Contents. Before you begin

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1 Contents Contents Before you begin Learning outcomes Competency standard How to use this book Assessment Developing employability skills Developing an evidence portfolio Resources vii vii viii xi xii xii xv xvi Introduction: Fostering children s language and 1 communication development Chapter 1: Stimulating the child s use and understanding 5 of language 1.1 Providing opportunities for children to listen and respond to language Linking language to all interests, activities, routines and directions Creating opportunities for group discussions Creating a language-rich environment that incorporates materials 23 that capture children s attention and stimulate a response 1.5 Speaking clearly and frequently to children in appropriate language Taking time to listen and respond to children Using open-ended questions Modelling and encouraging two-way communication Repeating and expanding children s words and phrases 45 In ACTION 49 Discussion topics 49 Chapter summary 50 Find out more 50 Checklist for Chapter 1 51 Assessment activity 1: Stimulating the child s use and understanding of language 52 Record your employability skills 53 iii

2 CHCFC506A Foster children s language and communication development Chapter 2: Supporting the child s skills in their own language Identifying the family s language and using bilingual practices Responding with respect to children s language Integrating materials in the child s language into experiences Encouraging parents and family members to maintain their own language 69 and participate in activities 2.5 Encouraging parents to provide key words and phrases Integrating a child s cultural experiences into language development 77 opportunities 2.7 Seeking specialised assistance 81 In ACTION 84 Discussion topics 84 Chapter summary 85 Find out more 85 Checklist for Chapter 2 86 Assessment activity 2: Supporting the child s skills in their own language 87 Record your employability skills 88 Chapter 3: Contributing to assessments and planning 89 support strategies 3.1 Identifying special language needs and monitoring language development Contributing to the assessment of children s individual language and 96 communication abilities and needs 3.3 Considering English and other languages when assessing language 100 development and use 3.4 Developing strategies for language and communication development Discussing assessment with the parents and developing a plan in 108 consultation with them 3.6 Seeking specialised assistance Reviewing the child s progress and the plan 114 In ACTION 117 Discussion topics 118 Chapter summary 118 Find out more 119 Checklist for Chapter Assessment activity 3: Contributing to assessments and planning support 120 strategies Record your employability skills 121 iv

3 Contents Chapter 4: Planning and implementing developmentally 123 appropriate language and literature experiences for children 4.1 Selecting, reading and telling developmentally appropriate stories Using stories, rhymes and poetry to enhance children s enjoyment 129 of language 4.3 Including language and literature experiences that support children s acceptance and appreciation of diversity Using props to stimulate children s enjoyment of language and literature 136 In ACTION 140 Discussion topics 140 Chapter summary 141 Find out more 141 Checklist for Chapter Assessment activity 4: Planning and implementing developmentally 142 appropriate language and literature experiences for children Record your employability skills 143 Final assessment: CHCFC506A Foster children s language and 145 communication development Employability skills 148 v

4 Chapter 1: Stimulating the child s use and understanding of language Chapter 1 Stimulating the child s use and understanding of language Children are competent individuals who use language to explore their sense of self, knowledge about others, and their places in the world. (National Childcare Accreditation Council, 2005) Children are bombarded with noise almost every moment of their waking day. Much of this noise involves language. Think for a moment, or else just listen. Is the radio, CD player or television playing? Are adults or older children talking to one another? Is another child crying or laughing? Are children calling to one another while at play? For children to develop language successfully childcare workers (carers) need to support them to sort out and understand this world of sound. They must also mentor them to respond appropriately. This chapter will discuss the following theory: 1.1 Providing opportunities for children to listen and respond to language 1.2 Linking language to all interests, activities, routines and directions 1.3 Creating opportunities for group discussions 1.4 Creating a language-rich environment that incorporates materials that capture children s attention and stimulate a response 1.5 Speaking clearly and frequently to children in appropriate language 1.6 Taking time to listen and respond to children 1.7 Using open-ended questions 1.8 Modelling and encouraging two-way communication 1.9 Repeating and expanding children s words and phrases 5

5 CHCFC506A Foster children s language and communication development 1.1 Providing opportunities for children to listen and respond to language Children s language development is strongly influenced by their environment. An environment rich in language experiences that are facilitated by carers who respond to children s efforts and explorations supports a child s language development. This involves the daily interactions of listening to a child as well as talking to them. It also involves giving positive feedback and encouragement to give the child the confidence to further explore and experiment with language, which is part of the development process. In general, as children develop their language skills, they reach particular milestones at specific ages; for example, generally an infant of months will babble and may speak their first word; a toddler of 2 3 years will have a vocabulary of about 1000 words and can be understood clearly by others; and a preschooler aged 4 5 will speak in proper sentences, with few mistakes. To review the language development stages of children, access the website then open the link to How does your child hear and talk? Remember, milestones are a guide only and all children develop at their own rate. So, the opportunities carers provide must cater to the developmental stage of the child. The program and daily routines While the area of the program that is specifically centred on language acquisition is often group time, carers should use every activity for interactive language experiences and development. Activities that involve language such as storytelling and reading, working with puppets, picture talks, using rhymes, poetry and songs, language games and listening experiences should all be encouraged and used to facilitate children s listening and responses to language. This information is expanded upon in the following chapters. One of the most effective ways to support children in care to understand their environment is to provide them with a routine. While flexibility is still required, a routine gives children the security of knowing their world has order and sequence. Consider the following simple example of this. Example Dad brings me to kindy and Mum picks me up. That always happens. In between I play, have group time, go to the toilet and then have morning tea. After morning tea there s another play, more group time, toilet again and then yummy lunch. Rest time comes next, afternoon tea then more play sometimes with the big kids. Then Mum comes to pick me up, yay! Sometimes Grandma picks me up. That s special! What part does listening and talking play in this routine? To make any routine relevant to a child it is essential that the adults in their world share, participate in, listen to and talk with the child constantly as the day progresses. 6

6 Chapter 1: Stimulating the child s use and understanding of language When entering the childcare environment each day every child and parent needs to see a smiling face and have a personal greeting from every staff member they meet. This action is an essential part of the culture of the care environment and its importance should not be underestimated as it is fundamental to each child and family feeling welcome and secure. It also encourages an immediate response in returning the greeting and opens up the opportunity for the child and parent to share important news, give information and generally interact socially. This models the necessity and enjoyment of listening and talking. The daily routine also provides opportunities for children to listen and respond during play and organised activities, lunch and snack times, toileting, and rest and sleep times. The environment In each children s services environment, children s needs must be met so optimum learning or development can take place. Daily nutritional needs Children s daily nutritional needs are met in conjunction with family support. For example, when in the care environment, children are provided with a wide range of healthy food and drinks. They should also be encouraged, with the help of their parents, to choose and eat healthy meals and snacks outside the care environment. Children s language development can be facilitated during mealtimes, when carers should interact with children, discuss food and encourage healthy eating habits. Infants (birth 1 year) As infants are fed, especially when introducing solids for the first time, discuss the colour, texture and taste of food. Fussy eaters can be encouraged with fun eating games, such as Watch the aeroplane, as a carer pilots the food to the child, making the appropriate plane noises and verbalising positively as food is consumed. Carers should also ensure they tell the infant exactly what they are eating to assist their language and comprehension skills; for example, Here comes a piece of carrot, or Let s try some nice green peas. Toddlers (2 3 years) Toddlers language development can be extended by having them participate in activities as they eat especially if they are fussy eaters. For example, at one centre carers were having little success getting the children to eat their vegetables. So, the food was placed in bowls and the children were told that green treasures (peas) had been hidden in their food. They were asked to eat their food and see if they could find and even count the treasure. As a result, the children excitedly consumed their food as they were given verbal feedback for finding and eating the treasure. At the end of the day, the children excitedly told their parents (with staff help) about their exciting treasure hunt. 7

7 Chapter 1: Stimulating the child s use and understanding of language Multiple intelligences Howard Gardner (1946 ) theorises that there are eight types of intelligence that can be used to gain knowledge and understanding. One of these is linguistic intelligence, which allows people to be aware of and acquire language. Here is a description of all the types of intelligence: Linguistic intelligence word smart Logical-mathematical intelligence number/reasoning smart Spatial intelligence picture smart Bodily or kinaesthetic intelligence body smart Musical intelligence music smart Interpersonal intelligence people smart Intrapersonal intelligence self smart Naturalist intelligence nature smart Cognitive-transactional theory Cognitive-transactional theory was developed by a number of researchers, including Lev Vygotsky ( ), Jean Piaget ( ) and Jerome Bruner (1915 ), who proposed that language development results from social and emotional drives. Because children want to be social beings they are active, curious and are moulded by their environment they react to the stimulus or lack of it within their environment. Vygotsky did also believe that genetics played a part, but that the adults in the child s environment could influence and guide the child s development from their basic language level to a more developed level they were capable of achieving. For example, if adults who care for children set up an environment that encourages social interactions with peers and language interactions, then this is an ideal environment for language development. Constructivism Vygotsky, Piaget and Bruner also proposed the basis of constructivism theory, which basically proposes that learning develops first from the child mentally constructing; for example, you jump (present tense) and you jumped (past tense). The child s mental construction then follows you run (present tense) and you runned (past tense). Interaction with the environment then helps the child change the mental construction to the correct grammar you ran (past tense). Children need to be surrounded by competent modelling to help them develop a wide vocabulary and to use correct grammar. Practice task 5 Undertake further research into the following theories/theorists by accessing the websites listed. Then, choose one theory and explain it in your own words, providing examples where appropriate. Piaget Vygotsky Gardner Constructivism 29

8 CHCFC506A Foster children s language and communication development In ACTION Michael, aged 3, and his family have recently moved to Australia from a small village in Korea. His mother is studying to complete a nursing degree and attending English classes; her understanding of English is more advanced than her verbal English and she is reluctant to use English until she is more proficient. Michael s father works as a tour guide and is also attending university to complete a degree. His English is very good. Even though Michael s English is very limited, he is quite confident coming into the centre, as he loves interacting with the other children. Like Michael, his parents are very keen for him to acquire English as quickly as possible, so they provide a basic word list and a few phrases in Korean for the staff to use. Michael settles in very quickly and becomes socially accepted by his peers, making close friends with a number if the preschoolers in his group. To assist Michael s progress at the centre, the director organises a Korean support worker to come in for five hours each week. She teaches all the children some Korean songs and brings with her two bilingual books to read to the children. Then, when it s Michael s birthday, the group celebrate by learning the Korean version of Happy birthday and also teach Michael the English version. They also make a book about Michael s birthday celebration using photos the staff and children had taken. Michael s parents are very impressed and have a copy of the book made to send to Michael s grandparents in Korea. The staff also plan many activities to encourage Michael s acquisition of English and over the year Michael begins to communicate in simple English and the children from the group are also able to speak a number of words and phrases in Korean. Michael s parents give very positive feedback to the staff about their ability to maintain their home language and help Michael acquire English as well. Overall, staff members supported Michael s first language of Korean by: showing respect and value for the language by the inclusive attitude of the staff modelling the appropriate English word for Michael when he says a word in Korean employing a Korean support worker to assist with communication and to run activities that educate (and interest) all the children maintaining close contact with Michael s parents, even though they were unable to spend much time at the centre due to their work and study commitments. Discussion topics Learners in a classroom can form a discussion group or have a debate. Those in the workplace might like to brainstorm these ideas with their colleagues. If you are learning independently, you might like to set up a chat room with other learners or ask a friend for their opinion. Migrant families chose this country to have a better life. Carers should be teaching them English, not helping them with their first language. How would you respond to someone with this attitude? As funding becomes tighter how can children s services gain support for inclusion of culturally diverse families? I m already stretched to the limit with running a quality program for the group. How am I supposed to find the time to support bilingual children and their families? What assistance can you suggest this person seeks? 84

9 Chapter 2: Supporting the child s skills in their own language Assessment activity 2 Supporting the child s skills in their own language The following table maps the assessment activity for this chapter against the element and performance criteria of Element 2 in CHCFC506A Foster children s language and communication development. The activity has been designed for all learners to complete. Part Element Performance criteria A 2 All B 2 All Part A Describe how and when you can identify a child s home language. What do you think are the most effective ways to develop an understanding and respect for a family s language and culture? Describe three ways a carer could extend a child s language development by using material from the child s culture. Give examples of the materials and activities. How could you encourage a bilingual family to participate in activities with their children that support the use of the child s home language? a) How does having family members provide key words make a difference to interacting with the child from a bilingual family? b) List 10 key words you think would be important to know if you were caring for a toddler. Are multicultural celebrations relevant in an early childhood education facility? Why/Why not? a) In what ways can specialised assistance support a language development program? b) A four-year-old has just started at your centre. His family has just moved from a country that is experiencing civil war. The child is extremely shy and withdrawn and refuses to speak. What specialist assistance would you seek to help this child s language development and why? Part B 1. You have just been appointed a Team Leader and have been asked by the Centre Director to write and present a procedure for how carers should support a child s skills in their own language. Write at least half a page for each of the following points you may like to refer to the cultures specific to your centre, or interview parents and family members. a) How and why a carer can identify a family s language and a description of at least three bilingual practices a carer can use to support a child to maintain their first language in the childcare and home environments. 87

10 Final assessment: CHCFC506A Foster children s language and communication development Final assessment CHCFC506A Foster children s language and communication development To be assessed as competent in CHCFC506A Foster children s language and communication development, you must provide evidence of the specified essential knowledge and skills. Details of the essential knowledge and skills can be found in the Before you begin section of this workbook. Assessment mapping The following table maps this final assessment activity against the elements and performance criteria of CHCFC506A Foster children s language and communication development. Part Element Performance criteria A All All B All All C All All Detailed mapping of this workbook against the methods of assessment, the elements, the performance criteria and essential skills and knowledge is available in the Aspire Trainer s and assessor s guide for this unit. The following activity forms part of your assessment of competence. You may also need to provide various workplace documents or third-party reports. Your trainer will give you guidance in this area. The following activity has been designed for all learners to complete. Part A: Essential skills The following skills have been identified as essential for this unit of competency: provide opportunities to stimulate children s language development that give due regard to age, development, culture and needs of child/ren stimulate language development taking into account special language needs develop strategies to access specialist language services demonstrate application of skills in: planning interactions with children to enhance language development extending conversations with children by supportive, active listening and openended questions using words in a way that helps children understand their meaning 145