea in the form of the words of their language, and then integrate these words (and the sounds that make them) with motor skills to produce SPEECH.
1.2. viewing point 2: Components of language and contexts for communication
1.2.1. 5 components they are: • Critical to effective communication • Interrelated • Varies with the language or dialect used • Dynamic
1.2.1.1. FIVE Components of Language and Communication
1.2.1.1.1. Phonological Knowledge
1.2.1.1.2. Morphemic Knowledge
1.2.1.1.3. Pragmatic Knowledge
1.2.1.1.4. Syntactic Knowledge
1.2.1.1.5. Semantic Knowledge
1.2.2. 2 models contexts in which children use & develop language
1.2.2.1. Halliday’s Model
1.2.2.1.1. Describes the functions of language children develop as they acquire language
1.2.2.2. Toughs Model
1.2.2.2.1. The seven functions are similar to Halliday’s They develop in sophistication:
1.2.3. receptive language
1.2.3.1. Hearing and Listening are different: • Hearing impairments, hearing loss can affect language learning (week8)
1.2.3.1.1. One is biological, the other is an active thinking process • Sound discrimination • Working memory • Context (Tenor/Audience, Field/ Topic and Mode/Form) • Social elements • Listening to learn/Critical listening
1.2.3.2. The Relationships
1.2.3.2.1. Competency in Communication RELAYS ON Child’s use of Language Child’s use of Language RELAYS ON Receptive and Expressive Language Knowledge Receptive and Expressive Language Knowledge RELAYS ON Phonetic – Semantic – Morphemic – Syntactic – Pragmatic
1.2.4. Here are 3 effective strategies to implement during the Professional Experience in Childcare. Each strategy is backed by compelling evidence demonstrating their positive impact on language and literacy development. These approaches are commonly employed by skilled Childcare educators as part of their daily practice.
1.2.4.1. Key strategy 1: Parentese
1.2.4.1.1. Evidence-based practice: Children talk sooner, with a wider vocabulary and have stronger auditory discrimination for phonological development. Critical to cognitive and social development.
1.2.4.2. Key strategy 2: Sustained shared conversations
1.2.4.2.1. Evidence-based practice: • Short responses vs Long responses (Rise & Hartley’s study) • Context specific (solve a problem, clarify an idea, evaluate something’s merit or suitability.
1.2.4.3. Key Strategy 3: Dialogic book talk
1.2.4.3.1. Dialog is the oral exchange between two or more people.
2. Topic 2: Theories of language acquisition and learning
2.1. Theories of language development
2.1.1. definition of theory:
2.1.1.1. What has been documented as a result of these studies, constitutes what we know about these things.
2.1.1.1.1. Summary of the theories
2.1.2. Milestones
2.1.2.1. Developmental milestones: https://www.acecqa.gov.au/sites/default/files/2018-02/DevelopmentalMilestonesEYLFandNQS.pdf
2.1.2.2. Linking oral language experiences to the curriculum : https://docs.acara.edu.au/resources/Content_for_Foundation_-_Learning_area_content_descriptions.pdf
2.1.2.3. Communication milestones: https://www.speechpathologyaustralia.org.au/Public/Public/Comm-swallow/Speech-development/Communication-milestones.aspx
2.1.2.3.1. Communication milestones poster
2.1.2.4. FIRST YEARS - Professional Development through Distance Education: file:///C:/Users/Amber/Downloads/First%20Years%20Developmental%20Chart(1)%20(1).pdf
2.1.3. EYLF Learning Outcomes:
2.1.3.1. OUTCOME 5:
2.1.3.2. OUTCOME 4:
2.1.3.3. OUTCOME 3:
2.1.3.4. OUTCOME 2:
2.1.3.5. OUTCOME 1:
2.1.4. components of theory:
2.1.4.1. Over the years many linguists and developmental psychologists have studies language development, studying: • What is learned • When it is learned, & • What influences learning
2.1.4.1.1. The big theoretical debate: Nurture v.s. Nature
2.1.5. Serve and Return
2.1.5.1. Share the focus: is when adults constantly pay close attention to whether the child has noticed something in their environment, this can help us to build curiosity and strengthen the relationship with the children;
2.1.5.2. Support and encouragement: are when the Serve can be successfully returned to children simply by saying “thank you” or “that was very good” to them, sometimes an encouraging facial expression does the job just as the words;
2.1.5.3. Name it! Imminently naming the objects and things the children are focusing on at the movement can help them to quickly understand the world around us, in other words, the languages you say will become a tool for them to remember, repeat and use in the future;
2.1.5.4. Taking turns back and forth: is the necessary step to introduce the concept of waiting to the 1-2 year old. This self-control can help children to build independence and confidence;
2.1.5.5. Practice endings and beginnings: requires the adults to watch for the signals children give out, for example switching between different toys. What we should do as educators is to support children to explore when we find out that they take the lead
2.1.6. The Brain & Language Development
2.1.6.1. Brain
2.1.6.1.1. Neurobiology
2.1.6.2. Language Development
2.1.6.2.1. Neurolinguistics
2.1.6.2.2. Developmental Milestones
2.1.6.2.3. Understanding theory + knowledge of developmental milestones = Appropriate Interactions (assignment 1)
2.1.7. Environments -Viki Rozsas
2.1.7.1. Relationships and learning together with infants and toddlers
2.1.7.1.1. Caregiver Strategies: Advocates for one-on-one interactions, active listening, and acceptance during caregiving routines.
2.1.7.1.2. Peer Interactions: Explores the benefits and challenges of peer relationships, emphasizing the need for purposeful programs.
2.1.7.1.3. Collaborative Partnerships: Recognizes the importance of communication and consultation between educators and families.
2.1.7.1.4. Reflective Practice: Encourages educators to engage in reflective thinking and cultivate empathy in interactions with children.
2.1.7.1.5. Transformational Power: Acknowledges educators' ability to positively influence children's experiences and learning through kind and purposeful interactions.
2.1.7.1.6. Learning Together: Emphasizes the innate learning capacity of young children and the significance of relationships in their development.
2.2. Pedagogical practice - language acquisition
2.2.1. Language proficiency
2.2.1.1. Wishon,Crabtree and Jones (1998)
2.2.1.1.1. Difference results from: • Exposure to a variety of contexts • Need to use language • Opportunity to socialise and collaborate • Quality of language model • Quality of the conversations • Responses (communication loop) • Others expectations for participation and engagement • Thinking with language (modelled thinking aloud)
2.2.1.2. Cambourne’s Conditions for oral language development
2.2.1.2.1. • Immersion • Demonstration • Engagement • Expectation • Responsibility/ Agency • Approximation • Employment • Response
2.2.2. Otto(2014), Your role in the child-care setting:
2.2.2.1. Babies: • Eye contact and shared reference • Communication loop • Verbal mapping • Adult-to-child talk
2.2.2.2. Toddlers: • Eye-contact and shared reference • Communication Loop • Child directed speech • Verbal mapping • Questioning • Scaffolding • Mediation
2.2.2.2.1. We need to make sure the children have the opportunity to direct the speech, we need to restate their attempts at early language to try to make sense and to check with them whether you've understood them. We start to use questions, but we do not have to get an answer from them which is completely ok. Scaffolding, gives them challenging opportunities to use language all the time. Mediation, double check with them, e.g. do you mean this..; do you want juice? do you want milk? Holding them up together so you can clarify.
2.2.3. Things to avoid:
2.2.3.1. Unsupportive Infant Language Learning Environments
2.2.3.1.1. • Noisy environments – adult conversations, music and clatter • Absence of talk – silent environments, hushed, hushed voices, no infant • conversation • No books – no play with books, words or sounds • Restricting sensory exploration • Over stimulation & overcrowding • No play partners • No time for talk – routine focus
2.2.3.2. Unsupportive Toddler Language Learning Environments
2.2.3.2.1. • Adult – decided learning experiences • Replacing interpersonal with TV/video/iPad viewing • Too much sitting and passive listening • Limited materials and resources for exploration • Scheduled fast-paced routine – no time for processing, practising and repeating during play episodes • No challenges or responses • Not catering for different interests • No books • Demanding quiet play • No space to move and explore
2.2.4. Children with Limited Language Experiences
2.2.4.1. Strongly connected to low SES (Socioeconomic Status)
2.2.4.1.1. Children with limited language experiences are significantly behind their peers by age 3 (Hart & Risely, 1995). May also choose to spend relatively less time engaging in conversation in preschool settings. Research by Dickinson & Tabors (2001) shows that on average, such 4-year-old children spent their free activity time as follows: • 17% meaningful conversation with teacher • 18% meaningful conversation with peers • 59% not talking at all
2.2.4.2. 30 million word gap between low-income and professional (45m and 13m and working-class is 26m)
2.2.4.2.1. The extend reading: The Early Catastrophe The 30 Million Word Gap by Age 3 -Betty Hart and Todd R. Risley
2.2.4.2.2. Teaching Vocabulary by Andrew Biemiller
2.2.5. Supporting learning towards these milestones 0-3 in Childcare settings
2.2.5.1. Your job:
2.2.5.1.1. Routines: E.g. arrival & departure, snack time, physical care, feeding, naptime Environment Planned experiences: • Book sharing • Investigating • Songs/rhymes Play: • Roleplay • Exploratory • Outdoor
2.2.6. Pedagogical Practice 1 - Routines and rituals
2.2.6.1. More about attachment theory:
2.2.6.1.1. Bonding and attachment with babies: https://raisingchildren.net.au/babies/connecting-communicating/bonding/bonding-babies
2.2.6.2. Family rituals
2.2.6.2.1. https://raisingchildren.net.au/grown-ups/family-life/routines-rituals-relationships/family-rituals
2.2.6.3. When implementing the two strategies:
2.2.6.3.1. 1. Repetition helps build language skills. Use routine and repetition to help children build language skills in fun and playful ways: Daily routines at Childcare might include: Arrival routines (where bags etc. go) Sharing a book Packing away toys Preparing for snacks/ hand-washing Putting on/taking off clothing and shoes for indoor/outdoor play Nap time
2.2.6.3.2. 2. Specific practices to embed in daily routines: • Use straightforward, but meaningful, language: “Come and sit next to (name), ready for snacks.” • Prepare the children by setting the scene with familiar language to describe the routine: “I am ready to go outside. Let’s take off shoes together.” • Talk about what you are doing: As you hold the soap bottle, say “Squeeze the soap onto your hands.” • Name each object when you first use it or approach it: “We will need plates and spoons to set the table.” • Imitate the sounds that a child will hear: “Pull the zipper up, up, up!” • Embed songs and rhymes at every opportunity: Make up your own songs and rhymes about anything and everything - the children will never judge you! • Encourage a child to say a word or phrase, or use the sound or name of an object you are playing with: “Time to brush your hair—brush, brush, brush!” • Give the children a choice: “Do you want to have a snack now or after the story?”
2.2.6.3.3. 3. Serve and Return
2.2.7. Pedagogical practice 2 - Planned interactions
2.2.7.1. providing a variety of contexts for language learning：
2.2.7.1.1. While there is security in having a predictable familiar environment, when an early learning centre (ELC) environment remains unchanged, there will be little challenge to engage children. Vygotsky theorised a Zone of Proximal Development (ZPD). This theory describes the critical conditions required for learning - just enough security from feeling accomplished mixed with just enough challenge to maintain engagement. Children will naturally seek to play in their ZDP as this is where reward for engagement is strongest and thus highly motivating.
2.3. Working with families
2.3.1. Communication at home
2.3.1.1. Requires a secure attachment
2.3.1.1.1. the person does not have to be the parent, but someone to be the ONE secure attachment for the children: it is the requirement for children to engage and learn the language
2.3.2. Cultural & Language Diversity: Understanding Literate Cultural Capital
2.3.2.1. Find out about home background: • Children’s understanding of language differs because of experiences, emphasis and interactions • Language is shaped by these socio-cultural aspects • Difference NOT a deficit
2.3.2.1.1. As educators, always be hugely respectful of the child's home language and encourage the family to continue to use that home language at home.
2.3.2.2. Connections are important in creating a sense of belonging and enabling inclusion. Responsive and stimulating environment Be aware of the ‘silent period’
2.3.3. Family language and literacy practices
2.3.3.1. Every family is different.
2.3.3.1.1. For some children, childcare is a place that extends upon language practices and interactions with which they are familiar. For others, it is a place of language learning and development very different from their home experience—we refer to these differences in terms of 'goodness of fit'.
2.3.4. From Family and Community Settings to Care School Settings
2.3.4.1. Transition
2.3.4.1.1. Find Out about Family Language (and Literacy) backgrounds
2.4. Summary
2.4.1. Theory informs our practice
2.4.1.1. Children acquire and learn language in a socio-cultural context
2.4.1.2. The environment we provide impacts language acquisition and learning
2.4.1.3. Our interactions with children changes over the course of children’s development
2.5. Important Terminologies QUIZ:
2.5.1. Definitions:
2.5.1.1. Expressive language
2.5.1.1.1. Speaking
2.5.1.2. Receptive language
2.5.1.2.1. Listening
2.5.1.3. Semiotic systems
2.5.1.3.1. Language, gestures, images, sounds are employed by people to communicate meaning.
2.5.1.4. Language is arbitrary
2.5.1.4.1. Words acts as a symbol for concepts, actions, objects. actions etc and the correspondence between the word and its meaning is not logical.
2.5.1.5. Language is generative
2.5.1.5.1. Language has a range of patterns that can be used in any number of ways to create meaning.
2.5.1.6. Phonological component of language.
2.5.1.6.1. Sound patterns of language.
2.5.1.7. Pragmatic component of language.
2.5.1.7.1. The use of language in particular contexts.
2.5.1.8. Morphological component of language.
2.5.1.8.1. The way in which words can be modified to form new words and to therefore add too change the meaning.
2.5.1.9. Language can be used intentionally to perform specific functions.
2.5.1.9.1. The way in which language can explain a process, clarify an idea, entertain others and offer an opinion.
2.5.1.10. Language register
2.5.1.10.1. Adapting language to suit a particular context because of the purpose, the audience the location, the activity or the topic.
2.5.2. Theories and main points:
2.5.2.1. Behaviourist
2.5.2.1.1. Language is a learned behaviour and dependent on reinforcement or reward.
2.5.2.2. Nativist
2.5.2.2.1. Language learning is different from other kinds of learning in that it is an innate ability of all humans.
2.5.2.3. Cognitivist
2.5.2.3.1. Language development and general cognitive development occur together with language being dependent on cognitive development.
2.5.2.4. Interactionist
2.5.2.4.1. Social support is highly important for language development and specific patterns of interaction speed up cognitive development and language learning.
2.5.2.5. Neurobiological
2.5.2.5.1. The brain is hard wired for language learning and the development of brain architecture is directly associated with social interaction within a supportive environment.
2.5.2.6. Maturationist
2.5.2.6.1. Language unfolds overtime as if an inner clock determined development and adults should not seek to change this process.