Part 1: Experience plan

Student ABC (Your name)

Date implemented - --/--/--

Children - Lily (3 years old toddler), with two other children in the group, they can learn in a friendly communicative environment

1.      Title & brief description

The surprise package of Genuine goods

 

If possible, I would include a variety of English plastic toys or pictures of English foods like egg roast meats, flatbreads, dolmans, chickpeas, butter, olives, and so forth in the surprise gift. I would also invite kids to the book corner during indoor free play time to watch.

 

2. Source

  • Children’s Interests 
  • Teacher initiated 
  • Family input 
  • Developmental task
  • Program follow-up
  • Community & culture
  • Care giving & routines
  • Spontaneous event
  • Things in the environment

Reason or explanation (rationale based on Oral Language Research)

 

English is not Lily's first language. The staff member claimed that despite having lived in the neighbourhood for a while, he hardly ever plays or interacts with other residents. While learning a language, it is crucial to involve toddlers in developmental activities (McIntyre et al., 2018, p. 4). I observed her sizing up a few kids while she played by herself, omitting to join in on the fun. He likes to pretend to cook and play with dolls, according to his mother.

I) EYLF Connections that are secure, safe, courteous, and proportionate

ii) EYLF Diversity Respect

3. Learning priorities that support oral language development

 

Personal communication on both a verbal and nonverbal level will be available (Lederberg et al., 2019, p. 3).

·         Join forces with me and the other kids to identify and talk about specific meals that are served in peculiar containers. (EYLF outcomes 2 and 5)

·        To carry confidence and good fortune throughout the interaction. (EYLF outcomes 1, 2, and 3)

 

 

4. Materials & set up (Where, when, what, supervision, guidance & limits, health & safety - Provide a photo or diagram of the set up)

 

a) A bundle of surprises 

b) 900 English plastic food items or photographs of food sources on the web

c) When playing indoors in the morning, have a positive area, and set up a reading nook or similar quiet area.

d) Then,  add plastic food or photos to the emotional play area.

 

5. Procedure & strategies (including specific ways the activity supports oral language development and how you will use the resources to explore Blank’s Level of Talk)

 

EYLF: Including Child Friendly and Social Skills -  Blank’s Level of Talk

 

Encourage them to watch the movie by displaying the surprise bag to them. "I keep wanting to know what's inside. For the toddlers' own perception of language and learning, participation is crucial (Ewing et al., 2016, p. 4). Again, there is a question, “Can you assist me in determining this? "Anytime? Request that each lucky youngster dip a plastic image or food item into the bag. "God, what is this?" You might do so. Keep your energy up, make eye contact while speaking, and use nonverbal cues to support verbal communication, especially when working with learners.

Demands that, if they are unsure, learners provide food sources for various children. Encourage and foster each reaction the learner makes, including nonverbal ones. Once the child loses interest, keep testing until all items in the bag have been taken out and named. Let's examine whether we ought to include food or pictures in the house corner last.

6. Theoretical and EYLF links

 

Lily and Amman are excited as they approach the book's missing corner. Lily initially gave off the impression of being modest, but she was able to remove a few dolmans. She was energised after hearing him exclaim, "dolmans, I love it." Lily exclaims, "Oh God, what can I do without olives?" Trace an image of some olives. My father is eating.. (signals used and an English word). I attempted to rehash from (to no avail).

 

Thus, the procedure was carried out once more until each photo emerged from the bag. Each meal was given an English name by Lily. She occasionally repeats my English pronunciation of each name. Try rephrasing a few English sentences. Girls converse with one another and with me. Every time I offered to hang some pictures on the partition in the corner, the two little ones would play tricks on me. Then I overheard the father of another set of kids speaking. "Lily can talk, but she only says fascinating things."

 

EYLF Links

 

O3 Children grow up with a strong sense of excitement and social well-being. Lily has collaborated and worked alongside others.

O5 For a variety of reasons, children use both vocal and nonverbal communication to interact with others. Lily spends her time forming intriguing alliances that involve both verbal and nonverbal communication.

 

References

 

  1. Ewing, R., Callow, J. & Rushton, K. (2016). Language and Literacy Development in Early Childhood. (Chapters 1 and 2). Cambridge University Press.
  2. Fellows, J. & Oakley, G. (2014). Language, literacy and early childhood education (2nd ed.) (Chapter 1 and pp. 53-58).
  3. Hendricks, A. E., Adlof, S. M., Alonzo, C. N., Fox, A. B., & Hogan, T. P. (2019). Identifying children at risk for developmental language disorder using a brief, whole-classroom screen. Journal of Speech, Language, and Hearing Research, 62(4), 896-908.
  4. Lederberg, A. R., Branum-Martin, L., Webb, M. Y., Schick, B., Antia, S., Easterbrooks, S. R., & Connor, C. M. (2019). Modality and interrelations among language, reading, spoken phonological awareness, and fingerspelling. The Journal of Deaf Studies and Deaf Education, 24(4), 408-423.
  5. Machado, J. (2016). Early Childhood Experiences in Language Arts. Cengage Learning. (Chapter 1)
  6. McIntyre, N. S., Oswald, T. M., Solari, E. J., Zajic, M. C., Lerro, L. E., Hughes, C., ... & Mundy, P. C. (2018). Social cognition and reading comprehension in children and adolescents with autism spectrum disorders or typical development. Research in Autism Spectrum Disorders, 54, 9-20.
  7. Oxford University Press. Palmer, S., Bayley, R. & Raban, B. (2016). Foundations of Early Literacy: A balanced approach to language, listening and literacy skills in the early years. (p. 104).Teaching Solutions.