Res Ourse

Summary
Listening and speaking skills that children acquire in the pre-school years lead the way for their
reading and writing skills. Together, these help to build a strong foundation for language learning
and reading and writing development in the later years.
The identified competencies become tangible through activities, ensuring that theoretical
understanding transforms into practical application and skill development. The connection
between this phase and the next phase ensures a well-rounded and effective learning experience
for pre-primary teacher trainees.
Phonetics
Phonetics setting-the-stage-and-building-a-positive-environment
Setting the Stage and Building a Positive Environment
Begin with an introduction to phonetics, the study of the sounds of human speech, emphasizing
its importance in teaching pronunciation and listening skills. Utilize audio examples and visual
aids to demonstrate various phonetic sounds and their articulation. initial-knowledge-assessment
Initial Knowledge Assessment
Assess student teachers’ pre-existing knowledge of phonetics through listening exercises or

phonetic transcription activities, helping to identify areas for further focus. defining-key-
competencies
Defining Key Competencies

Highlight the key competencies required for effective teaching of phonetics, such as the ability to
identify and produce distinct sounds, understand phonetic transcription, and apply phonetic
knowledge in teaching pronunciation. active-participation-and-experiential-learning
Active Participation and Experiential Learning
Engage student teachers in experiential learning activities, including practicing phonetic

transcription, participating in pronunciation workshops, and using phonetic charts and tools for
language teaching.
facilitated-discussions-and-information-sharing
Facilitated Discussions and Information Sharing
Facilitate discussions on the role of phonetics in language learning and teaching, exploring topics
such as accent reduction, listening comprehension, and the phonetic challenges faced by
language learners. practical-applications-and-interactions
Practical Applications and Interactions
Demonstrate practical applications of phonetics in the classroom, such as integrating phonetic

exercises into language lessons, using technology to analyze speech sounds, and creating
engaging activities for practicing pronunciation. recap-and-synthesis
Recap and Synthesis
Summarize the session by reviewing the importance of phonetics in language education and the
strategies discussed for teaching it effectively. Encourage collaborative sharing of resources and
teaching tips among student teachers. real-world-tasks-and-assignments
Real-world Tasks and Assignments
Assign a project that involves developing a pronunciation guide or lesson plan incorporating
phonetic principles, challenging student teachers to apply their knowledge in creating practical
teaching materials. anticipating-next-steps-and-future-learnings
Anticipating Next Steps and Future Learnings
Conclude by discussing how phonetic knowledge integrates with other aspects of language
teaching, such as phonology and morphology, setting the stage for a holistic approach to
language education.
3.9 Language Activities
1.1 Setting the Stage and Building a Positive Environment

Begin with a dynamic group activity where student teachers share their favorite language
learning activities, either from their own education or from teaching experiences. This
collaborative exchange sets an enthusiastic tone, emphasizing the creativity and diversity of
approaches in language teaching.
1.2 Initial Knowledge Assessment

Conduct a structured brainstorming session to assess student teachers' familiarity with various
language activities suitable for early childhood education. Use an online collaborative tool to
categorize activities by language skill areas (e.g., vocabulary, syntax, pragmatics) and identify
any gaps in knowledge or experience.
1.3 Defining Key Competencies

Outline the critical components of effective language activities, focusing on engagement,
relevance, differentiation, and assessment. Discuss how these activities can be designed to meet
the developmental needs of young learners and support a range of language competencies, from
basic vocabulary acquisition to more complex narrative skills. Provide examples of activities that
illustrate these principles in action.
1.4 Active Participation and Experiential Learning

Facilitate a workshop where student teachers develop and trial new language activities.
Encourage experimentation with interactive digital tools, hands-on materials, and role-play
scenarios to create immersive language learning experiences. This phase emphasizes practical
application and innovation in language teaching.
1.5 Facilitated Discussions and Information Sharing
Lead a reflective discussion on the design and implementation of language activities, focusing on
challenges such as accommodating diverse language backgrounds, integrating technology, and
ensuring alignment with learning objectives. Share insights and strategies for adapting activities
to various classroom settings and learner needs.
1.6 Practical Applications and Interactions

Assign student teachers to design a comprehensive language activity plan for a week, detailing
objectives, activities, materials, and assessment methods for each day. Encourage the inclusion
of cross-curricular connections and family involvement strategies to extend learning beyond the
classroom.
1.7 Recap and Synthesis

Summarize the session by highlighting the innovative language activities developed by student
teachers, emphasizing the importance of creativity, adaptability, and learner-centered design in
language education. Use visual presentations or activity showcases to reinforce key learnings and
inspire future planning.
1.8 Real-world Tasks and Assignments

Challenge student teachers to implement one of their designed language activities in a real or
simulated early childhood classroom. They should observe the learners' engagement and
language use, collecting feedback to refine the activity further.
1.9 Anticipating Next Steps and Future Learnings

Conclude the subchapter by encouraging student teachers to continue exploring and
implementing diverse language activities, emphasizing ongoing professional development and
collaboration with peers. Highlight how upcoming subchapters will delve into specific literacy
development strategies, preparing them for comprehensive language and literacy instruction.
3.11 Approaches to Reading Instruction

Start with a collaborative activity that brings student teachers together to discuss their
experiences and preconceptions about reading instruction. This could involve sharing stories of
impactful reading lessons, either from their own education or from their teaching experiences,
using these narratives to underscore the diversity and significance of reading instruction
approaches.

Engage student teachers in an interactive quiz or discussion to assess their baseline knowledge of
various reading instruction methods, such as phonics, whole language, balanced literacy, and
guided reading. This helps identify areas for focus and enrichment in their understanding of
reading pedagogy.

Outline the fundamental principles and goals of different reading instruction approaches,
highlighting the theoretical underpinnings, key strategies, and expected outcomes of each.
Incorporate case studies or research findings to illustrate the effectiveness and application of
these methods in diverse classroom settings.

Facilitate a hands-on workshop where student teachers participate in mini-lessons modeled after
each reading instruction approach. This experiential learning activity allows them to observe,
practice, and reflect on the methods firsthand, fostering a deeper understanding of their practical
implications.

Lead a reflective discussion on the advantages and challenges associated with each reading
instruction method, encouraging student teachers to consider factors such as student diversity,
literacy needs, and classroom resources. Share innovative practices and adaptations that can
enhance the effectiveness of these approaches.

Task student teachers with designing a reading lesson plan that integrates elements from multiple
instruction approaches, tailored to meet the needs of a hypothetical group of learners. This
assignment encourages the application of a balanced and flexible approach to reading instruction,
emphasizing adaptability and student-centered pedagogy.

Review the session's key learnings, summarizing the characteristics, benefits, and considerations
of each reading instruction approach. Use student-generated lesson plans and workshop
experiences as concrete examples of how these methods can be applied in practice.

Instruct student teachers to implement a segment of their lesson plan in a real or simulated
classroom environment, focusing on observation, engagement, and assessment of student
responses. They should collect feedback and reflect on the effectiveness of their instructional
strategies, identifying areas for further development.

Conclude the subchapter by emphasizing the importance of ongoing professional development
and openness to diverse instructional strategies in reading education. Highlight the next steps in
exploring literacy development, assessment, and intervention, preparing student teachers for the
comprehensive challenges of literacy instruction.
3.12 Word Recognition Skills

Initiate this subchapter by engaging student teachers in an interactive demonstration of word
recognition skills in action. This could involve a playful decoding game using a mix of familiar
and unfamiliar words to highlight the importance of these skills in reading fluency and
comprehension. Such an activity sets a lively tone, emphasizing the foundational role of word
recognition in literacy development.

Conduct a pre-assessment through a series of quick, diagnostic activities designed to gauge
student teachers' understanding of word recognition processes, including phonemic awareness,
decoding, sight word recognition, and the role of vocabulary in word recognition. This step helps
identify specific areas of focus for the session.

Provide a comprehensive overview of the key components of word recognition skills, detailing
how each contributes to effective reading. Discuss strategies for teaching these skills, such as
phonics instruction for decoding, the use of flashcards for sight words, and interactive reading
activities to enhance vocabulary. Incorporate evidence from educational research to underscore
the effectiveness of these strategies.

Facilitate a workshop where student teachers develop and exchange mini-lessons focused on
different aspects of word recognition. Encourage the use of creative teaching materials and
techniques, such as digital apps for phonemic awareness or storytelling sessions that incorporate
vocabulary building, allowing participants to apply theory to practice dynamically.

Lead a discussion on the challenges of teaching word recognition skills, especially to diverse
learners or students with reading difficulties. Explore adaptive teaching strategies and the
integration of assistive technologies to support all students. Encourage sharing of experiences
and solutions among student teachers.

Assign student teachers to create a comprehensive plan for a word recognition skills unit,
specifying learning objectives, detailed activities, assessment methods, and differentiation
strategies to meet the needs of varied learners. This task emphasizes the translation of
pedagogical knowledge into effective instructional design.

Summarize the session by highlighting the critical importance of word recognition skills in
literacy development and the variety of strategies available for teaching these skills. Reflect on
the innovative approaches discussed and developed during the workshop, reinforcing the
connection between theory and practice.

Challenge student teachers to implement one of the word recognition activities they developed in
a classroom setting, observing its impact on student engagement and learning. They should
gather feedback and conduct a reflective analysis on the activity's effectiveness and areas for
improvement.

Conclude the subchapter by framing word recognition skills as part of a broader literacy
instruction strategy, linking to upcoming topics such as fluency, comprehension, and literacy
across the curriculum. Encourage student teachers to continue exploring and integrating diverse
literacy teaching strategies, fostering a lifelong commitment to professional growth in literacy
education.
3.13 Sight Word Skills

Begin this segment by inviting student teachers to participate in an immersive exercise that
illuminates the critical role of sight words in reading fluency and comprehension. Imagine a
classroom scenario where young learners encounter texts—both with and without a solid
foundation in sight words. This comparison starkly showcases the ease and confidence with
which proficient readers navigate texts, setting an insightful and reflective tone for the
discussions and activities that will follow.

Deploy a dynamic, interactive approach to gauge the student teachers' preliminary understanding
of sight word recognition. This could take the form of a digital escape room or treasure hunt,
where clues hinge on their ability to recognize and apply sight words in context. Such an
engaging assessment not only reveals their initial grasp of the topic but also underscores the
ubiquity and importance of sight words in literacy.

Dive into the intricacies of sight word skills, elucidating the balance between memorization and
contextual understanding. Detail the pedagogical strategies that effectively instill these words in
young learners' lexicons, such as repetitive reading, interactive games, and contextual
immersion. Anchor this exploration in the latest literacy research, drawing connections between
theoretical frameworks and practical applications to provide a robust foundation for teaching
practices.

Orchestrate a collaborative workshop aimed at developing innovative sight word instruction
materials. Challenge student teachers to think beyond conventional flashcards, encouraging the
design of digital games, interactive storybooks, and creative arts projects that embed sight words
in meaningful contexts. This hands-on session not only fosters practical skills but also sparks
creativity in instructional design.

Cultivate a rich, dialogic environment where the nuances of teaching sight words are debated and
discussed. This could involve critical reflections on the role of technology in sight word
instruction, strategies for individualizing learning experiences, and the integration of sight words
into broader literacy activities. Facilitate the sharing of insights and experiences, leveraging the
collective knowledge of the group to uncover innovative approaches and solutions.

Empower student teachers to translate their newfound knowledge into action by tasking them
with the creation of a detailed sight word instruction plan. This plan should articulate clear
objectives, inventive activities, and reflective assessment strategies, all designed to engage a
diverse cohort of young learners. Encourage an emphasis on differentiation, ensuring that the
plan accommodates the varied pace and style of children's learning.
Conclude the session by synthesizing the key insights and strategies explored, highlighting the
transformative potential of effective sight word instruction on young learners' reading abilities.
Draw upon examples from the workshop to illustrate successful outcomes, reinforcing the
practical implications of the pedagogical approaches discussed.

Instruct student teachers to pilot a component of their sight word instruction plan within a
classroom environment, carefully observing its impact on students' engagement and learning.
This real-world application demands critical reflection and adaptability, prompting them to
iterate on their designs based on direct feedback and observation.

Encapsulate the journey through "3.13 Sight Word Skills" by encouraging student teachers to
view this subchapter as a stepping stone toward a comprehensive literacy education. Emphasize
the continuum of learning that awaits, from deepening their understanding of phonics strategies
to exploring advanced literacy theories and practices. Inspire a commitment to ongoing
professional development, underscoring the dynamic and evolving landscape of literacy
instruction.
3.14 Word Attack Skills and Strategies

Begin by creating an engaging learning atmosphere through an interactive presentation that
highlights the significance of word attack skills in reading proficiency. Introduce the concept
with real-life scenarios where individuals use these skills to decode unfamiliar words,
demonstrating their applicability beyond academic settings and into everyday reading tasks. This
approach not only captivates interest but also contextualizes the importance of word attack
strategies in fostering independent readers.

Initiate an assessment using thought-provoking prompts that challenge student teachers to reflect
on their encounters with difficult texts and the strategies they employed to understand new
vocabulary. This reflective exercise aims to assess their baseline familiarity with word attack
skills and to draw parallels between personal experiences and instructional strategies, setting the
foundation for a deeper exploration of the topic.

Articulate the essential components of word attack skills, including phonetic decoding,
morphemic analysis, and context clues. Integrate scholarly research and pedagogical theories to
offer a comprehensive understanding of how these skills contribute to reading fluency and
comprehension. Through a combination of lecture and interactive media, illuminate the
multifaceted nature of word attack strategies, providing a solid theoretical foundation for
subsequent practical applications.

Organize a dynamic workshop where student teachers engage in hands-on activities designed to
develop word attack skills. These could include games that reinforce phonemic awareness,
exercises in breaking down complex words into morphemes, and role-playing scenarios that
utilize context clues for vocabulary development. This experiential learning phase emphasizes
the practical implementation of theoretical concepts, encouraging innovation and collaborative
problem-solving.

Convene a seminar-style discussion that encourages student teachers to share insights and
strategies related to teaching word attack skills. This forum should foster an exchange of ideas on
overcoming instructional challenges, such as differentiating for diverse learning needs and
integrating word attack strategies into comprehensive literacy instruction. Highlight successful
case studies and emerging research to stimulate discussion and reflection.

Direct student teachers to develop a lesson plan or instructional unit focused on word attack
skills. This task should incorporate a variety of teaching methods and assessment tools tailored to
enhance students' decoding abilities and vocabulary knowledge. Emphasize the importance of
creativity, learner engagement, and the application of evidence-based strategies in the design of
these instructional materials.

Summarize the session by revisiting the key principles and strategies of word attack skills
discussed throughout the subchapter. Utilize student-generated content and workshop outcomes
to highlight effective approaches and common themes, reinforcing the connection between
theory and practice in literacy instruction.

Challenge student teachers to implement a component of their instructional plan in a classroom
setting, focusing on the practical application of word attack strategies. Encourage them to
critically evaluate the effectiveness of their approach through student feedback and self-
reflection, fostering a cycle of continuous improvement in their teaching practice.

Conclude the exploration of "3.14 Word Attack Skills and Strategies" by positioning it within the
broader context of literacy education. Encourage student teachers to view these skills as integral
to developing proficient and confident readers. Highlight upcoming topics that will build upon
this foundation, such as advanced reading comprehension strategies and the integration of
literacy across the curriculum, underscoring the ongoing journey of professional growth and
learning in literacy instruction.
3.15 Phonics Approach to Reading

Initiate this section by presenting an engaging scenario that demonstrates the power of phonics in
unlocking the world of reading for early learners. Share inspiring stories or case studies where
the phonics approach has transformed struggling readers into confident ones. This storytelling
method sets a motivational backdrop, emphasizing phonics as a foundational skill in literacy
education.
Conduct an interactive exercise, perhaps using digital tools or group activities, to assess student
teachers’ initial understanding and perceptions of the phonics approach. Incorporate scenarios
that challenge them to identify phonics principles in action, facilitating a baseline measure of
their knowledge and highlighting areas for development.

Delve into the core components of the phonics approach, distinguishing between synthetic
phonics, analytic phonics, and phonemic awareness. Through a combination of expert lectures
and interactive multimedia presentations, explain the rationale behind phonics instruction and its
effectiveness in enhancing reading skills. Present research findings and theoretical frameworks
that support the systematic teaching of phonics.

Facilitate a hands-on workshop where student teachers create phonics-based activities, such as
games, lesson plans, and reading materials. Encourage the integration of technology, like
educational apps or online resources, to diversify the learning experience. This session aims to
translate theoretical knowledge into practical teaching tools, fostering creativity and pedagogical
skills.

Host a discussion forum focusing on the challenges and successes of implementing phonics
instruction in diverse classroom settings. Invite student teachers to share their thoughts and
experiences, possibly bringing in guest speakers who have successfully integrated phonics into
their literacy programs. This dialogue encourages reflection on best practices and collaborative
problem-solving.

Instruct student teachers to develop a comprehensive phonics instruction plan that outlines
objectives, activities, assessment methods, and differentiation strategies for a hypothetical class.
Emphasize the importance of evidence-based practices and the adaptation of instruction to meet
the diverse needs of learners.
Summarize the key takeaways from the exploration of the phonics approach, highlighting the
innovative strategies and materials developed during the workshop. Use visual aids, such as
charts or concept maps, to reinforce the understanding of phonics principles and their application
in reading instruction.

Challenge student teachers to implement a phonics activity or mini-lesson with a group of
learners, encouraging them to observe and document the impact on students' reading abilities.
This practical assignment emphasizes the importance of reflective practice and the ongoing
assessment of teaching methodologies.

Conclude the subchapter by framing the phonics approach within the broader context of literacy
instruction, underscoring its role in a comprehensive reading program. Encourage student
teachers to continue exploring advanced literacy strategies and pedagogies, preparing them for a
lifelong journey of professional development and instructional excellence in literacy education.
3.16 The Big Book Approach

Launch this section by showcasing a selection of Big Books, emphasizing their size, vivid
illustrations, and engaging texts. Create an interactive environment by reading a Big Book to the
student teachers, modeling the shared reading experience that characterizes this approach. This
demonstration highlights the appeal of Big Books in captivating young readers and fostering a
communal learning atmosphere.

Engage student teachers in a reflective discussion or a digital survey to assess their familiarity
with the Big Book approach and its application in literacy instruction. Questions can probe their
understanding of the benefits of shared reading, the role of Big Books in developing literacy
skills, and any prior experiences they have with this instructional method. This initial assessment
helps tailor the discussion to meet the learners' needs.

Detail the essential components of the Big Book approach, including its emphasis on shared
reading experiences, the development of print awareness, and the encouragement of interactive
dialogue between teachers and students. Discuss how Big Books can be used to introduce
concepts of print, narrative structure, and critical thinking about texts. Support this exploration
with evidence from literacy research that underscores the effectiveness of the Big Book approach
in early childhood education.

Organize a workshop where student teachers design their Big Book reading sessions, focusing on
selecting appropriate titles, planning interactive reading strategies, and integrating follow-up
activities that extend learning. Encourage the incorporation of songs, rhymes, and movement
activities to enrich the shared reading experience. This hands-on session allows student teachers
to apply theoretical knowledge to practical instructional planning.

Conduct a seminar-style discussion on the pedagogical considerations of the Big Book approach,
such as selecting culturally diverse and age-appropriate books, addressing the varied literacy
needs of learners, and creating an inclusive reading environment. Invite guest speakers or
experienced educators to share insights and successful strategies for implementing the Big Book
approach in diverse educational settings.

Assign student teachers the task of developing a comprehensive lesson plan centered around a
Big Book. The plan should outline the objectives, reading strategies, engagement techniques, and
assessment methods for a shared reading session. Emphasize the importance of fostering
interactive dialogue, predicting outcomes, and connecting the story to the learners' experiences.

Review the session by summarizing the key aspects of the Big Book approach, highlighting the
student teachers' creative lesson plans and the pedagogical strategies discussed. Use visual
presentations or a gallery walk of the designed lesson plans to reinforce the instructional value of
Big Books in promoting literacy and engagement among young learners.

Challenge student teachers to conduct a Big Book reading session in a classroom or simulated
setting, encouraging them to implement the interactive strategies developed during the
workshop. They should reflect on the session's effectiveness, student engagement, and literacy
outcomes, using this feedback to refine their approach to shared reading.

Conclude by positioning the Big Book approach within the broader spectrum of literacy
instruction strategies, emphasizing its role in building foundational literacy skills and fostering a
love of reading. Encourage student teachers to continue exploring diverse instructional methods,
highlighting upcoming subchapters that will delve into advanced literacy concepts and teaching
techniques.
3.17 Development of Writing

Begin with a captivating activity that illustrates the evolution of writing skills from early
scribbles to coherent sentences and stories. This could involve a visual timeline of children's
writing samples, showcasing the developmental stages of writing. This visual introduction serves
not only to engage but also to visually demonstrate the progression and milestones in writing
development, setting a foundation of understanding and appreciation for the complexity of
writing skills.

Engage student teachers with a pre-assessment that challenges them to identify the key stages in
writing development and the instructional strategies that support each stage. Utilize interactive
methods such as digital polls or collaborative boards where participants can post their ideas and
see others' contributions. This activity assesses their baseline knowledge and encourages a
collective exploration of writing development concepts.

Discuss the critical components of writing development in young learners, emphasizing the
journey from pre-writing skills to the ability to express ideas through written language. Detail the
instructional strategies that facilitate this development, such as providing opportunities for fine
motor skill practice, encouraging imaginative play, and introducing scaffolded writing activities.
Incorporate current research and pedagogical theories to deepen understanding and validate
teaching practices.

Facilitate a workshop where student teachers create writing centers or stations that address
various developmental stages. Encourage the use of diverse materials and activities, from tactile
letter formation practices to digital storytelling tools, allowing for hands-on exploration of
writing instruction methods. This workshop emphasizes the practical application of theoretical
knowledge, fostering creativity and pedagogical skill development.

Lead a reflective discussion on the challenges and successes of teaching writing to young
learners. Topics might include differentiating instruction for learners with diverse needs,
integrating writing across the curriculum, and engaging families in supporting writing at home.
This discussion allows for the sharing of experiences, strategies, and collaborative problem-
solving.

Challenge student teachers to develop a mini-unit plan focused on writing development that
incorporates a variety of instructional strategies and activities tailored to young learners. This
plan should outline specific learning objectives, materials needed, and assessment methods,
emphasizing adaptability and learner engagement.

Summarize the exploration of writing development by highlighting key strategies, activities, and
insights gained from the workshop and discussions. Utilize visual aids or student-created
resources as exemplars of effective writing instruction practices, reinforcing the connection
between theory and practical application.

Instruct student teachers to implement a writing activity from their mini-unit plan in a classroom
or simulated environment. Encourage them to observe the learners' engagement and progress,
collecting feedback to refine their instructional approach and enhance the effectiveness of their
writing development strategies.

Conclude the subchapter by framing the development of writing skills within the broader context
of literacy instruction, underscoring its significance in fostering communication skills and
academic success. Highlight the importance of continuous learning and adaptation in teaching
practices, preparing student teachers for upcoming explorations into more specialized literacy
topics and instructional strategies.
3.18 Books and Children

Start this section by creating an engaging and inviting reading nook within the classroom setting,
filled with a diverse array of children's books. Begin with a storytelling session that draws from
these books, demonstrating the magic and power of storytelling to captivate young minds. This
immersive introduction sets a warm, welcoming tone, underscoring the integral role of books in
children's development and education.

Conduct an interactive activity, perhaps a group discussion or a digital questionnaire, to gauge
student teachers' perceptions of the importance of books in early childhood education. Questions
can explore their experiences with children's literature, understanding of how books support
developmental milestones, and strategies for integrating books into the learning environment.
This initial assessment helps identify areas for focus and growth in their understanding of books'
role in child development.

Outline the key benefits of introducing books to children at an early age, including language
development, cognitive skills, imagination enhancement, and emotional intelligence. Discuss the
criteria for selecting age-appropriate and culturally inclusive books that resonate with children's
experiences and interests. Highlight how books can be used as tools for teaching and learning
across the curriculum, supported by examples and best practices from current educational
research.

Organize a hands-on workshop where student teachers explore effective strategies for engaging
children with books. This could involve interactive read-aloud techniques, discussions about
book themes, and creative activities related to storytelling, such as puppet shows or art projects.
Encourage the use of diverse books to ensure a rich, inclusive approach to reading and learning.

Facilitate a collaborative discussion on overcoming challenges in creating a culture of reading
within various educational settings, including strategies for engaging reluctant readers, sourcing
diverse and inclusive book collections, and integrating digital storytelling. Share innovative
practices and resources that can enhance the accessibility and appeal of books to young learners.

Challenge student teachers to curate a mini-library for a classroom or educational setting,
selecting a range of books that reflect diverse stories, characters, and themes. Task them with
developing a plan for incorporating these books into daily routines and learning activities,
detailing specific objectives, engagement strategies, and expected outcomes.

Review the exploration of "Books and Children" by summarizing the key benefits, strategies, and
discussions from the session. Use visual presentations or a showcase of the curated mini-libraries
to reinforce the importance of thoughtfully selected books in supporting holistic child
development and fostering a lifelong love of reading.

Instruct student teachers to implement a book-based activity in a real or simulated educational
setting, focusing on interactive engagement and the integration of books into broader learning
objectives. Encourage them to reflect on the activity's impact on children's interest in reading and
overall learning experience, gathering insights for future instructional planning.

Conclude the subchapter by emphasizing the foundational role of books in early childhood
education and their potential to enrich the learning landscape. Highlight the upcoming
exploration of specific literacy topics, such as children's book genres and traditional literature,
preparing student teachers for a deeper dive into literacy instruction and curriculum
development.
3.20 Traditional Literature

Start by immersing student teachers in the world of traditional literature through a captivating
storytelling session that includes myths, legends, folktales, and fairy tales from various cultures.
This engaging introduction showcases the timeless appeal and cultural richness of traditional
stories, setting an exploratory and respectful tone for the discussion on their educational value.

Facilitate an interactive discussion or a reflective writing exercise to assess student teachers'
familiarity with traditional literature and its role in children's literacy development. Questions
could explore their experiences with these genres, perceptions of their educational value, and any
concerns about integrating traditional stories into modern educational settings. This step helps
gauge pre-existing knowledge and highlight areas for deeper exploration.

Delve into the core elements that define traditional literature, including its roots in oral
storytelling traditions, its exploration of universal themes, and its potential for cross-cultural
education. Highlight the pedagogical strategies for using traditional literature to enhance literary
skills, critical thinking, and cultural awareness among young learners. Incorporate research
findings and educational theories to provide a comprehensive overview of traditional literature's
impact on literacy development.

Organize a workshop where student teachers create lesson plans or literacy activities based on
traditional literature. Encourage them to incorporate storytelling techniques, critical discussions
on themes and morals, and creative arts projects that allow children to engage with the stories
deeply. This session emphasizes practical application and encourages student teachers to
consider how traditional literature can be made relevant and engaging for today's learners.

Host a seminar-style discussion on the challenges and benefits of incorporating traditional
literature into literacy instruction. Topics might include addressing outdated or culturally
insensitive elements, balancing the preservation of original narratives with contemporary values,
and selecting stories that reflect diverse cultural backgrounds. This discussion fosters a nuanced
understanding of traditional literature's role in education.

Task student teachers with developing a culturally inclusive traditional literature unit that
introduces children to stories from around the world. The unit plan should detail objectives,
selected stories, instructional activities, and methods for evaluating students' understanding and
engagement. Emphasize the importance of presenting stories in a way that respects their cultural
origins and offers opportunities for critical engagement.

Review the exploration of traditional literature by summarizing the educational strategies
discussed, the insights gained from the workshop, and the potential of traditional stories to enrich
literacy education. Use examples of student-created lesson plans or activities to highlight
effective approaches to integrating traditional literature into the curriculum.

Instruct student teachers to implement a traditional literature activity or mini-lesson in a
classroom setting, encouraging them to observe the students' responses and gather feedback on
the effectiveness of the lesson in achieving its literacy and cultural education goals.

Conclude the subchapter by emphasizing traditional literature's enduring value in fostering
literacy, critical thinking, and cultural empathy among young learners. Highlight how this
exploration forms a foundation for upcoming discussions on contemporary children's literature,
literacy activities, and the broader aims of literacy education, encouraging student teachers to
continue integrating diverse literary resources into their teaching practices.
3.21 Why We Use Traditional Literature with Children?

Begin this section with an engaging activity that connects student teachers emotionally and
intellectually to traditional literature. This could be a group discussion where participants share
their first memories of traditional stories or myths and explore the impact those stories had on
their understanding of the world. Such a reflective start illuminates the deep-rooted connections
we all share with traditional literature, setting a thoughtful tone for the exploration ahead.

Utilize an interactive tool, like a digital quiz or collaborative mind map, to assess student
teachers' initial thoughts on why traditional literature holds value in children's education. Probe
their understanding of the benefits, such as moral education, cultural heritage awareness, and the
development of imagination. This activity aims to capture a wide range of perspectives,
highlighting areas for further discussion and exploration.

Detail the educational and developmental virtues of traditional literature, emphasizing its role in
transmitting cultural values, fostering a sense of identity, and enhancing critical thinking through
story analysis. Discuss how traditional tales, with their archetypal characters and universal
themes, serve as a mirror for children to understand the world and their place within it.
Incorporate examples and scholarly research to ground these concepts in educational theory and
practice.

Facilitate a workshop where student teachers design interactive storytelling sessions that bring
traditional tales to life for children. Encourage the incorporation of creative elements such as
role-playing, puppetry, and digital storytelling apps. This hands-on experience emphasizes the
practical application of traditional literature in engaging and meaningful ways.

Host a roundtable discussion on the complexities of using traditional literature in a diverse,
modern classroom. Explore topics such as adapting stories to reflect contemporary values,
addressing cultural sensitivities, and selecting tales that resonate with a multicultural student
body. This dialogue encourages critical thinking and collaborative problem-solving around the
responsible use of traditional literature.

Challenge student teachers to develop a thematic unit centered around traditional literature,
aiming to achieve specific literacy and social-emotional learning objectives. This unit should
include a variety of activities that not only enhance narrative comprehension and vocabulary but
also invite reflection on the stories' themes and lessons.

Summarize the exploration by revisiting the key reasons for integrating traditional literature into
children's education, emphasizing the diverse benefits discussed and the innovative teaching
strategies developed during the session. Use participant-created materials and ideas as exemplars
of how traditional literature can be effectively leveraged to enrich the educational experience.

Instruct student teachers to implement a lesson or activity from their thematic unit in a classroom
setting, focusing on the engagement with traditional literature. They should observe and reflect
on the students' reactions, discussions, and understandings, using this feedback to refine their
approach to integrating traditional tales into literacy education.

Conclude the subchapter by connecting the discussion on traditional literature to broader literacy
education goals, underscoring its enduring relevance in cultivating informed, empathetic, and
imaginative learners. Highlight the transition to upcoming topics that will delve into
contemporary children's literature and advanced literacy instruction techniques, preparing student
teachers for a comprehensive approach to literacy education.
3.22 Choosing Children’s Books

Begin by creating a visually stimulating and inviting environment that showcases a wide variety
of children's books. Arrange books by themes, genres, and age appropriateness to visually
demonstrate the diversity available in children's literature. Start the session with a brief
interactive tour of this makeshift library, encouraging student teachers to explore and share their
initial impressions or connections with the books. This immersive introduction highlights the
significance of thoughtful book selection in fostering children's love for reading and learning.

Engage student teachers in a collaborative activity where they evaluate a selection of children's
books based on criteria such as cultural representation, language complexity, and thematic depth.
This exercise serves to assess their current ability to critically select books that are
developmentally appropriate and meet educational objectives, setting a baseline for the session's
learning goals.

Detail the critical factors involved in choosing children's books, emphasizing the importance of
aligning selections with developmental stages, linguistic diversity, cultural inclusivity, and
curricular themes. Discuss how to evaluate books for their potential to engage, educate, and
inspire young readers, drawing on examples to illustrate successful selections. Incorporate
research and expert recommendations to provide a comprehensive framework for effective book
selection.

Facilitate a workshop where student teachers practice selecting books for specific educational
scenarios, such as building a classroom library, planning a thematic unit, or addressing a
particular social-emotional learning goal. Encourage the use of diverse sources, including book
reviews, educational databases, and recommendations from children's librarians, to inform their
choices. This hands-on activity reinforces the application of theoretical knowledge to practical
decision-making in book selection.

Host a reflective discussion on the challenges and strategies for curating a diverse and engaging
children's book collection. Topics might include budget constraints, the availability of diverse
and inclusive titles, and strategies for engaging children with varying interests and reading
levels. Share innovative solutions and resources that can support student teachers in overcoming
these challenges.

Assign student teachers to create a curated book list for a hypothetical classroom or school
library project, including a rationale for each selection based on the criteria discussed. This task
encourages them to synthesize their learning and apply critical evaluation skills to develop a
resource that could directly impact children's reading experiences.

Summarize the session by highlighting the key principles and strategies for choosing children's
books, emphasizing the curated book lists and the thoughtful discussions that arose. Use visual
aids or digital platforms to share the book lists, offering a tangible outcome of the session's
exploratory and collaborative efforts.

Challenge student teachers to implement their curated book list in designing a reading
engagement activity, such as a book fair, read-aloud event, or themed book club. They should
observe and reflect on the children's interactions with the books, gathering insights into the
effectiveness of their selection criteria and the impact on children's reading motivation and
comprehension.

Conclude by framing the selection of children's books as a foundational skill in literacy
education, essential for nurturing a diverse and inclusive reading culture. Highlight upcoming
topics that build upon this foundation, such as evaluating book content and integrating literature
into literacy instruction, preparing student teachers for a comprehensive approach to literacy
education.
3.23 Types of Books

Initiate this segment with an interactive display or exploration session featuring a wide range of
book types available for children, including picture books, early readers, chapter books, non-
fiction, poetry, and graphic novels. Encourage student teachers to physically browse through the
selection, noting the unique features and potential educational benefits of each type. This tactile
and visual introduction serves to spark curiosity and appreciation for the diversity within
children's literature.

Employ a dynamic, interactive tool, such as a digital quiz or a collaborative matching game,
where student teachers pair book types with their defining characteristics and suitable age
groups. This engaging activity assesses their pre-existing knowledge about the variety of book
types and sets the stage for deeper exploration and learning.

Discuss in detail the characteristics, educational benefits, and classroom applications of various
types of books. Highlight how each book type can support different aspects of literacy and
learning, from phonetic skills and vocabulary development with early readers to critical thinking
and empathy with chapter books. Use examples and case studies to illustrate the effective use of
different book types in promoting literacy and engagement among young learners.

Facilitate a hands-on workshop where student teachers develop literacy activities or lesson plans
that incorporate specific types of books. Encourage them to consider creative and interactive
approaches, such as storytelling circles with picture books or research projects with non-fiction
texts, to utilize the books' full educational potential.

Convene a discussion focused on the strategic selection and integration of various book types
into the literacy curriculum. Address challenges such as balancing entertainment and educational
value, ensuring cultural and linguistic diversity, and engaging reluctant readers. Share
experiences, strategies, and resources for overcoming these challenges and maximizing the
benefits of a diverse book selection.

Assign student teachers to curate a balanced classroom library that includes a thoughtful
selection of book types, tailored to meet the diverse needs and interests of young learners. They
should develop a presentation or written proposal that justifies their selections and outlines plans
for incorporating these books into regular classroom activities and literacy instruction.

Review the exploration of book types by summarizing the session's key insights, including the
unique value and application of each book type in supporting comprehensive literacy
development. Highlight exemplary activity plans or library curation projects created by the
student teachers as models of best practices.

Challenge student teachers to implement a literacy activity that prominently features one or more
specific types of books, observing the students' engagement and learning outcomes. They should
gather feedback and reflect on the effectiveness of the book selection in achieving educational
objectives, using this analysis to refine future literacy instruction.

Conclude the subchapter by emphasizing the importance of a diverse and well-considered book
selection in fostering a rich literacy environment. Highlight the transition to upcoming
discussions on evaluating book content, planning literacy activities, and broader themes in
literacy education, preparing student teachers for the nuanced and dynamic challenges of
teaching literacy.

Initiate this segment by presenting a collection of children's books, each illustrating a variety of
themes, narratives, and informational content. Encourage student teachers to examine these
books, considering aspects like the relevance of themes, accuracy of information, and inclusivity
of narratives. This hands-on activity sets a critical and investigative tone, emphasizing the
importance of thorough content evaluation in selecting books for educational use.

Implement a structured discussion or a reflective journaling exercise where student teachers
assess a selected book based on predefined criteria such as thematic depth, cultural
representation, and language appropriateness. This activity aims to gauge their initial
competency in critically evaluating book content, providing insights into areas that require
further development or clarification.

Outline the essential skills and knowledge required for effectively evaluating the contents of
children's books. Discuss the importance of considering diverse perspectives, the representation
of characters, the accuracy and appropriateness of information, and how the book's content
supports educational objectives. Incorporate best practices and guidelines from literacy experts
and educational organizations to frame this critical skill set.

Facilitate a workshop where student teachers engage in a book review session, applying a
comprehensive evaluation framework to a selection of children's books. Encourage collaborative
analysis and discussions, fostering a deeper understanding of how to critically assess books for
classroom use. This workshop underscores the practical application of evaluation skills in a
supportive, peer-learning environment.

Host a seminar-style discussion that delves into the challenges and nuances of book evaluation,
such as addressing subjective interpretations, navigating sensitive topics, and ensuring that book
selections resonate with and reflect the experiences of a diverse student body. Invite guest
speakers or utilize case studies to enrich the conversation with professional insights and
experiences.

Assign student teachers the task of creating a book evaluation guide that outlines key criteria and
considerations for selecting children's books. This guide should serve as a practical resource for
educators, incorporating the collective wisdom and insights gained from the workshop and
discussions. Encourage the inclusion of example evaluations to illustrate the application of these
criteria.

Summarize the exploration of book content evaluation by highlighting the critical considerations,
strategies, and insights discussed throughout the session. Reflect on the importance of this
evaluative process in curating a meaningful and impactful classroom library that supports diverse
and comprehensive literacy development.

Challenge student teachers to apply their evaluation guide to a new selection of children's books,
perhaps as part of developing a themed reading list or planning a literacy unit. They should
document their evaluation process and outcomes, reflecting on the effectiveness of their criteria
and any adjustments needed to better meet the needs of their learners.

Conclude by framing the critical evaluation of book content as an ongoing practice essential to
informed and responsive literacy instruction. Highlight the progression to upcoming topics that
will further expand on literacy strategies, assessment techniques, and the integration of literature
into comprehensive educational frameworks, preparing student teachers for the dynamic
challenges of fostering literacy and learning.
3.25 Reading Activities

Begin this section with an immersive reading circle where student teachers participate in a
variety of reading activities, from interactive read-alouds to silent reading accompanied by soft
music. This introduction serves as a model for creating a supportive and engaging reading
environment, showcasing different ways to make reading activities appealing and effective for
young learners.

Conduct an interactive exercise, perhaps using digital platforms, where student teachers match
reading activities with specific literacy goals, such as vocabulary development, comprehension
enhancement, or engagement with texts. This assessment gauges their initial understanding of the
purpose and potential impact of various reading activities, identifying areas for deeper
exploration.

Outline the essential components and objectives of effective reading activities, emphasizing the
importance of alignment with literacy development stages and curricular goals. Discuss
strategies for selecting and adapting reading activities to meet the diverse needs and interests of
young learners, incorporating research and pedagogical theories to underscore best practices in
reading instruction.

Facilitate a workshop where student teachers design and simulate reading activities that cater to
different learning styles and literacy needs. Encourage the integration of creative elements such
as storytelling props, digital apps, and collaborative reading tasks to foster engagement and
support comprehension. This hands-on session allows for the practical application of theoretical
knowledge in a collaborative setting.

Host a reflective discussion on the challenges and successes of implementing reading activities
in diverse educational settings. Explore topics such as differentiating instruction for varied
literacy levels, incorporating culturally responsive texts, and leveraging technology to enhance
reading experiences. Share experiences and strategies for overcoming common obstacles and
maximizing the benefits of reading activities.

Assign student teachers to develop a comprehensive reading activity plan for a week, detailing
daily activities, objectives, materials needed, and assessment methods. This task emphasizes the
importance of thoughtful planning and adaptability in creating effective literacy instruction that
engages and supports all learners.

Review the exploration of reading activities by summarizing the key strategies, innovative ideas,
and pedagogical insights discussed throughout the session. Highlight exemplary activity plans
developed by the student teachers as models of effective literacy practice, reinforcing the
connection between thoughtful activity design and literacy achievement.

Challenge student teachers to implement a reading activity from their plan in a classroom or
simulated setting, encouraging them to observe the learners' responses and gather feedback on
the activity's effectiveness. They should reflect on the impact of the activity on student
engagement, comprehension, and overall literacy development, using this feedback to refine their
instructional approach.

Conclude the subchapter by emphasizing the critical role of varied and engaging reading
activities in fostering literacy development and a love of reading among young learners.
Highlight the upcoming exploration of specific literacy strategies, assessment techniques, and
curriculum integration, preparing student teachers for a holistic approach to literacy education.
3.26 Story Telling

Begin by inviting student teachers to participate in a storytelling workshop that highlights the art
and impact of storytelling in early childhood education. Start the session with a captivating
storytelling performance by an experienced storyteller, demonstrating the power of voice,
gesture, and expression in bringing stories to life. This engaging introduction serves not only to
inspire but also to illustrate the profound connection storytelling can foster between the narrator
and the audience.

Employ an interactive discussion or a reflective writing exercise to assess student teachers' initial
perceptions of storytelling and its relevance to literacy development. Questions could explore
their experiences with storytelling, both as listeners and narrators, and their understanding of
storytelling's educational value. This assessment aims to surface preconceptions and lay the
groundwork for exploring storytelling as a pedagogical tool.

Outline the key skills and techniques involved in effective storytelling, such as narrative pacing,
character development, and audience engagement. Discuss the role of storytelling in enhancing
listening comprehension, vocabulary, and imaginative thinking among young learners.
Incorporate evidence from literacy research to underscore the benefits of storytelling in
educational settings, providing a solid foundation for the practical application of storytelling
techniques.

Facilitate a hands-on storytelling workshop where student teachers practice crafting and
delivering their own stories. Encourage them to experiment with different storytelling elements,
such as the use of props, music, or interactive participation from the audience. This session
emphasizes the experiential learning of storytelling skills, fostering creativity and confidence in
student teachers as storytellers.

Convene a discussion on the challenges and strategies for integrating storytelling into various
aspects of the curriculum. Topics might include selecting stories that reflect cultural diversity,
adapting traditional tales for contemporary audiences, and using storytelling to address complex
themes or concepts. This conversation encourages the sharing of innovative approaches and
collaborative problem-solving.

Assign student teachers to develop a storytelling unit plan that incorporates storytelling activities
across different subject areas. The plan should detail the objectives, story selections, instructional
strategies, and assessment methods for storytelling sessions that support curricular goals and
literacy development.

Review the exploration of storytelling by summarizing the session's key takeaways, including the
storytelling techniques practiced, the pedagogical value of storytelling discussed, and the
strategies for curriculum integration developed. Highlight exemplary storytelling performances
or unit plans as models of effective practice.

Challenge student teachers to implement a storytelling session within a classroom or community
setting, focusing on engaging young learners with the story and observing the impact on their
literacy skills and emotional engagement. They should reflect on the effectiveness of their
storytelling approach, gathering insights to refine their narrative techniques and instructional
strategies.

Conclude the subchapter by emphasizing the enduring significance of storytelling in education,
highlighting its role in fostering communication skills, cultural understanding, and a love of
literature. Encourage student teachers to continue honing their storytelling skills and to explore
further the integration of storytelling into literacy instruction and beyond.
3.27 Selecting a Story: Factors to Consider

Initiate this segment with an interactive activity that showcases a wide range of stories, from
folktales to modern children's literature, highlighting the diversity in themes, settings, and
characters. Create a dynamic environment where student teachers can explore these stories,
sparking curiosity and setting an exploratory tone for the importance of careful story selection in
literacy education.

Conduct a collaborative exercise, possibly through a digital platform, where student teachers
evaluate various stories based on a set of criteria such as age appropriateness, cultural sensitivity,
thematic relevance, and educational value. This activity aims to assess their initial ability to
discerningly select stories for educational purposes, highlighting areas for further learning and
development.

Discuss the critical factors involved in selecting stories for young learners, emphasizing the need
to consider the developmental stage of the audience, the cultural and linguistic diversity of the
classroom, and the objectives of the literacy curriculum. Outline strategies for assessing the
suitability of a story, including evaluating its language level, moral or lesson, and potential for
fostering engagement and discussion. Incorporate insights from educational research to underline
the importance of thoughtful story selection.

Facilitate a workshop where student teachers engage in the process of selecting stories for a
specific educational scenario, such as a thematic unit or a storytelling festival. Encourage them to
apply the criteria discussed, making justifications for their selections and considering alternative
options. This hands-on session allows for the practical application of selection strategies,
enhancing decision-making skills in educational storytelling.

Host a discussion on the challenges encountered in selecting stories, such as finding stories that
accurately represent diverse cultures without perpetuating stereotypes or navigating sensitive
topics with young learners. Share strategies for addressing these challenges, drawing on
examples and recommendations from experienced educators and storytellers.

Assign student teachers to create a curated list of stories for a specific purpose, such as
supporting social-emotional learning or enhancing understanding of a historical period. They
should provide a rationale for each selection, reflecting the considerations discussed in the
workshop and demonstrating an understanding of effective story selection.

Summarize the exploration of story selection by revisiting the key considerations and strategies
discussed throughout the session. Highlight the curated story lists developed by the student
teachers as examples of thoughtful and purposeful selection, reinforcing the connection between
story selection and educational objectives.

Challenge student teachers to use one of their selected stories in a teaching scenario, observing
its impact on student engagement, comprehension, and discussion. They should reflect on the
effectiveness of their selection criteria and the story's alignment with educational goals,
gathering insights to refine their selection process.

Conclude by emphasizing the critical role of story selection in literacy education, underscoring
its impact on fostering a deep connection with literature and supporting diverse educational
outcomes. Highlight the progression to upcoming topics, such as "3.28 Building Their Own
Stories," preparing student teachers for the creative and instructional potential of storytelling in
education.
3.28 Building Their Own Stories

Begin by inviting student teachers to a creative session where they'll listen to a series of short,
student-created stories. This introduction celebrates the imagination and diverse perspectives of
young storytellers, emphasizing the value of nurturing these skills in early literacy development.
It sets a tone of creativity and possibility, showcasing the potential within every learner to
construct their own narratives.

Engage student teachers in an interactive discussion or a reflective journaling activity to assess
their views on the importance of story creation in literacy education and their confidence in
facilitating this process. Questions might explore their prior experiences with creative writing,
any challenges they anticipate, and the skills they believe are crucial for guiding young learners
in story construction. This assessment identifies areas for growth and sets the foundation for
targeted learning.

Discuss the key components of guiding young learners in building their own stories, such as
fostering a supportive environment for creativity, introducing basic narrative structures, and
encouraging the use of rich, descriptive language. Highlight strategies for inspiring young
writers, including the use of story prompts, collaborative storytelling exercises, and digital
storytelling tools. Incorporate educational theories and research to underscore the importance of
creative storytelling in literacy development.

Facilitate a workshop where student teachers practice developing and leading story-building
activities suited for young learners. Encourage experimentation with various prompts,
storytelling games, and digital platforms that facilitate narrative creation. This hands-on
approach allows student teachers to experience the role of facilitator in the storytelling process,
enhancing their skills and confidence.

Convene a seminar to discuss the challenges and opportunities of integrating story-building
activities into literacy instruction. Explore topics such as differentiating support based on
individual learners' needs, incorporating feedback into the creative process, and showcasing
student stories to affirm and celebrate their efforts. Share experiences and strategies for
overcoming common obstacles and maximizing the educational impact of storytelling.

Assign student teachers to design a comprehensive lesson plan that incorporates a story-building
activity, detailing objectives, materials, instructions, and methods for sharing and reflecting on
the created stories. Emphasize the importance of creating a safe, encouraging space for young
storytellers to express themselves.

Review the exploration of building their own stories by summarizing the session's key
takeaways, including effective strategies for fostering creativity, narrative skills, and the
importance of storytelling in literacy education. Highlight innovative lesson plans or activities
developed by the student teachers as examples of best practices in encouraging young learners to
create their narratives.

Challenge student teachers to implement a story-building activity in a classroom setting,
observing the engagement, creativity, and narrative development of the learners. They should
reflect on the activity's success and areas for improvement, using feedback from learners and
their observations to refine their approach.

Conclude by emphasizing the integral role of creative storytelling in literacy education,
highlighting its capacity to enhance imagination, language skills, and personal expression among
young learners. Encourage student teachers to continue exploring advanced storytelling
techniques and integrating creative narrative activities into broader literacy instruction, preparing
them for the dynamic challenges of fostering comprehensive literacy development.
3.29 Talking about Experience

Initiate this section by engaging student teachers in a reflective storytelling session where they
share personal experiences that have shaped their understanding or approach to teaching and
literacy. This exercise not only sets a reflective and personal tone for the discussion but also
highlights the power of personal narratives in connecting individuals and enriching learning
environments.

Conduct an activity, such as a group brainstorm or an individual reflective exercise, to assess
student teachers' perceptions of the importance of sharing experiences in educational settings.
Encourage them to consider how personal narratives can be used as a tool for teaching, learning,
and building community within the classroom. This assessment aims to understand their initial
views and identify areas for further exploration.

Discuss the essential skills involved in facilitating discussions about experiences, including
active listening, empathy, and guiding reflective conversations. Highlight the educational
benefits of talking about experiences, such as enhancing language skills, fostering emotional
intelligence, and building connections among learners. Use examples and research to illustrate
how personal narratives can support various learning objectives and enrich the literacy
curriculum.

Facilitate a workshop where student teachers practice leading activities that encourage young
learners to share their experiences. Activities might include storytelling circles, "show and tell"
sessions, or journaling exercises. This hands-on approach allows student teachers to develop the
facilitation skills necessary to create a supportive environment for sharing and reflecting on
personal narratives.

Host a seminar to discuss the challenges and strategies for effectively integrating personal
experience narratives into literacy instruction. Explore topics such as ensuring inclusivity,
handling sensitive topics, and using personal narratives to support thematic units or literacy
goals. Share experiences and strategies for creating a respectful and engaging space for sharing
personal narratives.

Assign student teachers to design a lesson plan that incorporates an activity focused on sharing
personal experiences, aligned with specific literacy or social-emotional learning objectives. The
plan should detail the activity's purpose, instructions, and methods for facilitating discussion and
reflection.

Review the session by summarizing the key insights on the value of talking about experiences in
educational settings, emphasizing the strategies discussed and the lesson plans developed.
Highlight the importance of personal narratives in fostering empathy, community, and literacy
development.
3.30 Stories of Childhood: Making Your Own Fairy Tales

Start this segment by immersing student teachers in the enchanting world of fairy tales,
showcasing a collection of classic and modern fairy tales from around the globe. Use this rich
tapestry of narratives to illustrate the universal appeal and educational value of fairy tales in
childhood development. Begin the session with a collaborative fairy tale reading that emphasizes
the storytelling elements of magic, moral lessons, and the triumph of good over evil, setting a
foundation of wonder and imagination.

Engage student teachers in an interactive discussion or a creative writing exercise to assess their
familiarity with the structure and themes of fairy tales and their perceptions of the genre's
relevance in today's educational landscape. This preliminary activity aims to surface their
intuitive understanding of fairy tales and highlight the potential for creative adaptation in literacy
instruction.
Outline the key components of fairy tales, including common themes, character archetypes, and
narrative structures. Discuss the educational benefits of engaging young learners with fairy tales,
such as fostering imagination, introducing universal themes of morality, and exploring complex
emotions and experiences through symbolic storytelling. Incorporate insights from literary and
educational research to underscore the pedagogical value of fairy tales.

Facilitate a workshop where student teachers collaborate to create their own fairy tales,
encouraging them to modernize traditional elements or invent entirely new stories that reflect
contemporary issues and diverse cultures. This creative exercise emphasizes the role of fairy
tales in fostering creativity, critical thinking, and cultural awareness among both educators and
learners.

Host a seminar to explore the challenges and opportunities in using fairy tales within the literacy
curriculum. Topics might include navigating the darker aspects of traditional fairy tales, ensuring
cultural sensitivity and inclusivity in story adaptations, and integrating fairy tales with broader
educational goals. Share strategies for leveraging fairy tales as powerful tools for engagement
and learning in diverse classroom settings.

Challenge student teachers to develop a thematic literacy unit centered around fairy tales,
including activities for story analysis, creative writing, and cross-curricular connections. The unit
plan should detail objectives, instructional activities, and assessment methods, demonstrating
how fairy tales can enrich literacy instruction and support comprehensive educational outcomes.

Review the exploration of creating and utilizing fairy tales in education by summarizing the
session's key takeaways, including the original fairy tales developed, the pedagogical strategies
discussed, and the insights gained from the seminar. Highlight exemplary fairy tales and unit
plans as models of creative and effective literacy instruction.
Instruct student teachers to implement an activity or lesson from their fairy tale unit in a
classroom setting, focusing on storytelling, creative adaptation, or literary analysis. They should
observe the learners' responses to the fairy tales, gathering feedback on engagement,
comprehension, and creativity, and reflecting on the educational impact of the stories.

Conclude by emphasizing the timeless and transformative power of fairy tales in literacy
education, highlighting their capacity to captivate imaginations, convey moral lessons, and foster
a deep connection with the rich tapestry of human experience. Encourage student teachers to
continue exploring the integration of fairy tales and storytelling into comprehensive literacy
instruction, preparing them for the next steps in their educational journey, such as "3.31 Telling
Their Own Stories."
3.31 Telling Their Own Stories

Begin this segment by creating an inviting atmosphere that encourages creativity and personal
expression. Start with a circle where student teachers share short, personal anecdotes,
emphasizing the unique perspectives each person brings to their storytelling. This exercise not
only sets a collaborative and supportive tone but also highlights the importance of personal
narratives in fostering connections and understanding within a community.

Engage student teachers in a reflective activity that assesses their comfort level and experience
with creating and sharing their own stories, as well as their understanding of how this process
can be facilitated among young learners. Use a combination of individual reflection and group
sharing to encourage a broad exploration of experiences and expectations regarding storytelling.

Discuss the essential elements of crafting and sharing personal stories, including the
development of narrative structure, the use of descriptive language to evoke emotions and
scenes, and the techniques for engaging an audience. Highlight the educational value of
storytelling in developing literacy skills, emotional intelligence, and a sense of identity among
young learners. Incorporate research and pedagogical insights to underscore the benefits of
storytelling as a pedagogical tool.

Facilitate a workshop where student teachers engage in guided exercises to develop their own
stories, focusing on moments from their lives that have shaped their beliefs or understanding.
Encourage the use of storytelling techniques learned in the session, providing a supportive
environment for experimentation and feedback. This hands-on approach allows student teachers
to practice storytelling in a context that mirrors the classroom experience.

Convene a discussion on the challenges and strategies for integrating personal storytelling into
various aspects of the curriculum. Topics might include creating a safe space for sharing,
encouraging reluctant storytellers, and using personal narratives to enhance learning across
subjects. Share strategies and experiences for overcoming common obstacles and maximizing the
impact of storytelling in educational settings.

Assign student teachers to design a lesson plan that incorporates storytelling activities, focusing
on encouraging young learners to tell their own stories. The plan should detail objectives,
activities that foster storytelling skills, and methods for sharing and reflecting on stories within
the classroom community.

Review the exploration of personal storytelling by summarizing key takeaways from the
discussions, workshops, and lesson planning exercises. Highlight the unique stories shared by
student teachers and the innovative strategies developed for encouraging storytelling among
young learners, emphasizing the connection between personal expression and literacy
development.

Challenge student teachers to facilitate a storytelling session with a group of young learners,
using the techniques and activities from their lesson plans. They should observe and document
the impact of storytelling on student engagement, literacy skills, and classroom community,
reflecting on the effectiveness of their approach and gathering insights for future practice.

Conclude the subchapter by reinforcing the significance of storytelling in literacy education,
highlighting its role in cultivating imagination, empathy, and communication skills. Encourage
student teachers to continue exploring storytelling's potential in and beyond the literacy
curriculum, preparing them for subsequent topics such as "3.32 Delivery Techniques," and
fostering a lifelong appreciation for the power of sharing personal narratives.
3.32 Delivery Techniques

Begin this module by showcasing a variety of storytelling delivery techniques through live
demonstrations or video presentations, highlighting the diversity in storytelling styles, such as
dramatic readings, puppetry, and digital storytelling tools. This immersive introduction aims to
inspire student teachers by illustrating how different techniques can captivate and engage young
audiences, setting a creative and exploratory tone for the session.

Utilize an interactive format, such as group discussions or an online survey, to assess student
teachers' initial familiarity with and perceptions of various storytelling delivery techniques.
Encourage them to reflect on experiences where different delivery methods impacted their
engagement with the story, setting the foundation for a deeper understanding of effective
storytelling practices.

Detail the core elements that contribute to effective storytelling delivery, including voice
modulation, pacing, body language, and the use of visual aids or technology. Discuss how these
techniques can enhance the storytelling experience, making narratives more accessible and
engaging for diverse learners. Incorporate pedagogical theories and research to underscore the
importance of skilled delivery in educational storytelling.

Organize a workshop where student teachers experiment with various delivery techniques,
practicing storytelling with peer feedback. This hands-on session allows them to explore the
impact of their delivery choices on listener engagement and comprehension, fostering a
supportive environment for skill development and self-reflection.

Facilitate a critical discussion on the selection and adaptation of delivery techniques to suit
different stories, audiences, and educational objectives. Topics might include the challenges of
using digital tools in storytelling, strategies for engaging diverse learners, and the balance
between entertainment and educational content. Share insights and strategies for navigating these
challenges, drawing on real-world examples and expert advice.

Challenge student teachers to develop a storytelling plan that incorporates a deliberate choice of
delivery techniques, tailored to a specific story and target audience. The plan should outline the
rationale behind the chosen techniques, expected outcomes, and strategies for assessing the
effectiveness of the delivery in achieving literacy and engagement goals.

Summarize the exploration of storytelling delivery techniques by highlighting the key strategies,
practical exercises, and discussions that took place. Emphasize the diverse approaches to
storytelling explored and the importance of thoughtful delivery in maximizing the educational
impact of stories.

Instruct student teachers to implement a storytelling session using their developed plans,
focusing on the application of specific delivery techniques. Encourage them to observe and
reflect on the session's impact on student engagement and learning, gathering feedback to refine
their storytelling practices.

Conclude the subchapter by underscoring the significance of delivery techniques in storytelling
as a means to enhance literacy education, fostering a deeper connection to stories and supporting
diverse learning needs. Highlight the upcoming exploration of more advanced literacy topics,
encouraging student teachers to continue developing their storytelling repertoire and integrating
effective delivery techniques into their instructional practices.
3.33 Planning a Storytelling Activity

Begin this section by inviting student teachers to brainstorm the elements that make storytelling a
memorable and impactful experience. Use a collaborative space, either physical with
whiteboards and post-it notes or a digital collaborative tool, to gather ideas and set a foundation
for creativity and innovation in storytelling. This activity not only fosters a sense of community
and collaboration but also emphasizes the importance of thoughtful planning in storytelling.

Conduct an interactive quiz or discussion to assess student teachers' understanding of the
components necessary for planning a successful storytelling activity. This could include
considerations of audience age, storytelling techniques, choice of story, and integration with
curriculum objectives. This assessment helps to identify gaps in knowledge and areas for focus
in the session.

Outline the essential steps and considerations in planning an effective storytelling activity,
including selecting an appropriate story, identifying learning objectives, choosing delivery
techniques that match the story and audience, and incorporating follow-up activities to reinforce
learning. Discuss the importance of aligning storytelling activities with broader educational goals
and the ways in which storytelling can be used to enhance literacy, critical thinking, and
empathy.

Facilitate a workshop where student teachers work in small groups to plan a complete
storytelling activity. Encourage them to apply the competencies discussed by starting with clear
objectives, selecting a story, planning the delivery, and designing engaging follow-up activities.
This practical exercise allows student teachers to experience the planning process from start to
finish, fostering creativity, critical thinking, and collaborative skills.

Host a discussion on the potential challenges and solutions in planning and executing storytelling
activities, such as addressing diverse learner needs, managing classroom dynamics during
storytelling, and evaluating the effectiveness of the activity. Encourage sharing of strategies and
experiences, leveraging the collective knowledge of the group to explore innovative approaches
to storytelling.

Assign student teachers to individually develop a detailed plan for a storytelling activity that
includes all elements discussed: objectives, story selection, delivery plan, and follow-up
activities. This assignment emphasizes the importance of comprehensive planning in creating
meaningful and effective storytelling experiences for learners.

Review the session by summarizing the critical aspects of planning a storytelling activity,
highlighting the innovative plans developed by student teachers. Use examples from the
workshop to illustrate how thoughtful planning can enhance the storytelling experience and
support educational objectives.

Instruct student teachers to implement their storytelling activity in a classroom or simulated
environment, encouraging them to reflect on the process and gather feedback on the activity's
success in engaging students and meeting learning objectives. This real-world application is
crucial for refining planning and delivery skills in educational storytelling.

Conclude the subchapter by emphasizing the role of storytelling in literacy education and the
value of meticulous planning in maximizing the impact of storytelling activities. Highlight the
progression to more advanced topics in literacy education, encouraging student teachers to
integrate storytelling into various aspects of the curriculum and continue developing their
storytelling skills.
3.34 Puppets

Initiate this module by setting up a vibrant and interactive puppetry display or workshop where
student teachers can immediately engage with a variety of puppets—hand puppets, marionettes,
shadow puppets, and more. This immersive introduction aims to showcase the magic and
versatility of puppets in storytelling, igniting creativity and demonstrating the potential of
puppetry to captivate and educate young learners.

Conduct a hands-on activity, such as a puppetry ice-breaker where student teachers use puppets
to introduce themselves or share a simple story. This initial engagement serves to assess their
comfort level with puppetry and their understanding of how puppets can be used as educational
tools. Gather insights on their prior experiences with puppetry in learning environments, setting
the stage for targeted skill development.

Outline the fundamental skills involved in effectively using puppets in educational settings,
including puppet manipulation, voice modulation, and interactive storytelling techniques.
Discuss the educational benefits of incorporating puppets into literacy activities, such as
enhancing narrative skills, encouraging expressive language use, and engaging diverse learners.
Incorporate examples and research findings to illustrate the impact of puppetry on young
audiences.

Facilitate a puppet-making workshop where student teachers create their own simple puppets,
followed by a session on puppet manipulation and storytelling practice. Encourage student
teachers to experiment with voices, movements, and interactions between puppets, fostering a
hands-on understanding of how puppetry can enrich storytelling and educational content.

Host a reflective discussion on the integration of puppetry into literacy instruction, exploring
challenges such as classroom management during puppet activities, designing puppetry sessions
that align with curriculum goals, and ensuring inclusivity and cultural sensitivity in puppet
stories. Share strategies for leveraging puppetry as a powerful engagement tool and for
addressing common obstacles in educational settings.

Challenge student teachers to design a comprehensive puppetry-based literacy activity or lesson
plan that incorporates the storytelling techniques and puppet manipulation skills developed
during the workshop. The plan should detail the learning objectives, materials needed, puppetry
script or storyline, and methods for assessing student engagement and learning outcomes.

Summarize the exploration of puppetry in education by highlighting key takeaways from the
puppet-making and storytelling exercises, the competencies outlined, and the discussions on
integrating puppetry into literacy activities. Showcase exemplary puppet designs and lesson
plans as models of creative and effective use of puppetry in education.

Instruct student teachers to implement their puppetry-based literacy activity in a classroom
setting, observing the interaction between puppets and students, and the overall impact on
student engagement, narrative understanding, and language development. Encourage them to
reflect on the effectiveness of puppetry as an educational tool and to gather feedback for further
refinement.

Conclude the subchapter by emphasizing the unique value of puppetry in enhancing literacy
education, fostering creative expression, and supporting social-emotional learning among young
learners. Highlight the progression to additional innovative literacy strategies and tools,
encouraging student teachers to continue exploring diverse methods to enrich their teaching
practice and engage students in meaningful literacy experiences.
3.35 Puppets for Children

Initiate this module by showcasing an array of puppets specifically designed for children,
including colorful hand puppets, sock puppets, and finger puppets. Create an interactive exhibit
where student teachers can explore the different types of puppets, understanding their appeal and
functionality from a child's perspective. This hands-on introduction aims to highlight the
diversity of puppets and their potential to engage young learners in storytelling and imaginative
play.

Conduct a group activity where student teachers match different puppets to appropriate age
groups and educational activities. This exercise assesses their ability to discern the suitability of
various puppet types for different developmental stages and learning objectives, identifying gaps
in knowledge and setting the stage for targeted learning.

Outline the essential considerations when selecting or creating puppets for children, including
safety, age-appropriateness, cultural inclusivity, and educational value. Discuss how puppets can
be used to support various aspects of early childhood development, such as fine motor skills,
language acquisition, emotional expression, and social interaction. Incorporate pedagogical
theories and child development research to underscore the educational benefits of puppetry in
early learning environments.

Facilitate a puppet-making workshop tailored for student teachers to create their own child-
friendly puppets. Provide materials and guidance for crafting puppets that are safe, durable, and
appealing to young learners. Follow the crafting session with a puppetry skill-building activity,
focusing on techniques for using puppets effectively in educational settings to enhance
storytelling, role-play, and interactive learning.

Host a seminar to explore the integration of puppets into various educational activities,
addressing challenges such as engaging diverse learners, incorporating puppets into curriculum-
aligned lessons, and managing puppetry activities in a classroom setting. Encourage the
exchange of ideas and experiences, highlighting innovative approaches to using puppets for
children's learning and development.

Challenge student teachers to develop a lesson plan or activity that incorporates the use of
puppets, focusing on specific learning objectives such as vocabulary development, story
comprehension, or social-emotional learning. The plan should detail the puppetry techniques to
be employed, the interaction between puppets and children, and the methods for assessing the
activity's impact on learning outcomes.

Review the exploration of puppets for children by summarizing the session's key insights,
including the criteria for puppet selection, the puppet-making experience, and strategies for
effective puppet use in education. Highlight exemplary puppet creations and lesson plans as
models of engaging and pedagogically sound puppetry practices.

Instruct student teachers to implement their puppet-based activity in a real or simulated early
childhood setting, observing the children's reactions to and interactions with the puppets.
Encourage them to reflect on the effectiveness of the activity in achieving its educational goals
and to gather feedback for refining their puppetry practices.

Conclude the subchapter by reinforcing the value of puppets as versatile educational tools that
can significantly enhance early childhood education by supporting storytelling, imaginative play,
and interactive learning. Highlight the progression to more advanced topics in literacy education,
encouraging student teachers to continue exploring diverse and creative methods to enrich their
teaching practice and foster holistic development in young learners.
3.36 Types of Puppets

Begin by presenting a diverse array of puppet types to the student teachers, including hand
puppets, rod puppets, marionettes, shadow puppets, and ventriloquist dummies. Arrange an
interactive exhibition where each type of puppet is displayed alongside brief descriptions of its
history, mechanism, and typical use in storytelling or educational settings. This setup aims to not
only familiarize student teachers with the wide variety of puppets available but also to inspire
them by showcasing the creative potential each puppet type holds.

Engage student teachers in a matching activity where they pair puppet types with their
characteristics, uses, and advantages in educational contexts. This exercise assesses their initial
understanding of the diverse puppetry forms and their applicability in engaging young learners
across different learning scenarios.

Outline the characteristics, benefits, and educational applications of each puppet type. Discuss
how specific puppet types can be effectively utilized to achieve various teaching objectives, such
as storytelling, language development, social-emotional learning, and creative expression.
Highlight the importance of selecting the appropriate puppet type based on the lesson's goals, the
age group of the learners, and the content to be delivered.

Facilitate a hands-on workshop where student teachers experiment with manipulating different
types of puppets. Offer them the opportunity to practice storytelling or conduct a mini-lesson
using their chosen puppet type, encouraging creativity and exploration of the unique features of
each puppet. This session allows student teachers to gain practical experience and confidence in
using puppets as educational tools.

Host a discussion focused on the pedagogical considerations when integrating various types of
puppets into the curriculum. Explore topics such as the logistical aspects of using large or
complex puppets in the classroom, strategies for maximizing student engagement with different
puppet types, and tips for puppet care and maintenance. Share experiences and best practices for
incorporating puppetry into diverse educational settings.

Challenge student teachers to develop an activity plan that incorporates the use of a specific type
of puppet, tailored to a particular learning objective and student group. The plan should detail the
puppetry technique to be used, the interaction pattern between the puppet and students, and the
expected outcomes of the activity.

Summarize the exploration of puppet types by highlighting the key learning points, practical
experiences, and innovative ideas generated during the workshop and discussions. Showcase
examples of effective puppet use designed by student teachers, emphasizing the adaptability and
impact of puppetry in education.

Instruct student teachers to implement their puppet-based activity in a classroom setting,
encouraging them to focus on the delivery technique and the educational impact of using the
chosen puppet type. They should observe student responses and engagement, gather feedback,
and reflect on the effectiveness of the puppetry in achieving the lesson's objectives.

Conclude the subchapter by reinforcing the significance of choosing the right puppet type for
educational purposes, underlining how puppetry can enrich the learning environment by
fostering creativity, engagement, and comprehension. Highlight upcoming topics that further
explore advanced literacy and educational strategies, preparing student teachers for continued
growth and innovation in their teaching practice.
3.37 Materials and Tools to Make Puppets

Begin this segment by organizing a creative workshop space filled with a variety of materials
and tools for puppet making, including fabrics, yarns, buttons, glue, paint, and recyclable
materials. Introduce the session with a brief overview of puppet construction basics, showcasing
examples of homemade puppets to inspire student teachers and set a tone of creativity and
possibility.

Engage student teachers in a discussion or a quick quiz to assess their prior knowledge of puppet
making, including familiarity with different materials, tools, and techniques. This initial activity
aims to identify their starting point and any learning gaps, providing a foundation for tailored
instruction in puppet construction.

Discuss the key competencies required for making puppets, emphasizing the selection of
appropriate materials and tools based on the puppet type, design complexity, and intended use in
educational settings. Highlight the importance of considering durability, safety, and ease of
manipulation when choosing materials and designing puppets. Incorporate practical tips and
guidelines to help student teachers make informed decisions during the puppet-making process.

Facilitate a hands-on puppet-making workshop where student teachers are guided through the
process of creating their puppets, from concept development to final assembly. Encourage
exploration and experimentation with different materials and tools, allowing for individual
creativity and design preferences to shine. Provide step-by-step demonstrations of basic
construction techniques, ensuring student teachers gain practical experience and confidence in
puppet making.

Conduct a reflective discussion on the challenges and successes encountered during the puppet-
making process. Explore topics such as sourcing eco-friendly and cost-effective materials,
overcoming technical difficulties in construction, and customizing puppets to fit specific
educational themes or stories. Share solutions and alternative approaches to common puppet-
making challenges, fostering a collaborative learning environment.

Assign student teachers to design a lesson plan or activity that incorporates the use of their
handmade puppets, focusing on how the puppet's design and features can enhance the
educational experience. The plan should outline the learning objectives, puppetry techniques to
be employed, and methods for engaging students with the puppet.

Review the session by summarizing the essential aspects of puppet making, from material and
tool selection to construction techniques and educational application. Highlight the creative
puppet designs produced by student teachers and the innovative lesson plans developed,
emphasizing the pedagogical value of integrating handmade puppets into teaching and learning.

Instruct student teachers to implement the puppet-based activity in their lesson plan within a
classroom or educational setting. They should observe the interaction between students and the
puppet, assessing the impact on engagement, comprehension, and learning outcomes. Encourage
them to gather feedback and reflect on the puppet's effectiveness as an educational tool.
Conclude the subchapter by reinforcing the importance of custom-made puppets in enriching the
educational environment, highlighting their role in fostering creativity, storytelling, and active
learning among students. Encourage student teachers to continue exploring and refining their
puppet-making skills, integrating diverse and innovative puppetry techniques into their future
teaching practice.
3.38 Puppet Making

Kick off this session by displaying an inspiring collection of puppets made from various
materials, showcasing the creativity and diversity achievable in puppet making. This visual
presentation aims to stimulate imagination and encourage student teachers to think beyond
traditional puppet designs, setting a foundation of creativity and innovation.

Facilitate a pre-session activity where student teachers share their initial thoughts and
experiences with puppet making, perhaps through a collaborative mind map or a casual
discussion forum. This activity assesses their comfort level with crafting, their previous
experiences with puppetry, and their expectations for integrating puppet making into educational
settings.

Outline the essential skills involved in puppet making, including design planning, material
selection, crafting techniques, and character development. Discuss the pedagogical value of
involving young learners in puppet making, such as promoting fine motor skills, enhancing
creativity, and facilitating storytelling opportunities. Highlight the integration of puppet making
into various curriculum areas, reinforcing the educational benefits with examples from classroom
practice.

Organize a hands-on puppet making workshop, providing a variety of materials and guiding
student teachers through the process of creating their own puppets. This workshop should
encourage exploration of different puppet types and techniques, offering support and guidance
while allowing for individual creativity and expression. Emphasize the storytelling potential of
the puppets being created, linking the craft to educational outcomes.

Host a debriefing session where student teachers discuss the challenges and discoveries they
encountered during the puppet making process. Explore ways to adapt puppet making activities
for different age groups and learning environments, addressing considerations such as material
safety, complexity levels, and classroom management. Share strategies for overcoming common
obstacles and maximizing the educational impact of puppet making activities.

Challenge student teachers to develop a lesson plan or a project that incorporates puppet making
into the learning objectives. This plan should detail the materials needed, step-by-step
instructions, and ideas for using the completed puppets in further classroom activities, such as
storytelling or role-playing, to deepen learning experiences.

Summarize the key aspects of puppet making covered in the session, highlighting the creative
work produced by student teachers and the potential applications in educational settings. Use
examples of completed puppets and proposed lesson plans to illustrate the session's outcomes,
emphasizing puppet making's role in fostering creativity, communication, and learning.

Instruct student teachers to implement a puppet making activity from their lesson plan with a
group of students, focusing on the educational goals and the engagement process. They should
observe the students' interactions with the materials and the puppets, collecting insights on the
activity's impact on creativity, literacy skills, and social interactions.

Conclude the subchapter by emphasizing the enriching role of puppet making in education,
highlighting its capacity to integrate arts into the curriculum and support a wide range of learning
objectives. Encourage student teachers to continue exploring creative and innovative ways to
incorporate puppet making and puppetry into their teaching practices, fostering engaging and
holistic learning experiences for their students.
3.39 Planning Puppet Shows

Initiate this module by presenting an array of captivating puppet shows, ranging from simple
classroom performances to sophisticated theatrical productions. Use videos or live
demonstrations to illustrate the diversity and potential of puppet shows as engaging educational
tools. This introduction aims to inspire student teachers by showcasing the dynamic storytelling
and creative expression achievable through puppetry.

Engage student teachers in a reflective discussion or interactive survey to assess their prior
experience with and perceptions of puppet shows, including any experiences in planning,
performing, or viewing puppet shows. This assessment helps to gauge their comfort level with
puppetry as a performance art and their understanding of its educational applications.

Discuss the key components involved in planning and executing a successful puppet show,
including story selection or creation, scriptwriting, puppet and set design, rehearsal strategies,
and audience engagement techniques. Emphasize the importance of clear educational objectives,
such as reinforcing literacy skills, teaching social-emotional concepts, or exploring curricular
themes through puppetry.

Facilitate a hands-on workshop where student teachers work in small groups to plan a mini
puppet show. Provide guidance on developing a cohesive storyline, creating or selecting
appropriate puppets, and devising simple yet effective staging and performance techniques. This
collaborative activity allows student teachers to apply the planning competencies discussed,
fostering creativity and teamwork.

Convene a session to discuss the challenges and solutions in puppet show planning and
execution, such as addressing diverse learning needs, managing logistical constraints, and
ensuring cultural sensitivity and inclusivity in puppet shows. Share strategies for leveraging
puppet shows as powerful, interactive learning experiences and for integrating them into various
educational contexts.

Challenge student teachers to individually or collaboratively develop a detailed plan for a puppet
show that aligns with specific learning objectives and is suitable for their target student audience.
Encourage them to consider all aspects of the production, from scripting to performance, and
how the puppet show can effectively convey educational content.

Review the exploration of planning puppet shows by summarizing the session's key insights,
including the creative planning process, the pedagogical considerations discussed, and the
potential impact of puppet shows on student learning and engagement. Highlight exemplary
puppet show plans as models of how puppetry can be innovatively used in education.

Instruct student teachers to execute their puppet show plans in a classroom or educational setting,
focusing on delivering a meaningful and engaging performance that meets the outlined learning
objectives. Encourage them to observe the audience's reaction and gather feedback to evaluate
the effectiveness of the puppet show as an educational tool.

Conclude the subchapter by emphasizing the unique value of puppet shows in enhancing
educational experiences, fostering creativity, and engaging students in active learning. Highlight
upcoming topics that will build on this foundation, encouraging student teachers to continue
exploring diverse methods of incorporating puppetry and other creative arts into comprehensive
teaching strategies.
3.40 Making Arrangements and Planning a Stage

Start this module by inviting student teachers to explore various stage setups for puppet shows,
utilizing images, videos, or live demonstrations. Highlight how different arrangements can create
unique storytelling atmospheres, from simple classroom corners to elaborate theatrical stages.
This introduction aims to inspire student teachers by showcasing the transformative power of
staging in enhancing the puppet show experience.

Conduct an interactive session where student teachers discuss their previous experiences with
stage arrangements for performances, focusing on what worked well and what challenges they
encountered. This discussion helps to assess their baseline understanding of stage planning and
its impact on performance effectiveness.

Discuss the key elements involved in planning and arranging a stage for puppet shows, including
considerations of space, lighting, sound, audience sightlines, and puppet manipulation ease.
Highlight the importance of aligning stage arrangements with the puppet show's educational
goals, ensuring that the setup supports the story's delivery and engages the audience effectively.

Facilitate a hands-on workshop where student teachers design a stage setup for a hypothetical
puppet show. Provide materials for creating miniature stage models or sketches, encouraging
exploration of creative and practical solutions to staging challenges. This activity allows student
teachers to apply theoretical knowledge to tangible stage planning, fostering creativity and
problem-solving skills.

Convene a session to discuss strategies for making the most of available spaces and resources for
stage arrangements. Explore topics such as adapting stage setups for different classroom sizes,
utilizing technology for enhanced storytelling (e.g., sound effects, lighting), and ensuring
accessibility and inclusivity in the audience's experience. Share experiences and best practices
for creating engaging and functional stages for puppet shows.

Challenge student teachers to develop a comprehensive plan for a puppet show that includes
detailed stage arrangements, considering the intended story, audience, and educational
objectives. Encourage them to think creatively about using classroom materials, technology, and
student involvement in the stage setup process.

Review the exploration of stage planning by summarizing the session's key insights, including
the principles of effective stage arrangement, the creative solutions developed in the workshop,
and the discussions on maximizing the impact of staging on storytelling. Highlight exemplary
stage plans as models of innovative and educationally supportive puppet show setups.

Instruct student teachers to implement their stage arrangement plans in a classroom or
educational setting, conducting a puppet show that reflects their planning and design efforts.
Encourage them to observe the setup's impact on the performance and audience engagement,
gathering feedback to assess the success of their staging choices.

Conclude the subchapter by emphasizing the critical role of thoughtful stage planning in creating
memorable and effective puppet shows for educational purposes. Highlight the continuation of
exploring creative and interactive teaching strategies, encouraging student teachers to integrate
their knowledge of puppetry, storytelling, and stage design into broader educational contexts.
UNIT 1: DEVELOPMENT OF LANGUAGE
3.1 What is Language?
3.1.1 Stages of Language Development
3.1.2 Factors Influencing Language Development
1.0 INTRODUCTION
A major part of being human is the variety of ways in which we communicate by using sounds
and words in speaking. We express our thoughts and feelings to others either in vocal or written
form by means of language. Language is an important factor in the development of a child’s
personality.
In this unit, we would be discussing the meaning of language and its stages of development in
early years. We shall also examine how we can foster or enhance language development in the
early years of the child’s development.
2.0 OBJECTIVES
By the end of this unit, you should be able to:
(a) Define what language is
(b) Name and describe the stages of language development
(c) Name and describe the factors that influence language development.
3.1 What is Language?
You already know that a major part of being human is the variety of ways in which we
communicate through language by using sounds and words in speaking or singing, writing to
others and reading what others have written. Language is a phenomenon that distinguishes
human beings from lower animals. Can you try and imagine why this is so? Yes, you can.
Human beings express themselves using a system of vocal conventional signs characteristic of
the interaction of one or more communities of human beings. Kluckorn (1972) defined language
as “the body of words and combination of words used by a nation, people or race for the purpose
of communicating their thoughts”. Language is important because skilled communication
underlies most successful human interaction while failed communication can lead to unpleasant
misunderstandings, rifts and even war. Can you pause and think why this is so? The answer is
not far-fetched. It is because human beings are social animals. Human beings are the only
animals to acquire a highly developed and complex system of communication. We live with
others, depend on them and they depend on us for survival. It is very important therefore that
children acquire language at early years to be meaningful members of their community.
Exercise
1. What distinguishes human beings from lower animals is ________.
2. What is language?
Answer:
1. Language
2. Language is the system of using sounds and words to communicate our thoughts and
feelings to others and have same communicated to us by others.
3.1.1 Stages of Language Development
Have you ever imagined how a child learns to talk and how he/she comes to understand other
people’s speech? In fact, learning to talk and to understand other people’s speech is one of the
most complex things a child has to do. One of the most remarkable aspects of a child’s
development is the growth in his/her ability to use and understand language. What the child
needs to do is to start with skills that enable him/her to understand and talk. These skills are
embedded in comprehension and production of language which culminate in language
acquisition. Details of which will be discussed in the next unit.
The stages of rudimentary language development is as yet not fully understood. However, certain
stages have been identified as those that a child goes through in the process of acquiring the
skills for hearing, understanding and speaking. These stages are as shown in Chart I and II
below:
CHART I
Hearing Talking
Understanding
Birth – 3 • Startles to loud • Makes pleasure sounds
sounds
months (cooing)
• Quiets or smiles
• Cries differently for different needs
when spoken to
• Smiles when she sees you
• Seems to
recognise some • Babies using two syllable sounds
voices and
quiets if crying
• Increases or
decreases sucking
behaviour in
response to sound
4 – 6 months • Moves eyes in • Babbling sounds more speech-like with

direction of sounds many different sounds
• Responds to including p, b and m

changes in tone of
• Vocalizes excitement, and displeasure
your voice
• Makes gurgling sounds when left alone
• Notices toys that
and when playing with you
make sounds
• Pays attention to
music
7 – 12 months • Enjoys games like • Babbling has both long and short groups of
peek-a-boo and sounds such as “tata upup bibibibi”
• •
pat-a-cake Uses speech or non-
• •
Turns and looks in crying sounds to get and keep attention
• •
direction of sounds
• Listens when Imitates different speech sounds
spoken to Has 1 or 2 words (bye-
Recognises words bye, dada, mama) although these may not

for common items
be clear
like cup, shoe
Begins to respond to
requests (“come
here”, “want
more”)
Source: http//www.readingrockets.org/articles/5129.
Let us have a closer look at chart 1 and discuss the stages of the rudimentary language
development of the child in the early years.
Stage I: Birth to 1 Year
From the chart, we see that from birth to three months, babies engage in a wide range of
vocalisation. They try out many sounds. Can you identify such sounds from your experience
even without looking at the chart? Here is a list of such sounds:
1. Crying: This is the first of the sounds babies make.
2. Cooing: Cooing is a series of soft mainly vowel sounds which seem to be produced when
the baby is relaxed and contented.
3. Gurgling sounds: These involve consonant as well as vowel sounds. Sounds such as ‘ah’,
‘eh’ could be distinguished.
4. Babbling: Babbling follows the gurgling sounds. Babbling unlike cooing which seems
unstructured is actually highly structured. Babbling are two syllable sounds like da-da, ka-ka,
di-di, je-je where the second syllable is a repetition of the first.
Stringing sounds together: At this stage of language development, infants begin to string sounds
together, repeating the same sound patterns. He/she begins to take greater interest in the human
voice speaking to him. He/she begins to vary the itched volume of vocalization just as in real
speech.
Demonstrate these actions in turn.
Exercise
1 Name two ways you tell that a three-month-old baby hears?
Answers
(a) He/She startles to loud sounds.
(b) Quiets or smiles when spoken to.
2 What is a cooing sound?
Answer
It is a sound a child makes when he is contented.
3 Examples of babbling sounds are Answer
ta-ta, ka-ka
There is evidence that young children on their own practice their language usage just as adults do
when learning a foreign language. Weir (1962), a child psychologist described her study on the
language development of her own child. She collected tape recordings of her 2½ year old son’s
nighttime monologues – the sounds he made just before falling asleep. She found that in the
course of his monologue he would play with words, practice using them in different ways, drill
himself on sounds and work on correcting errors of pronunciation.
This revelation supports the fact that in the earliest stages of language comprehension, children
are primarily trying to sort out the blur of sound around them into discrete sounds or group of
sounds. Infants must first discriminate among the sounds swirling around them and pick out
those that seem to recur.
In order to actually comprehend a word or phrase, children must be able to associate it with an
object, action or situation. The discrimination and the association probably occur simultaneously
and are part of the same process. For example, when a mother brings her baby a bottle, she will
probably say something like “Here’s your bottle” or “Want your bottle now?”. The baby will
gradually pick out some of these sounds as being distinctive in some way and as being associated
with a particular object, action or situation.
What we have so far studied is how babies hear, understand and talk from birth to 12 months.
Let us go further to examine stages 2, 3, 4 and 5 of language development which are between 1
and 5 years as shown in Chart II below. The chart is self-explanatory. 1-2 years is stage 2, 2-3
years is stage 3, 3-4 years is stage 4 and 4-5 years is stage 5. Read each of these stages in the
chart and try to relate what you read to what you know of children’s language development.
Chart II
Hearing Understanding Talking
1 – 2 years • Points to a few • Says more words every month

body parts when asked
• Uses some 1–2-word questions (“Go,
• Follows simple bye-bye”, What’s that?)
commands and
• Puts two words together (“mommy
understands simple
book”)
questions (“Roll the
ball”, “kiss the baby”, • Uses many different consonant sounds
“where’s your shoe?”) at the beginning of words
• Listens to simple
stories, songs, and
rhymes
• Points to pictures in
a book when named
2 – 3 years • Understands • Has a word for almost everything

differences in meaning
(“go-come”, “in-on”, • Uses 2-3 word
“big-little”, “up-down”)
“Sentences” to talk about and ask for things
• Follows two
• Speech is understood by familiar
requests (“Get the book
listeners most of the time
and put it on the
table”). • Often asks for or directs attention to
object by naming them
3 – 4 years • Hears you when • Talks about activities at school or at

you call from another friends’ homes
room
• People outside family
• Hears television or
radio at the same usually understand

loudness level as other
child’s speech
family
Uses a lot of sentences that have four or
members
more words
•
Understands simple,
Usually talks easily without repeating
•
“Who?”,
syllables or words
“what?”,
“Where?”, “why?”
• questions
4 –5 years • Pays attention to a • Voice sounds clear like other children’s

short story and
• • Uses sentences that give lots of details
answers simple
(e.g. “I like to read my books”) Tells
questions about it. •
stories that stick to topic
Hears and understands •
Communicates easily with other children
most of what is said at
and adults
home and in school
• Says most sounds correctly except a few
like l, s, r, v, z, ch, sh, th
3.1.2 Factors Influencing Language Development in the Early Years.
A number of factors affect language development. Let us discuss some of these briefly.
(a) The level of intelligence: As a rule, sub-normal children learn to talk much later than
children of normal or superior intelligence. However, some bright children learn to talk late
and it by no means follows that a child who is late in talking will be mentally retarded.
(b) Stimulating cultural background: There is a tendency for children who come from
homes where there are books and cultural interests to be spoken to and read to often and to
be told stories. These activities greatly help children. Many studies show that children born
in unstimulating environment show retardation in language development.
(c) A good pattern of adult speech: Adults should give up using ‘baby talk’ when speaking
to children more than a year. In particular, they should make explicit what it is they intend to
say. Adults should use language correctly when talking about spatial and temporal
relationships to children and when describing to children objects persons or events not
actually present.
(d) Adults Encouragement: Adults can help children by encouraging them to imitate them
and to try out new words/sentences. They can help even more by encouraging children to
use language correctly when dealing with spatial and temporal relationships and when
describing situations not actually present.
(e) There is some evidence to suggest that rapid motor progress such as progress in walking
may hinder language development for a short while.
Exercise
1 List the factors that can influence language development in early years.
4.0 CONCLUSION
Language is a tool that distinguishes human beings from other animals. The development of
language is an important aspect of child development. A knowledge of the stages of language
development and the factors that influence these will help you as a teacher of children.
5.0 SUMMARY
In this unit, we examined the definition of language, the stages of language development and
also the factors that influence language development in the early years. You will learn more in
the next unit.
6.0 TUTOR-MARKED ASSIGNMENT (TMA)
1(a). Define language.
(b). Describe the first four stages of language development in human beings.
2. Explain three factors that affect language development in the early years.
7.0 REFERENCES/FURTHER READINGS
Harvey, (1975). Child Psychology for Self-study or Classroom Use. Canada: John Wiley and
Sons Inc.
Lennberg, E.H. (1964). The Acquisition of Language: Mongr. Social Research Child
Development. 29 (1)
Maduewesi, (1999). Early Childhood Education: Theory and Practice. Lagos: Macmillan
Nigeria Publishers Limited.
Todd, G.A. and Palmer, G. (1968). Social Reinforcement of Infant Babbling; Child
Development. 39, 591-596.
Weir, (1962). Language in the Crib. The Hague: Mouton.

UNIT 2: THE PROCESS OF LANGUAGE ACQUISITION
3.1 What is Language Acquisition?
3.1.1 Is Language Acquired or Innate?
3.1.2 The Process of Language Acquisition
1.0 INTRODUCTION
In Unit 1, we discussed among other things that language is the system of sounds and words used
by humans to express their thoughts and feelings. You also learnt about the ages at which most
children accomplish skills in hearing, understanding and talking. We discussed the factors that
influence language development in humans.
In this unit, we shall be discussing the process of language acquisition. This we would do by
examining what language acquisition is and whether language is innate and how we can foster
language development.
2.0 OBJECTIVES
 Explain the meaning of language acquisition
 Explain whether language is innate or acquired.
 Give examples of means of fostering language development.
3.1 What is Language Acquisition?
When we speak of language acquisition, we mean the learning of language for comprehension
and production. Language comprehension refers to how much a child actually understands of
what is spoken. Comprehension begins from birth. A child hears and understands a language
before he can speak it. From birth babies acquire speech sounds from the environment. The
volume of speech sounds acquired depends upon the frequency of speech sounds in the
environment and the child’s level of maturation. Language production on the other hand refers to
a child’s ability to use language. When a baby is born, he/she makes sounds and those that he
hears adult use become incorporated into his language. The more a child hears adults and other
children in his environment speak a language the more chances he has of developing the
language.
Psychologists have discovered that a child understands more words than he/ she actually uses,
that is children usually comprehend much more than they actually produce. Playing with a child,
talking to him, reading to him and letting him listen to music, radio and television will stimulate
a child’s language development.
Exercise
(a) Name and describe three ways you can help a child develop his language.
(b) Briefly describe the process of language acquisition.
3.1.2 The process of Language Acquisition
At about 1 to 1½ years, children begin to utter single words that refer to specific things they have
had contact with. They talk predominantly about food, people, parts of the body, etc. As they
use these words, they become aware of their roles in communicative settings.
Between 1½ and 2½ years, children start to combine single words into 2word utterances. The
utterances reflect an appreciation of the roles of agent, object and location. The Child’s use of
language at this time is limited. The child for instance leaves out articles like ‘the’, auxiliary
verbs like ‘is’ and prepositions like ‘on’ and puts in only those words that carry the most
important meaning. Despite their brevity, these utterances express most of the basic functions of
language such as locating objects – “see toy”, describing actions “mama go”, etc.
Children progress rapidly from two-word utterances to more complex sentences. Clearly, they
do not just acquire a longer and larger vocabulary, they also learn more about how words are
combined into sentences to express their thoughts and feelings more clearly.
Children also learn to use certain morphemes (internal structure and formation of words) that are
critical for making sentences grammatical. Examples ‘ing’ (added to verbs to form the
progressive e.g. picking), ‘ed’ (added to regular verbs to form the past – picked), ‘s’ (added to
nouns to form the plural – ‘girls’ and added to verbs in the present tense for the third person
singular – the girl picks the doll).
From the above, we see that children progress from one-word utterances about agents, objects
and places that they know to two-word utterances. Then, they begin to elaborate their noun and
verb phrases, adding conjunctions and acquiring the appropriate grammatical morphemes.
According to Mussen (1974), structural pattern of speech in the early years is as follows:
• At 18 months, nouns and interjections make up 60% of the child’s utterances.
• At 2 years, the child’s sentence has 12 words, states simple requests and description and
the sentence lacks auxiliaries, articles, connectives and prepositions.
• At 2–3-year, child’s speech consists mainly of nouns, verbs, adjectives, a few pronouns
and hardly any connectives.
• At 3-4 years, child’s distribution of parts of speech in his conversion approximate that of
adults.
• At the age of 4, children use complete sentences 6-8 words long, complex and complete
with plurals past and future tenses. (Mussen,
1976 quote Maduewesi, 1999)
4.0 CONCLUSION
The importance of language in communication makes it necessary that children should be

provided opportunities to acquire it. Both the environment and the innate abilities of the child
should be stimulated to encourage language development.
5.0 SUMMARY
In this unit you learnt what is involved in language acquisition process. You learnt of two views
of language development namely biological and through the environment. We looked at whether
the child develop language solely as a result of environmental stimulus or solely from genetic
inheritance. Although psychologists differ in these views, you can make a number of
observations that transcend theory and provide practical information as caregivers and teachers.
1. Name and describe four means you could use to stimulate language development in
children.
2. (i) Is language innate or acquired?
(ii) Give two reasons for your answer.
Brown, R. (1973). A First Language: The Early Stages. Cambridge Mass: Harvard University
Press.
Chomsky, N (1975). Reflections on Language. New York: Random House.
Crain, S. (1992). Language Acquisition in the Absence of Experience.
Behavioural and Brain Sciences.
Unit 3:THE ROLE OF LANGUAGE IN EARLY YEARS
3.1 Language Use

3.1.1 Children Use Language to Communicate
3.1.2 Children Use Language to Regulate and Control Behaviour
3.1.3 Children Use Language to solve Problem
1.0 INTRODUCTION
In Unit 2, you learnt about language acquisition, language levels and the various views of
psychologists on how children acquire language. I hope you have been able to take a position
after a critical examination of these various views. In this unit, you will learn how children use
language to communicate, regulate and control their behavior and perform tasks.
2.0 OBJECTIVES
(i) Discuss language as a communication tool and
(ii) Explain how children use language to control and regulate behaviours.
(iii) Explain how children use language to solve problems.
3.1.1 Language Use
Language is a prerequisite to establishing understanding and cooperation at all levels of social

relationships. It is closely linked with the processing of thinking and behavioral development of
the child. It is a very important factor in the overall development of a child’s personality.
Children use language for a number of purposes such as: to communicate, regulate and control
behaviour and to solve problems.
3.1.1 Children Use Language to Communicate
If I ask you to name the primary function of language, I am very sure that most of you would say
“communication”. If that is your answer, you are correct. The basis of communication is that
two people are talking about the same subject and two of them are being influenced by what the
other person says about the subject. However, Jean Piaget, a developmental psychologist who
studied in detail the developmental changes in children's communication made it clear that a
child’s first words are egocentric that is, the words are centred on his own interests and actions.
He argues that in the early years, children’s communication centres on those things they have
experienced through their senses and which are directly of personal interest to them.
Look at this example:
Two children are playing together and talking. Let us listen in.
Uche: I am playing with my ball.
Ify: My doll is sleeping.
Uche: This ball is too big for me.
Ify: I will cover my doll with cloth.
• Are Uche and Ify talking about the same subject? The answer is No.
• Is either one influencced by what the other is saying? The answer is also No.
The above are examples of speech that are egocentric.
Piaget has a term for speech that does not communicate. He refers to it as egocentric speech.
When children below age 4 talk, they often do not communicate. Lev Vygotsky (1962)
corroborates this by saying that infants begin to develop speech without understanding that its
purpose is to communicate. They develop a self-centred speech that only gradually becomes
other centred when they realize that communication is two way.
Piaget noted that as children grow older, they use speech more and more to exchange ideas and
information. This kind of speech, that is speech that actually communicates something, he called
sociocentric speech. Let us listen to the conversation of two other children.
Olu: This is how to draw a ball.
Bola: You draw a circle then --- what?
Olu: Then, you draw a semi-circle up and down the circle.
Bola: Yeah. I get it now.

In this conversation, the two children are talking about the same subject (drawing a ball) and
each is influenced by what the other says. So, for two people to be communicating, they must be
talking about the same subject and being influenced by what the other person is saying.
Lev Vygotsky argues that it is the adults in the children’s environment who encourage the
transition from speech as a private toy (egocentric) to speech as a social tool (socio centric).
The 1st step in this transition process begins when children start to understand something of what
adults say to them even if they are unable to communicate themselves. With repeated
interactions, children begin to pick up adult meanings and use them.
3.1.2 Children Use Language to Regulate and Control Behaviour/ Actions
Another way in which children can use language is to regulate and control their behavior. A
Russian Psychologist A.R. Luria performed an experiment with some children to demonstrate
how this works. He showed the children a red light and a green light and instructed them to
press a rubber bulb when the red light comes on, but not to press it when the green light comes
on. Children’s natural tendency is to press the bulb anytime a light comes on. What they must
do is inhibit the pressing response whenever the green light comes on. This experiment was
designed to help them regulate their actions by stopping themselves from responding to one of
the lights. The result of that experiment showed that language aided children in performing their
task. Children who could say to themselves: “don’t press when the green light comes” did better
than children who did not use language in this way. This experiment demonstrates that children
can use language to regulate and control their own actions. However, children’s ability to use
language to regulate their behavior increases with age.
Let us look a little more closely at how language works in regulating and controlling behavior.
Some psychologists say that language is itself a response. Example: When a 1½ year old child
sees a dog, the child’s response might be to touch the dog, pull its hair, etc. But a 3-year-old
might say dog or doggie. In each case, the child has made a response to the sight of the dog. But
the language response is the response of the three-year old that says doggie/dog.
Psychologists went further to prove that when a verbal or language response intervenes somehow
between the stimulus and response, it is called a verbal or language mediator. This verbal
response mediates or alters in some way the person’s behavior. It shows that a verbal mediator is
a verbal response that has an effect on a person’s behaviour.
Example: A child’s natural tendency is to pat a dog or pull its tail or touch it in some way. If
after saying “doggie bites”, a child stops himself from touching the dog or withdraws his hand,
we will conclude that the child’s utterance “doggie bites” has altered the child’s behaviour.
Verbal mediators can be spoken by a child to himself/herself. Either way, these responses have
an effect on the child’s behaviour or actions.
Exercise
(a) Here is a scenario where you have two four-year-old children who know that
stoves are hot and can burn them. Child A: The Stove can burn me Child B: ……... (Does
not say anything).
For which of the children will the verbal mediator have an effect on the ultimate behaviour?
Answer: Child A
(b) Distinguish between egocentric and sociocentric speech.
3.1.3 Children Use Language in Thinking to Solve Problems.
Psychologists say that as children get older, more and more of their language use is for thinking
and solving problems. That is when older children ‘tell’ themselves what instructions are, how to
behave in certain situations or how to perform certain tasks. They use language to think, to
observe, to direct their actions etc.
4.0 CONCLUSION
Children like all human beings use language for various purposes. From using language for
egocentric purposes to using it for sociocentric purposes and for regulating their actions. The
adults must ensure that children are helped.
5.0 SUMMARY
In this unit, you have learnt that effective use of language is a prerequisite to understanding and
cooperation at all levels of social relationships. That children use language to communicate and
regulate and control their behaviours as well as develop their thoughts and solve problems.
1. For two people to be really communicating according to our definition, what must they
be doing?
2. When we say that much of the speech of four-year olds is ego centric, what does this
mean?
Luria, A.R. and Yudovich F. (1959). Speech and the Development Processes in the Child.
London: Staples (MacGibsbon and Kee).
Kendler, T.S. (1975). Development of mediating responses in children. in J.C. Wright and J.
Kegan (eds). Basic Cognitive Processes in Children. Monograph of the Society for Research in
Child Development. 28 (2) 33-52.
Unit 4: MOTHER TONGUE, ENGLISH LANGUAGE AND BILINGUALISM IN EARLY
YEARS
CONTENT
3.1 Mother Tongue in Early Years
3.2 Bilingualism in Early Years
3.3 English Language in Early Years
3.4 National Language Policy
1.0 INTRODUCTION
Language acquisition is made possible by the special adaptation of the human mind and the body
that occurs in the course of human development. Anyone can learn a language but some people
find it easier than others. Children for instance, generally have the facility to learn languages. In
this unit, you will learn about mother tongue, bilingualism and second language in early year
tongue, and the Nigerian educational policy on language.
2.0 OBJECTIVES
 Explain what mother tongue, second language and bilingualism are.
 Describe how children acquire the mother tongue and second language.
 Explain the National Language Policy.
3.1 Mother Tongue in Early Years

One’s own native language is called the mother tongue. It is the language one first learns to
speak as a child. Research results support that the mother tongue is the ideal medium of
instruction for a child living in its own language environment and that the child should be
educated in the mother tongue for as long as possible. This idea gained international support in
the middle of the 20th Century. Linguists met in 1951 at the UNESCO meeting and
recommended that children should begin their schooling through the medium of the mother
tongue. It was argued that children are maimed emotionally and intellectually when they are
taught in a language with which they are not familiar with.
Scholars like Fafunwa (1976) supported this idea. He argues that children would acquire a great
deal of habits, attitude and skills better and with a minimum of trauma if they are taught in the
language, they are most familiar with. He described the mother tongue as natural as the mother’s
milk which should be used to lay the foundation of teaching in order to facilitate development of
curiosity, initiative and flexibility in the child’s thinking. He opined that the child can build on
his learning even in another language. He saw the mother tongue as a base for learning
subsequent languages.
It has also been proven that the mother tongue facilitates understanding and internalisation of
concepts and promotes continuity in thinking.
Specialists have opined that the early use of the mother tongue tends to facilitate a person’s
expression of intelligence, capacity and adaptability. The language gains being envisaged are
revitalised including the acquisition of new vocabularies. If the mother tongue is used in the
school, Maduewesi (2000) says that the home and the school are brought close together and both
reinforce teaching done by the other.
The efficacy of the mother tongue as a medium of instruction has been demonstrated empirically
with the “Ife Six Year Primary School Project” sponsored by the Ford Foundation. For the above
reasons, the Nigerian government therefore says that the mother tongue should be used for early
years education.
Exercise
1. Suppose you are running a Nursery school, which language will you use as medium of
instruction? Give reasons for your choice.
3.2 Bilingualism in Early Years
People who can use two languages are bilingual. Are you bilingual? If yes How many
languages can you speak? Do you have friends or children who are bilingual? Children
especially can be bilingual. They can learn two languages at home for example if the parents are
from different ethnic groups and they both use their languages at home. Some children speak
both languages very well. Perfield and Roberts (1959) claim children under nine can learn up to
three languages. Early exposure to different languages activates a reflex in the brain allowing
Children to switch between languages without confusion or translation into L1. Children learn
or recover language when the left hemisphere of the brain is damaged or even surgically
removed but comparable damage in an adult leads to permanent aphasia. Most adults never
master a foreign language.
Many explanations have been advanced for children’s superiority; in language learning they can
exploit the special way that their mothers talk to them, they make errors unself-consciously, they
are motivated to communicate, they like to conform, they are not xenophobic or set in their
ways. Lenneberg (1967) asserts that if no language is learned by puberty, it cannot be learned
very easily in later years.
Speaking two languages is like any other skill. To do it well, children need lots of practice which
parents can help to provide. Without practice, it may be difficult for children to understand or
talk to people in both languages.
You may now ask how can children be taught to be bilingual. One sure way is to use two
languages from the start. For example, the mother tongue of the child could be used regularly at
home while the second language can be used regularly in the school. If it is at school, more than
two languages can be used. For example, the French teacher could speak in French regularly to
the child while the class teacher speaks in English regularly.
Children should be given opportunities to hear and practice using both languages. Such
opportunities should include:
(i) Conversation about interesting topics that constitute occasions to use relevant
words. Talking during meals or while riding the bus or in the car generates language
gains.
(ii) Book reading can be a rich source of new vocabulary and discussion of topics that
might never otherwise come up. Book reading though, benefits children’s language more
if it is interactive, giving the child a lot of chance to talk.
(iii) Quality of preschool settings is another key in promoting children’s language

development. Having a real, content-rich language curriculum can be a genuine help in
the endeavour.
(iv) Story telling
It has been observed that some Nigerian parents are biased about the use of the mother tongue in
favour of English language, the Nigerian lingua franca. They prefer their children to be
monolingual using English both at home and at school. They believe this to be aid to success in
schoolwork. Other Nigerians believe that two languages may cause speech or language problem.
Children all over the world learn more than one language without developing speech or language
problems. Bilingual children develop language skills just as other children do.
Exercise
1 People who can use two languages are said to be ________
(bilingual)
2. Explain why children can learn more than one language easily at the same time.
Answer
- They are motivated to communicate.
- They like to conform.
- They are not xenophobic.
- They are not set in their ways.
3. Explain how you could foster bilingualism.
Answer: Providing opportunities for

- conversation
- book reading
- quality pre-school programme.
3.3 English Language in the Early Years
In Nigeria, the second language is English for most people. The origin of English language into
the Nigerian school curriculum dates back to the introduction of Western formal education in
Nigeria in mid-19th century when the first primary school was established in Badagry. It was the
missionaries that brought Western formal Education to Nigeria. It was a means to an end.
Schools were established to equip the converts with the skills of reading the Bible, singing
hymns and reciting the catechism. English language thus occupied a prime position in the school
curriculum and it became the Nigerian National Language or Lingua Franca and the second
language of most Nigerians.
Why English is Nigerian Lingua Franca
First, there was the urgent need to equip converts to Christianity with communication skills in
English for evangelism purposes. Later when the explorers and the colonial administrators came
as a result of the opening up of the country, the demand increased and there was a rapid
development of the language. The importance of English in Nigeria derives mainly from its
utilitarian value to the colonial masters for purposes of administration and commerce. English
thus became the official language of administration and commerce. This resulted in the de-
emphasizing the multi-lingual, multi-ethnic character of the Nigerian nation which has over three
hundred well identified languages. Although one would have wished that Nigeria’s national
language was a Nigerian language, the global importance of English makes it an important tool
of communication in Nigeria.
Currently, in Nigeria, English is one of the most important school subjects.
It is a core subject both at the pre-primary and primary levels of education. It is also a school
subject at this level as well as a medium of instruction in primary school beginning from primary
four. Apart from its global importance, English is also of national significance in Nigeria. It
serves as a unifying factor in a country with so many languages. Because of its global and
national significance, it is very important that every Nigerian child is given adequate opportunity
to learn and use the English Language in addition to learning and using his mother tongue. To
have it otherwise would limit the Nigerian child’s opportunities to interact with others outside his
ethnic and linguistic environment. The ability of using English widens the horizon of the
Nigerian child.
3.4 National Language Policy
The Federal government policy on education stipulates that the medium of instruction will be
principally the mother tongue or the language of the immediate environment for the first few
years of primary school. It is necessary that the initial medium for teaching a child is his mother
tongue. Psychologically this makes sense because in his mind, words automatically form
expression and understanding. Sociologically it is a means of identification among the members
of the community to which the child belongs. Educationally, he learns more quickly through it
than through an unfamiliar language (UNESCO, 1953).
In recent times, several writers and educators have already articulated the need for the use of
mother tongue as a medium of instruction in Nigeria. Afolayan (1973), Awoniyi (1979), Fafunwa
(1977), Ubahakwe (1980), Bajah, Onocha, Apkala (1983), Obemeata (1987) are examples among
many others.
As desirable as this policy statement is, there are some technical and pedagogical problems
associated with the use of mother tongue as a medium of instruction in Nigeria. Such problems
include that
1. Few Nigerian languages have developed orthography for writing them.
2. Very few of the languages have textbooks written in them. In other words, school
subjects are not written in Nigerian languages especially for the pre-primary level.
3. There are sometimes conceptual problems resulting from the differences in the mode of
thought in Nigerian languages and in English.
To solve some of the above problems, the Federal government plans to:
(a) Develop the orthography of many more Nigerian languages;
(b) Produce textbooks in Nigerian languages. Some of these developments are already being
pursued by the Nigerian Educational Research and Development Council (NERDC).
Despite the educational policy on the use of the mother tongue as the medium of instruction,
many Nursery schools in Nigeria use English as a medium of teaching and learning. The
proprietors of these private nursery schools argued that, it is the desire of their clients to see their
wards proficient in English language and they have to satisfy their clients.
The other reason why the Nursery schools use English in spite of the National Policy is that
English is the language of business and transaction. It is the language of examination, interviews
and textbooks. It follows that the sooner one learns English language, the more advantaged one
is.
Question
What is your position about the use of mother tongue in teaching the Nigerian child.
Exercise
What are the problems militating against the use of mother tongue as medium of instruction in
Nigerian schools?
Answer
1. Only few Nigerian languages have developed orthography for writing the language, a
majority are yet to be developed.
2. Many of the languages do not have textbooks written in them.
3. There are some conceptual problems resulting from the differences in the mode of
thought in Nigerian languages and in English.
4.0 CONCLUSION
Anyone can learn a new language but children find it easier than adults to learn a new language.
This is because children are motivated to communicate more often than adults. They like to
conform and they are not set in their ways like adults. They opportunities are provided through
conversation, book reading and quality pre-school programme, children master the mother
tongue and any other language very well.
5.0 SUMMARY
In this unit you learnt about bilingualism, mother tongue and English and the issues involved in
children’s acquisition of these in the early years.
1. Discuss the importance of bilingualism for a Nigerian child.
2. Why will you advocate the use of mother tongue in the early years?
Hess, R and Shipman, Virginia (1970). Parents as Teachers in Piaget’s Theory Applied to an
Early Childhood Curriculum, edited by Celia S. Lavatelli Boston. American Science and
Engineering, Inc. pp. 59-61.
Socolou, Judith (1971). General Editor, Early Childhood Education Project. New York: The
Modern Language Association of America.
Federal Government of Nigeria (2004). The National Policy on Education.
Lagos: Federal Ministry of Education.

MODULE 2
THEORIES OF LANGUAGE ACQUISITION
Unit 1 Behaviourist Theory of Language Acquisition
Unit 2 Vygotsky’s Cultural/Cognitive Theory of Language Acquisition
Unit 3 Maturationist Theory of Language Acquisition
Unit 1:Behaviourist Theory of Language Acquisition CONTENT
3.1 Behaviourist Theory
3.1.1 The Behaviourist View About Language Acquisition
1.0 INTRODUCTION
A theory is a systematic attempt to organize and interpret observations. A theory is best judged
not in terms of accuracy and truthfulness but in terms of how well it reflects the facts, how
consistent it is and how useful it is for explaining observed phenomenon and predicting future
phenomenon.
Behaviourist theory tries to explain simple behaviours that are observable and predictable
responses. Accordingly, it is concerned mainly with conditions called stimuli that affect
organisms and which lead to modified behaviours called responses. For this reason,
behaviouristic theory is often referred to as stimulus-response (S-R) theory or as associationistic
theory.
In this unit, we shall examine in details the behaviourist theory as it relates to language
acquisition in the early years.
2.0 OBJECTIVES
 define what behaviourist theory is;
 explain Skinner’s principles of operant conditioning

 discuss the relevance of the theory to language development.
3.1 Behaviourist Theory
By definition, behaviourists are concerned with behavour. They define learning, language
learning for example, in terms of changes in behavior and look to the environment for
explanations of these changes. Their theory is associationistic, that is their theory deals with
connections or associations that are formed between stimuli and responses. According to the
behaviourist theory of stimulus-response learning, particularly the operant conditioning model of
Skinner, all learning is regarded as the establishment of habits as a result of reinforcement or
reward. What is meant by reinforcement or reward is any form of encouragement which leads to
the formation of a behaviour or habit. Skinner, the major proponent of this theory, held that
habits or behaviours are established when reward or reinforcement follows immediately on the
occurrence of an act. Encouragement for example could be in form of praise, gift, applause, or
any form of gesture implying approval.
The behaviourist theory of learning influcenced teaching and learning a lot in the late 60’s and
early 70’s. The influence was particularly felt in the field of teaching and learning native (first
language) and second or foreign language. In the the next section of this unit, we will learn
about this influence.
Exercises
1 Explain the behaviourist theory.
2. Who is the chief proponent of the theory?
Answers
1. The behaviourist theory deals with connections or associations that are formed
among stimuli and responses.
2. B.F. Skinner
3.1.1 The Behaviourists View of Language Acquisition
Skinner expressed his view of the language learning theory in his book titled Verbal Behaviour
(1957). This book contains the seed of his language learning theory. According to him, many
human behaviors or responses including language are reactions to stimuli. He propounded that
the rate of producing a particular reaction or response can be increased if it is immediately
followed by a reinforcing stimulus. Stimulus when consistently presented following a response
an operant behavior will substantially increase the frequency of occurrence. Whenever the
reinforcement is discontinued, the rate of responding decreases and finally leads to extinction.
According to Skinner, the babbling behavior of babies is an operant and when parents selectively
reinforce those that sound like the sounds of adult this language causes the baby to produce more
of such sounds more frequently. Skinner believed that the child knows when the sounds he
produces resemble the sounds of adult language and so he reinforces himself. So according to
Skinner, language can be acquired through self- reinforcement together with reinforcement from
others.
The behaviourists believe that as the child is rewarded or reinforced by approving noises or
smiles, praise etc, the probability that the same grouping of sounds will be emitted by the child in
a similar situation is increased. As children continue to imitate particular sounds, they acquire
more sound combinations while later with more reinforcement develop into two, three syllable
words and gradually to many more complicated words and sentences. As children acquire more
of the syntactic and morphological variations of the language, they produce new combinations of
words, phrases and sentences by the process of generalization or analogy. According to the
behaviourists, sometimes, the child do make mistakes by producing analogies which are not
permissible in that language. Whenever this happens, reward is withheld. Thus, by a trial-and-
error process, in which acceptable utterances are reinforced and unacceptable utterances are not
rewarded, children gradually learn to make finer and finer discriminations. Gradually by this
process, they get to making utterances that resemble more and more the speech of their
community.
The behaviourist view of language learning was adopted by the audiolingual methodologists who
applied it to language teaching and learning. It led them to the use of teaching techniques
referred to as mimicry – memorization, which are in form of dialogue used for teaching
structural patterns of the language. Learners learn language structures to a point of automatic
response to a language stimulus. This gave rise to the development of structural patterns in
language text books. Here is an example for teaching forms of the verb “to go”:
I go to the market everyday
She/He goes “ “ “ “
We go “ “ “ “
They go “ “ “ “
The emphasis is on memorization of the dialogues containing commonly used everyday
expressions and basic structures of high frequency. The vocabulary is highly controlled by being
kept to a useful minimum so that the learner concentrates on acquiring the grammatical
structures in the dialogues. The audio-lingual methodologists believe in controlling the learners
process of learning by controlling what and how learners learn a language. Whether for purposes
of teaching oral language or reading or writing, the audiolenguists will apply this controlling
measure thereby not allwing the learners to manipulate and explore language spontaneously. This
is restrictive and fails to recognise and acknowledge the innate ability of human beings to be
creative in language use.
Exercise
In a sentence or two, summarise the language learning theory of Skinner.
Answer
Skinner believes that to learn a language, the child is passively responding to environmental
stimuli and so language acquisition is primarily as a result of reinforcement initiated by others
and not the result of the child’s own pursuits and active intention.
4.0 CONCLUSION
Theories form a sound basis for teaching and learning. The behaviourists’ theory proved relevant
to the explanation of language acquisition processes in the early years. As a teacher of children,
you should be conversant with this theory and use it as the need arises.
5.0 SUMMARY
In this unit, you learned that the behaviourists explain simple behaviours that are observable as
responses to stimulus. They explained that learning is a change in behavior. You have studied
the operant conditioning of Skinner where you have come across many terms such as
reinforcement, reward, stimuli, etc. You are aware of the fact that B.F. Skinner declared that
language can be acquired through stimulus-response. You learnt that the behaviourist theory
influenced the audio-lingual method of teaching language.
1. Discuss in details the theory of stimulus-response-reinforcement.
2. Explain the relevance of this theory to language learning in the early years. Give
at least two points.
3. Is language really a matter of habit formation theough stimulusresponse process?

Support your view with two reasons.
Lefrancois, G.R. (1982). Psychological theories and human learning (2nd ed). Monterey,
California: Brooks/Cole.
Skinner, B.F. (1957). Verbal Behavior. New York: Appleton-CenturyCrofts.
Unit 2:Vygotsky’s Cultural/Cognitive Theory CONTENT
3.1 Vygotsky’s Cultural/Cognitive Theory
3.1.1 The Basis of Vygotsky’s Theory
3.1.2 Educational Implication of Vygotsky’s Theory
1.0 INTRODUCTION
In the last unit, we learned about Skinner’s operant conditioning theory as it relates to language
development in the early years. In this unit, we shall examine another theory based on culture
and propounded by Vygotsky as it relates to language develoment in the early years.
2.0 OBJECTIVES

(a) explain the theory of Vygotsky;
(b) discuss the basis of the theory; and
(c) discuss the implication of his theory to language development in the early years.
3.1 Vygotsky’s Cultural/Cognitive Theory
Leu Vygotsky was a Russian psychologist who belonged to the constructivists school of thought.
He believed that language is both genetically determined and environmentally influenced. In the
biological sense, humans have the innate ability to communicate through language. Young
children make use of this ability as they respond to sounds in their environment.
According to Vygotsky, infants begin to develop speech without understanding that its purpose is
to communicate. Instead, they develop a kind of inner speech that only gradually becomes
connected to external communication. It is the adults in their environment who encourage the
transition from speech as a private toy to speech as a social tool. The first step in this transition
process begins when children begin to understand something of what adults say to them even if
they are unable to communicate themselves. With repeated interactions, children begin to pick
up adult meanings and use them making the adult role less necessary.
Three themes underline Vygotsky’s theory. The first theme is the importance of culture, the
second is the central role of language and the third is the importance of proximal growth.
Exercises
1. Vygotsky believed that language is both genetically determined and environmentally

influenced. Yes/No.
2. Name the three components of Vygotsky’s theory.
Answers
1. Yes
2. Culture, central role of language and zone of proximal growth.
3.1.1 The Basis of Vygotsky’s Theory

(i) The Importance of Culture
Human development says Vygotsky, is fundamentally different from that of animals. Humans
use tools and symbols as a result, they create cultures. Cultures have powerful influence on
human development. He said that cultures have a life of their own. Cultures grow and change
and they exert tremendous powerful influences on the people. Cultures specify what the end
product of a successful human development is. Cultures determine what people have to learn,
the sorts of competencies they need to develop. People are not only culture producing but also
culture produced.
Vygotsky made an important distinction between what he called “elementary mental functions”
and “higher mental functions”. Elementary functions are people’s natural and therefore
unlearned capacities such as attending and sensing. In the course of development, these
elementary capacities are gradually transformed into higher mental functions such as problem
solving and thinking largely through the influence of culture. It is culture after all that makes
language possible and it is social processes that bring about the learning of language. Language
or signs ultimately make thoughts possible and these thoughts are transmitted or communicated
by members of a community through oral or written forms of language. What to say and how to
say it appropriately in various situations and for various purposes are dictated by the culture of
the people that own a particular language. From early years therefore, children are controlled by
the culture to understand that there are words, phrases and expressions appropriate for given
situations and when talking to fellow children and adults.
(ii) The Role of Language
Language makes thought possible and regulates behaviour. Vygotsky described three stages in
the development of the function of speech in children namely social, egocentric and inner stages
of speech development.
(a) Social speech or external speech emerges first before age 3. Its function is
largely to control the behaviour of others or to express simple and sometimes poorly
understood concepts. The child at this point uses langugage to get the attention of adults
for instance to do things for him. For example, a child asks for food and other needs.
(b) Egocentric speech predominates from age 3 to age 7. It serves as a bridge
between the primitive and highly public social speech of the first stage and the more
sophisticated and highly private inner speech of the third stage. During this stage,
children often talk to themselves in apparent attempt to guide their own behaviours. For
example, they might speak about what they are doing as they do it. Unlike older children,
however, they are likely to say things out (externalize) rather than silently, as though they
believe that if language is to direct behaviour it must be spoken.
(c) Inner Speech to Vygotsky, inner speech is silent self-talk. It is characteristic of

older children as well as adults. It is the stream of consciousness. Our self-talk or inner
speech is what tells us that we are alive and conscious. It permits us to direct our
thinking and our behaviours. More than this, it makes all higher mental functioning
possible. Higher mental functioning involves activities such as thinking, perceiving,
organising and remembering. These functions originate in social activities and are
inseparably linked with language, which is also a social phenomenon. In a very real
sense, these higher mental functions define intelligence. From egocentric speech.
Children move on to inner speech. With adult help they develop their abilities to think,
perceive or guess and remember.
(iii) The Importance of Proximal Growth
The third theme that underlied Vygotsky’s theory of language development is what he referred to
as reaching the zone of proximal growth in every child. He explained that one of his strong
interests was in maximizing intellectual development. He was far less interested in measuring
past accomplishments or in assessing current levels of functioning than in arriving at some
notion of a child’s potential for future development. He believed that every child has a sphere or
a zone of current capabilities which adults such as parents, teachers, older children can positively
influence for maximum growth by providing excellent opportunities in home and schools.
Exercises
1. Name the three components of Vygotsky’s theory.
2. What is his view about language, that is, how did he define language?
Answers
1. - The importance of culture
- The role of language and
- Proximal growth
2. He defined language as a tool which makes thought possible and regulates behaviour.
3.1.2 Educational Implications of Vygotsky’s Theory
Several educational implications can be derived from the theory of Vygotsky.
1. The theory highlights the importance of language in the development of higher mental
functions. He believed very strongly that language is a social and cultural phenomenon that
is centrally involved in the development of thinking. He advised that schools should do a
great deal to enhance the development of cognitive processes by paying special attention to
the development of languages.
2. The theory stressed that cognitive development is profoundly influenced by cultural and
social environments. Specifically, to the extent that the environment requires that the child
performs at a level slightly in advance of current developmental level, progress will be
enhanced. Vygotsky suggested that the level at which instruction and questions are phrased is
extremely important. The essence of his theory is that adult members of the child’s culture
e.g. parents, teachers should help the child develop to his maximum capacity.
Exercises
Discuss the place of language in Vygotsky’s theory.
Answers
4. Language occupies a central place in Vygotsky’s theory
5. Language is a social phenomenon
6. He emphasized the importance of culture in the development of a child’s

language.
4.0 CONCLUSION
Vygotsky’s social and cognitive developmental theory underscores the role of culture and its
most important invention, language in the development of higher mental functions. Without
culture, he argues our intelligence would be comparable to that of apes hence the fundamental
role of education is cultural transmission.
5.0 SUMMARY
Vygotsky’s cultural/cognitive theory stressed the importance of culture and of its principal
invention, language. Without culture, our intelligence functioning is limited to , elementary
mental functions. Given culture and language, we become capable of higher mental functions
involved in thinking, reasoning and remembering. The child progresses through three stages in
developing language functions: social (external) speech, predominant before age 3 to 4 used
largely to control others or to express simple concepts; egocentric speech (ages three to seven)
which is self-talk that is spoken out loud and that has a role in controlling and directing the
child’s own behaviour; and inner speech marked by unspoken verbalizations that control his
thoughts and behaviour.
His zone of proximal growth is the child’s potential for future development from the current
level of mental functioning. He emphasized the importance of assessing potential rather than
simply measuring past accomplishments. His theory presents a strong argument for language
related activities in schools and for instruction to enhance pupils’ zone of proximal development.
(a) Explain the theory of Vygotsky as it relates to children’s language development.
(b) How relevant is the theory to the Nigerian child?
Vygotsky in Holder B, and Piaget J. (1958). The growth of logical thinking from childhood to
adolescence. New York: Basic Books.
Wadsworth, B.J. (1989). Piaget’s theory of cognitive and affective development (4th ed). New
York: Longman.
UNIT 3: MATURATION THEORY OF LANGUAGE ACQUISITION
3.1 Maturation Theory of Language Development
3.1.1 Language Learning Principles Based on Maturation Theory
3.1.2 Implications of Maturation Theory in Early Years
1.0 INTRODUCTION
The maturation theory regards development as the inevitable unfolding of events determined
internally by the forces of genetics and the neuro maturational processes directed by the genes.
This theory dates back to the 18th and 19th Century thinkers. In this unit, you will learn about the
model in details and relate your knowledge of this theory to language development in the early
years.
2.0 OBJECTIVES
 Define what maturational theory means.
 Describe the various views of the maturationist thinkers and
 Explain the language learning principles underlying the theory of maturation.
3.1 Maturation Theory of Language Development
The late 60’s and early 70’s witnessed great criticism of Skinner’s Theory of Stimulus-Response
or behaviour modification through reinforcement or reward. The criticism was as a result of
emerging beliefs about the nature of language and language learning. These beliefs came from
developments in cognitive psychology that recognised the innate mental capacities of human
beings. As a result of this view of cognitive development of human beings, a new theory of
language development emerged. This new theory, propounded especially by Chomsky (1960)
and Lenneberg (1960), rejected the behaviourist view of language learning which was based on
Skinner’s S-R theory. These theorists argued that certain aspects of native-language learning
(learning of mother tongue) made it impossible to accept Skinner’s theory of habit-formation-by-
reinforcement. Chomsky (1965) for instance hypothesized that language was not acquired by
children through a form of conditioning dependent on reinformcement or reward. He argued that
human beings are endowed with innate language-learning abilities in the form of language
acquisition device (LAD) which proceeds by hypothesis testing. In the process of learning a
language, children make hypotheses (guesses) and compare these with their innate knowledge of
possible grammars based on the principles of universal grammar. In this manner, the child’s
competence or internalised knowledge of the grammar of the language, is built up. This
competence according to Chomsky is what makes language use or performance possible. He
noted that language use is therefore a rule-governed behaviour which enables language users to
create new utterances (phrases, sentences etc) which conform to the rules they have internalised.
Lenneberg (1967) one of the psychologists who studied the process of language acquisition
among many children all over the world, discovered that there is a consistent, regular and fixed
developmental pattern of language in all normal children. This pattern he called ‘milestones’.
He believed that the milestones occur at the same time and in the same sequence all over the
world regardless of the cultural environment of the child. He believed that the progress in
language development is genetically determined and maturational in nature.
Exercises
1. What is maturation theory?
2. Compare the behaviourist view of language learning with that of maturationist

view.
Answer
1. Maturational theory regards development as the inevitable unfolding of event determined

internally by the forces of genetics and the neuro maturational processes directed by the genes.
3.1.1 Language Learning Principles Based on Maturation Theory
Learning a language does not just consist of learning a lot of words. Rather, children must also
learn how to combine them in phrases and sentences. They must learn verb forms, possessives,
plurals, etc. How children do this has adequately been explained in 3.1 by the views of
Chomsky and Lenneberg.
A Research Report on children’s Process of Language Development

Let us examine the experiment carried out by a psychologist named Braine. He asked two
mothers to write down all the “spontaneous utterances” of their children over a period of several
months. That is, they noted only those word combinations that were not direct imitations of
something the children had heard before (the children were at the stage where they were
combining two words). Braine found that there were systematic regularities to the children’s
speech. The children used certain key words again and again in different word combinations but
the key words were always used in the same way. For example, a child at the stage of two letter
word will always say ‘see dog’, ‘see boy’, ‘all gone’. Such a child will not say ‘see all gone’, or
‘all gone see’. These findings show that children’s early sentences reveal certain systematic
regularities.
As a result of these regularities in children’s two-word sentences, Braine concluded that even
young children are using specific though simplified rules in constructing new sentences. Another
example is the fact that children use such words as ‘big’ only in front of a noun ‘big car’, ‘big
man’, ‘big dog’ and never in front of a verb ‘big go’, ‘big see’. This demonstrates the fact that
they are using some grammatical rule.
You should also note that young children’s speech is not exactly like the speech of adults.
Children’s earliest grammar is very simple. Children are not yet ready to deal with the
complexities of adult language and so make up their own set of rules as a sort of stop-gap
measure. Young children’s rules are almost always simpler than adult rules. When adults supply
young children with a correct grammatical statement, the children usually simplify the rules to
suit their own needs. For example, if an adult asks a 2½ or 3-year-old child to repeat this
statement
Adult: Let me go to the store
Child: ‘Me go store’
Note however that children eventually learn adult grammatical rules in an ingenious way by the
ages 4 to 6. By this age, most children have mastered most fundamental rules of adult grammar.
As observed by Chomsky and Lenneberg, children’s early grammatical errors demonstrate that
language acquisition is a process of rule-learning rather than word learning or simple imitation of
adult speech. An analysis of children’s errors revealed that children often overgeneralize a rule
they have learned and apply it in cases where it is not correct. For example, when a child says “I
goed to the store” or “I digged a hole”, she is imitating adult speech but overgeneralizing the rule
application to form past tense. Making these sentences, the child is demonstrating that she
understands a rule for foming the past tense of the verbs, go and dig.
Researchers revealed that three important operating principles have helped to explain children’s
early speech. These operating principles include:
- paying attention to word endings
- paying attention to the order of words and word segments and - using
overgeneralization of rules
Telegraphic Speech refers to a child’s tendency to use only two or three most important words
to express meaning. E.g. a child says “mommy, rice” rather than “mommy, I would like to have
some rice”.
In Yoruba for example, “mama, jeje” rather than “mama mo fe je ounje”. This shows that
telegraphic speech in different languages has many similarities. In virtually all languages,
children’s telegraphic speech is characterised by deletions of certain kinds of words such as
articles (the, a, an), prepositions (in, on, under, through), conjunctions (and, but, because, when)
and negatives. Here is an example of the case of avoidance of use of nagative. ‘All gone’ or
‘bye-bye’ may be used to express the non-existence or disappearance of an object.
Exercises
1. What is the evidence that even young children are applying rules in the construction of
their two-word sentences?
2. When adults supply young children with a correct grammatical statement the
children……………………………
Answers
1. Their two-word sentences show certain systematic regularities; certain words are always
used in the same way; certain combinations of words never occur even though the child
knows both words.
2. Streamline and simplify the rules to suit their own needs.
3.1.2 Implications of Maturation Theory in Early Years
The theory of maturation emphasizes that language learning is dependent on the maturation of
innate mental capacities of a child. As the child matures or develops mentally and physically, he
learns the language of his community acquisition of the underlying rules governing the use of the
language. This has a number of implications for teaching children language in the early years.
First of all, we should not force the child to learn features or structures of the language. This is
because, the child naturally learns these when he reaches the appropriate mental age to do so.
Secondly, we must not overemphasize that the child uses correct forms of language when he
makes errors. This is because he can correct himself with time as he interracts with others in this
environment.
Exercise
Mention and describe other implications of this theory in language learning in early years.
4.0 CONCLUSION
Many psychologists who study young children’s acquisition of language believe that children are
born with a mechanism or device that is capable o processing all the language sounds around
them. This innate mechanism is called a language acquisition system or language acquisition
devise. The psychologists believe that this is possible only because children are programmed to
analyse language data in a certain way.
5.0 SUMMARY
In this unit, you have learned about the maturation theory of language acquisition, that behaviors
depend entirely on neurological and physical maturation. That human language is made possible
by special adaptations of the human mind and body that occurred in the course of human
development during early childhood. Parents and teachers should explore ways of helping
children develop fully their innate abilities.
1. i. In your own words, explain the theory of maturation in language development.
ii. Compare the behaviourist view of language learning with the maturation view of language
learning. Give at least two points.
2. i. Which of these two is a better option to choose in teaching language in early years.
ii. Use only one view. Give two reasons to support your answer.
iii. Use all views namely: Culture, behaviourist and maturation theories.
Give two reasons to support your answer.
Bates, E., Thal, D., and Janowsky, J.S. (1992). Early Language Development and its Neural
Correlates. In I. Rapin and S. Segalowitz (Eds.), Handbook of Neuropsychology. Vol.6, Child
Neurology. Amsterdam: Elsevier.
Braine, M.D.S. (1976). Children’s First Word Combinations. Monographs of the Society for
Research in Child Development, 41.
Chomsky, N (1975). Reflections on Language. New York: Random House.
Huttenlocher, P.R. (1990). Morphometric Study of Human Cerebral Cortex Development.

Neuropsychologia, 28. 517-527.
Lenneberg, E.H. (1967). Biological Foundations of Language. New York:
Wiley
MODULE 3
THE DEVELOPMENT OF LITERACY IN THE EARLY YEARS
Unit 1 Reading, its Importance and the abilities needed to Learn it.
Unit 2 Pre-reading Activities and Reading Readiness
Unit 3 Approaches for Teaching Reading
Unit 4 Organisation of Reading Instruction
Unit 1:READING, ITS IMPORTANCE AND THE ABILITIES NEEDED TO LEARN IT
3.1 What is Literacy?
3.1.1 What is Reading?
3.1.2 The Abilities Needed in the Process of Learning to Read.

1.0 INTRODUCTION
World leaders consider the ability to read of extreme importance. When Voltaire posed for
himself the question of who was to lead mankind, he remarked “Those who know how to read
and write”. Another leader Thomas Jefferson once wrote “People who can read can be free
because reading banishes ignorance and superstition”. Young children are like sponges. Every
day, they learn skills that will help them become readers. Children become aware of books and
print and learn about sounds and letters. In this unit, you shall be learning about this important
subject, literacy, that is the ability to read and use written information.
2.0 OBJECTIVES
 Define literacy
 Explain the meaning of reading
 discuss the effects of reading abilities on reading
3.1 What is Literacy?
Literacy is language in use – in speaking, listening, reading, viewing and writing. Literacy is the
ability to read and use written information appropriately in a range of contexts, for instance to
speak or acquire information to develop critical thinking. Being literate enables children to
construct meaning from print.
During the first three years, young children begin to learn about print and writing and how oral
language is reflected in written symbols. Literacy skills are promoted and supported directly or
indirectly through play, reading books, scribbling, oral communication and interaction with
adults and other children.
Exercises
1. The following skills are involved in literacy –
Speaking
Listening
Reading
Viewing and
Writing
True or false
Answer: True
2. Literacy is the ability of children to construct meaning from print. Yes/ No.
Answer: Yes
Children develop literacy skills through (1) ……... (2) …….and (3) ………….
3.1.1 What is Reading?
In our attempt to explain the meaning of literacy, we identified some skills. Try and remember
the skills – listening, speaking, reading and writing. The first two of these skills namely listening
and speaking are regarded as oratory skills and they are involved in oral language. However, the
other skills – that is reading and writing are traditionally classified as literacy skills. We shall
examine what reading is and its importance in this section of the unit.
The Benefits of Reading
Reading is the ability to construct meaning from written materials. We read to get information
and use it for various benefits.
1. Teaching children to read has always been one of the most important responsibilities of
the pre-primary and primary school. Every child needs to develop his/her reading ability
fully in order to succeed in school and to discharge his/her responsibilities later as a citizen of
a society.
2. Reading is the foundation of much of the enjoyment the individual gets out of life and is
closely related to vocational efficiency.
3. Reading opens up marvelous vistas for those who possess sufficient skills and are willing
to use them. Skilled reading offers a gateway to ideas and information that have the power to
improve the self and the world.
4. Reading is magical. Reading can transport one to worlds unknown, reveal aspects of the
inner self previously undiscovered and raise possibilities unimagined.
5. Reading is powerful. It can promote civic consciousness, deepen empathy and

connections to others, foster civic engagement, and rouse us from complacency.
6. Reading is transforming. It can promote personal development and strengthen or cause

us to rethink cherished attitudes and strongly held opinions. It can engender quiet reflection,
and move one to action.
7. Reading is comforting. It can foster acceptance of one’s own foibles and those of others.
It helps us reconcile ourselves to things we can neither change nor control.
8. Reading is mysterious. It can energize the spirit, tickle the imagination, stir passions and
give a deep pleasure.
9. Its importance cannot be overstated. Without the ability to read, full participation and
competent functioning in a modern society is made much more difficult. For some, this
gateway is narrow, impeded or entirely closed off.
Exercise
1. What is reading?
2. List five benefits of reading.
Answers
1. Reading is the understanding of information contained in a written material.
3.1.2 The Abilities Needed in the Process of Learning to Read
Learning to read no doubt involves a number of different skills and abilities. The learner needs
to see the shapes of letter and words on a page and to understand that those shapes have meaning
and represent the language he/she speaks. We can easily see therefore that reading is a complex
activity that draws on a wide variety of abilities within the child. We shall now consider some of
the abilities and skills that are necessary for a child to be able to learn to read under the following
general headings.
1. Intelligence
2. Language facility
3. Visual abilities
4. Auditory abilities and
5. Emotional factors
1. Intelligence
It is common knowledge that intelligence is the innate ability to learn and understand that is
present in every individual. All humans are endowed with this ability in varying measures. The
nature of this ability and how far we can estimate its extent in any individual is very much a
matter for controversy. The reason for this is the fact that in knowing the true extent of this
ability for any test we can devise to estimate it will inevitably have to draw its result via
activities which will involve environmental and emotional factors. It is difficult therefore to
estimate how great the importance of intelligence or general ability in the process of learning to
read is. However, experience leads us to the conclusion that on the average at least children who
seem to be poorly endowed with intelligence have more difficulty in mastering the process of
learning to read than those who are well endowed. Research results showed that retardation in
reading is more prevalent in those of below average mental ability than in those who have above
average ability.
However, there is some evidence that mental age is of more importance than intelligence
quotient in predicting reading success. Mental age can be said to apply to the level of maturation
reached by any child at a given moment of time. Various skills mature at different speeds and
different ages and as reading employs a variety of abilities and skills, the maturation level given
by mental age will refer to only part of the whole picture. Therefore, we must not make the
mistake of expecting a one-to-one correspondence between mental age and reading attainment,
for if we do this, we will prevent children who are capable of going beyond this level from doing
so and probably make school a miserable place for the child who is not capable of raising his
reading attainment to his general mental level.
2. Language Facility
Good language development is essential for effective reading development. A rich knowledge of
vocabulary and the ability to use language orally is basic to the process of learning to read. This
is what is referred to as having language facilities. A child who understands and speaks a
language will very likely learn to read easily.
Language facility is closely related to general ability on the one hand but on the other is very
much open to the effects of environmental influences. Oral language development can be
enhanced or retarded by the environment in which the child is placed. The child who
commences school having spent his first five years in a home where conversation has been at a
high level, where his curiosity and enthusiasm have been stimulated and his questions answered
will have a decided advantage in reading over the child who has not been drawn into the
household conversation nor had many experiences to excite his curiosity and his use of language.
Evidences abound that a poor social environment causes a general lowering of the child’s
potential in academic work. Also, a child who has a speech defect is more likely to have
difficulty in learning to read than a child who is able to speak fluently.
Dialect variations, particularly with vowel sounds are considerable and may cause the child
difficulty in that when the word is met, the child might not associate it with the same word in his
own speech, nor in fact, ever get to the stage of knowing what a particular word really is. Think
of a good example in your own language and imagine the difficulty a child reading English
would have. Moreover, consonants are often heard incorrectly by children particularly the ‘p’
and ‘th’ sounds. The child is therefore less skilled in hearing speech sounds correctly so his
understanding of word meanings is affected.
Ways of Fostering Language Facility
It is imperative for the teacher to foster speech development within the classroom if the child is
going to make good use of the reading instruction given. This could be done by creating an
atmosphere which will stimulate and encourage language in children. Firstly, the classroom
must be interesting, even an exciting place to be in. Children have a natural curiosity and if
fostered by a good supply of attractive objects and pictures which are frequently changed, then
they will observe and wish to converse. Secondly, the teacher must give the children the
opportunity to speak freely amongst themselves and also to her. The teacher must not only
provide encouragement and a permissive atmosphere, she must also create an example by the
clarity of her enunciation and the interesting situation which will help the child to use his
language and his powers of constructive thought so that language development is encouraged.
3. Visual Abilities
The ability to read is dependent on being able to see and distinguish the differences among words
on a page. Visual abilities or skills are fourfold but all of course are interrelated.
(i) Visual acuity
(ii) Visual discrimination
(iii) Left/right orientation and
(iv) Visual memory
Visual Acuity
A child’s ability to read print is closely connected with the quality of his sight. The quality of the
child’s sight (visual acuity) should be a priority for the teacher to check at the pre-reading stage
when the child first comes to school. There is every reason for the teacher to be watchful for any
child who shows signs of having visual difficulties. It is well therefore to be acquainted with the
more common visual defects. Some of these are described below:
Strabismus (Squint): This condition occurs when one eye becomes weak and no longer moves
with the other eye. This may cause double vision and in extreme cases may result in the affected
eye becoming useless. In minor cases, spectacles and exercises can often correct the condition
and thus normal functioning can be restored.
Myopia (Short Sightedness): This condition is due to the refractive power of the lens of the
eye being too strong thus focusing the image in front of the retina and producing blurred vision.
Many children have this defect in a minor form and the teacher must note whether any of her
pupils habitually hold their books very close to their eyes or have difficulty in seeing the
blackboard. Sending such children to have their eyes tested at the earliest possible moment is
important. In all but the most serious cases, this condition can be overcome by the use of
medicated glasses.
Hypermetropia (long sightedness): This condition is caused by the lens of the eye having a
weak refractive power so that the part of focus is in fact behind the retina. Again, this defect is
usually compensated for by the use of medicated glasses.
Astigmatism: This defect is caused by uneven curvature of the lens of the eye resulting in
distortion of the image. For example, a circle may appear as an eclipse.
Visual Discrimination
Whilst good eye sight is obviously the major priority, there are other subskills concerned with
sight which are important if the child is going to learn to read. It is essential for example that the
child is able to see differences in letter and word shape. This skill is called visual discrimination.
This is the ability to recognize differences and similarities. Activities where the child is asked to
notice differences and recognize similarities in shapes and pictures and later in letters and words
help the child to realize the importance of looking carefully at things.
Visual Memory
If the child is to remember words that he has seen when he begins to read, his ability to
remember what he has seen (visual memory) will need to be good. In order to read, the child is
not merely required to perceive words but also to recognize them. He/she must be able to relate
the new perception to previously perceived experiences. This involves some form of
memorization of words and or letters. Many young children seem to have some difficulty in
achieving this and others proceed very slowly to add new words to their vocabulary. This can be
improved if the child is given the opportunity to practice remembering by presenting various
shapes, colours and words a child has heard of and seen in various activities.
Left-Right Orientation
English language and many others are read from left to right. Some other languages (e.g.
Arabic) are read from right to left and some even from the bottom of the page to the top. When
we read in the alphabet system (Roman) we move our eyes along the page from left to right. The
child must learn to move his eyes as smoothly as possible along the line and avoid backward i.e.
right to left movements.
When a child comes to learn to read, he/she must gain proficiency in this skill or he/she will be at
a great disadvantage for a number of our letters are rotations or inversions of other letters e.g. ‘b’
and ‘d’ and ‘n’ and ‘u’.
The majority of people are right-handed and right-eyed and it is more simple to read and much
easier to write when the hand and the eye are moving away from the center of the body to the
right. The left-handed and left-eyed child is at a slight disadvantage for he has to work across
his/her body.
It is obvious that reading can never be fully efficient until the child has mastered this process of
reading from left to right for order and direction are essential to a good standard of word
recognition. To the young child who has not yet matured sufficiently to differentiate between an
inverted object and one which is the right way up, the letters ‘u’ and ‘n’ will appear identical.
Again, the child who has mastered neither skills will be hopelessly confused by the group of
letters ‘b’, ‘d’, ‘g’, ‘p’ and ‘q’. Such mistakes are very common among children at the infant
stage and fortunately the difficulty does not seem to be of such importance that it prevents
reading progress.
4. Auditory Abilities
The child’s contact with language during his early years comes entirely through the sense of
hearing. If for some reason the child’s hearing is defective or the speech he hears is slurred and
indistinct then his language growth will be delayed and his ability to discriminate between
sounds will not be developed. Language development is dependent on the child being able to
hear and imitate the sounds around him/her. Children learn quite early in life usually between 6
and 12 months to respond to words spoken to them with a fair degree of understanding but in this
they are aided by gestures and intonation and only gradually do they become able to respond to
words entirely on the basis of their meaning. There are enough evidences to show that speech
defects in a child will result in retardation of his own language development and in his ability to
appreciate the consistent sounds of the speech of others. It is much more difficult to notice a
child with hearing problems than it is to be aware of visual difficulties. There may be no obvious
indications to tell a teacher that the quality of hearing (auditory acuity) may be impaired.
The best way to check for a hearing problem is to listen to the child’s spoken language. If the
language is clear with precise pronunciation, then the child has heard the language accurately. If,
however, the spoken language is indistinct and somewhat confused this could be the result of
hearing loss.
5. Emotional Abilities
Emotional factors seem to allow a division into two types namely attitudes to reading and
general personality problems. Children with gross emotional problems have little interest in
reading, rarely reading unless directed to do so.
Motivation is of the utmost importance for learning to read. The importance of the child having
an understanding of his work and of the necessity of interest and apparent success are paramount.
Children who come into school with poor attitudes towards reading should better have their
reading instruction process delayed in an effort to reorient the influences which their
environment has had upon them.
Exercise
List the abilities that are involved in the process of learning to read.
Answer
1. Intelligence
2. Language facility
3. Visual abilities
4. Auditory abilities and
5. Emotional Abilities
4.0 CONCLUSION
During the early years, when children begin to learn about print and how oral language is
reflected in written symbols, they need to acquire a number of abilities and skills to foster
reading. Without these abilities, reading development is greatly hindered. Teachers and parents
should monitor children to ensure that these abilities are nurtured by providing the right type of
environment.
5.0 SUMMARY
The pre-reading stage refers to the period before the child begins to read. This is an important
time if the difficult process of learning to read is to be introduced successfully. The necessary
abilities to be acquired have been identified and discussed in details in this unit. These include:
intelligence, language facility, visual and auditory abilities.
1. What is reading?
2. Identify at least three abilities needed for reading.
3 Discuss the three benefits of reading, in the early years.
Moyle, Donald (1978). The teaching of reading. Great Britain. Ward Lock Educational.
Regan, B. William and Shepher D. Gene (1971). Modern elementary curriculum. New York.
Holt, Rinehart and Winston, Inc.
Wendy Hann (1984). Learning to read and write. London: Hodder and Stoughton.
Unit 2:PRE-READING ACTIVITIES AND READING READINESS
3.1 Pre-reading Activities
3.1.1 Activities for Developing Language Facility
3.1.2 Activities for Developing Visual Skills 3.1.3 Activities for Developing Auditory Skills
3.1.4 What is Reading Readiness?
1.0 INTRODUCTION
In Unit 1 of Module 3, we identified the abilities needed for learning how to read. These abilities
include intelligence, language facility, visual and auditory abilities and emotional factors. In
this unit, we shall be discussing some practical activities that parents and teachers could use to
enhance the development of these abilities. We shall also discuss the concept of reading
readiness.
2.0 OBJECTIVES
 Name and describe practical activities that will enhance language facility, visual and
auditory abilities.
 Discuss what reading readiness is;
 Explain what to observe and how to observe some traits in children to ascertain that they
are ready to commence reading.
3.1 Pre-reading Activities
Learning to read is facilitated when children are exposed to a variety of prereading activities.
The teacher therefore needs to take every care to ensure success by providing appropriate
practical activities for the children. A period of time where the child is given considerable
support by providing these practical activities, motivation and reinforcement usually prove
helpful. It is important that the pre-reading practical activities are not hurried and that they are
taken seriously by both the teacher and the children. Here are a number of pre-reading activities
for preparing children for reading.
3.1.2 Activities for Developing Language Facility
Before a child can learn to read in a language, he must first be able to use and understand that
language when it is spoken. In Nigeria, English language is our second language (L2) and a
majority of our children come to the primary school at the age of six (that is the statutory primary
school age) and come in contact with English language for the first time. The first task of the
teacher would be to introduce the children to oral English, namely speaking and comprehension.
The following language activities can be used to encourage pupils to practice listening and
speaking.
Story telling
Drama
Pictures
Drawing and painting
Curiosity corners Walks and visits
Story Telling
Children get great enjoyment from listening to stories whether they are told or read. Very simple
stories with lots of illustrations should be introduced. This gives the child confidence in his
understanding of the new language and this gives him a sense of achievement. Children enjoy
stories about animals and birds and moral.
It is not enough to select interesting stories; it is important the form it takes in telling the story. A
series of pictures can be built up as the story progresses to illustrate. Real objects may also help
to make the story more vivid for the children to stimulate their interest and imagination.
Drama
Drama, like play is a very natural activity for children. By acting out observed situations in their
play, children explore the world around them. The use of drama even in a very limited way also
provides more interest and children’s involvement. Just getting them to represent the characters
in a story can be enough in second language situation. They can be given simple lines to repeat.
Demonstration of simple stories involving characters, name labels can be attached to children to
show which characters they are playing. Scenery of a makeshift nature can also be supplied and
labelled.
The aim of all storytelling and drama is to provide enjoyment and stimulation for conversation.
This is dependent on the child’s understanding and willingness to talk freely to the teacher and
language development can more easily flourish. The teacher should ensure that every child is
engaged in the ongoing activities whether story telling or drama.
Pictures
Pictures taken from books or drawn on the blackboard provide an easy way of getting the
children to talk in a second language. Bright colourful pictures appeal to children best. Lively
scenes of children, birds, animals and familiar environments stimulate conversation in the
classroom. Short stories using folk tales and nursery rhymes can be used as the basis for the
pictures. The use of picture sequences, that is series of pictures that fit together to create a
situation or form a story, can provide the same encouragement for the use of language. Aremu
(2002) found that one of the easiest ways that children can be motivated to read and enjoy
reading is to provide them with books containing colourfully illustrated pictures. Picture reading
can be done using cartoons, comics, flash cards, sketches, drawings and diagrams.
Drawing and Painting
These offer opportunities to involve children in conversation. Any picture drawn or painted by
the child could generate questions, facilitate dialogues and storytelling and would get the
children to explain, discuss and argue their actions.
Curiosity Corners
Curiosity corners could be nature, reading, odd-job, etc. Each of these could be a collection of
interesting objects, pictures, books, etc. They can be provided in the classroom to arouse interest
and stimulate language development. The children can look at the objects or pictures in their
own time as well as during the class time with the teacher or their peers.
Walks and Visits
Any journey made outside the classroom provides an additional point of interest and talk
amongst the children. These ‘visits’ can simply be a walk in the immediate school environment
or a more organized visit to a place of general interest – the park, zoo, airport, railway station,
factory, market, museum, kings palace, tourist centers, etc. Such visits provide excitement and
give the children a lot to talk about on their return.
Exercises
1. Explain the rationale for pre-reading activities
2. List three abilities you can use to develop pre-reading activities.
3. Name some practical activities that will foster language facility.
Answers
1. Pre-reading activities provide considerable support and are very helpful in fostering
reading abilities.
2. Language skills, visual and auditory skills.
3. Storytelling, Drama
Pictures
Drawing and painting
Curiosity corners
Walks and visits
3.1.2 Activities for Developing Visual Skills
You learnt in Unit I that the ability to read is dependent on being able to see and distinguish the
differences between words. You learnt that children who find it difficult to see clearly will have
great problems when learning to read, and that such children may need reading glasses to aid
them to see clearly in order to minimize the problem of reading. There are two types of visual
abilities: Visual discrimination and visual memory.
(i) Visual Discrimination: - This is the ability to see similarities and differences. Activities
where the child is asked to notice differences and recognise similarities in shapes, pictures and
later in letters and words help the child to realise the importance of looking carefully at things.
Practical activities for visual discriminations include:
(a) Word-Picture sorting and matching
(b) Grouping objects, pictures or shapes into colour, size or shape
(c) The odd-man-out game
(d) Mixed-up pictures
(a) Sorting and Matching: Activities involved in sorting would demonstrate

whether or not the child can see differences. Different shapes and colours could be mixed
together and children are asked to match similar shapes or similar colours. They may also
be asked to pick particular shapes and put them together or a particular colour. They can
be asked for example to pick all red objects in the mixture or all triangles, etc.
(b) Grouping Objects: This practical activity here could be the use of jigsaws – a
jigsaw is a picture cut into pieces. It could be picture of animal, object or scene. The
child is asked to match the pieces back together again. To do this, the child will have to be
aware of the shape of the original picture and identify the edges and also match the colour
and shapes in the picture.
(c) The odd-man-out game: The child has to pick out the one picture or shape in
the group that is different from the others in this game.
Instruction(s) should always be given.
Examples
Instruction: Circle the odd-shape

O O D O O
p b p pςS S S S
▼▲▲▲▲
/cap/ acp/ pac/ cpa/ ccp/
(d) The mix-up pictures: In this activity, two pictures are given, one with complete parts and
the other with some parts missing. The children are asked to locate the missing parts.
Complete picture some parts are missing here
(ii) Visual Memory: The practical activities here give children an opportunity to practice
remembering. The activities involve memorisation of pictures, shapes, objects, etc. The
activities include:
- Kim’s Game: A group of familiar objects are assembled on a table. The children
are asked to look at the objects for a few seconds. The objects are then covered and the
children are asked to name as many of the objects they have seen. The game can start
with few objects and the number can be increased gradually. This game helps the
children improve their visual memory.
- Picture memory – This is like the Kim’s game. Here a picture is given to the
children to see briefly. Then it is taken from them and you ask them to give details of the
picture. This game could include letters, words or phrases depending on the age of the
children.
Exercise
Name at least three (3) practical activities that can foster visual skills.
Answer
Sorting, grouping, odd-man-out, mix-up pictures.

3.1.3 Activities for Developing Auditory Skills
If a child needs to have acquired a reasonable ability in language before he can learn to read, it
follows that at the pre-reading stage, the teacher needs to check if the child can hear well enough
to be able to develop sufficient language.
Auditory skills can be sub-divided into two parts namely:
(i) Auditory discrimination
(ii) Auditory memory
(i) Auditory Discrimination: The ability to hear differences in letter sounds and words is very
important when learning to read. Many letter sounds are very similar to each other such as ‘b’
and ‘d’, ‘d’ and ‘t’. Auditory discrimination can be improved if children are given activities to
help them concentrate on listening to differences in sounds.
Activities for auditory discrimination include:
(a) Musical bottles: Get some mineral bottles and put different quantities of water in each.
Get a stick and hit each of the bottles, each of the bottles will give different sounds.
You can also use spice containers. Get them filled with sand, rice, beans, guinea corn, shake
each container it will also give different sounds.
(b) What is it? You can ask one child to blindfold the other children. Let the child that is not
blind folded make a series of sounds with the following:
- bounce a ball
- strike a match stick - cut paper with a pair of scissors
- write with chalk on the chalkboard.
Let the blind folded children give what the sounds are.
(c) Rhymes and rhyming poems: The use of rhymes can help the child to listen for specific
sounds. Children enjoy the rhythm of poetry and generally learn rhymes easily. Children
can identify words that give similar rhymes in a poem.
(d) The whispering game: In this game, the teacher whispers a sentence into the ears of a
child, then the child whispers it into the next child’s ear until it goes round the class. Then
the teacher asks the last child to say the sentence aloud. The purpose of this is to find out
whether the original sentence is still intact or has been distorted.
(e) Nonsense sentences: In this game, the teacher constructs nonsense sentences and writes
them on the board. The children listen and explain the mistakes then the teacher writes the
correct sentences on the black board.
For example,
- The ship is travelling on the rails. - The leaf is eating the goat. - The train travels on
the rails - The goat eats the leaf.
(ii) Auditory Memory: Previous activities discussed earlier are relevant here.
Exercises
1. Identify sub-skills that can be fostered under auditory ability.
- Auditory discrimination
- Auditory memory
2. Give two practical activities that can foster auditory discrimination
- Musical bottle
- Rhyme and rhyming - What is this?
- Whispering game, etc
3.1.4 What is Reading Readiness?
The concept of reading readiness has its root in developmental psychology which views the
development of a child as a gradual unfolding of the latent powers within. This view has been
supported by recent research studies that say readiness to do such things as walking and talking
appear at definite periods. The age limits for beginning these activities vary with individual
children. The point of reading readiness varies with each child. It has been discovered that
forcing a child to begin a specific activity before he is ready causes strain, develops negative
attitudes and accomplishes little.
The term reading readiness refers to the point at which the child is ready to begin the process of
learning to read. This means the point at which the child recognises and remembers that the
symbols on the page represent meaningful sentences. Reading does not suddenly appear. It is
subject to a process of development wherein each successive stage is built upon that which has
gone before.
There is no doubt in the fact that factors influence readiness for reading. Such factors include
visual factors, auditory factors, mental maturation, social and emotional factors, background of
experience, language facility, etc. Although we have discussed many of these factors in details in
the previous unit, let us remind ourselves of some of the salient points as they influence reading
readiness.
1. Visual factors: Vision plays an important role in learning to read. Since reading involves
receiving and interpreting visual stimuli, it is necessary for the child to have normal vision
before he can read comfortably and with pleasure.
2. Auditory factors: Auditory acuity is a factor of vital importance to reading readiness.

Defective hearing may retard speech development when it prevents the child from auditory
discrimination among sounds. The inability to distinguish likeness and differences among
sounds is closely associated with failure to learn to read.
3. Mental maturity: Some children do not have sufficient mental maturity to profit from a
formal programme of reading instruction. Memory span, knowledge of words and their
meaning, ability to see similarities and differences in objects and words and attention span
are closely associated with mental maturity. Some research results indicate that a child
should have a mental age of at least six years before the commencement of reading.
4. Social and emotional factors: Some children are not well adjusted socially and
emotionally to succeed in reading. The child who is unhappy, who has difficulty learning
with other children and who lacks confidence in himself/herself may have a difficult time
learning to read.
5. Background Experience: There is no single factor related to reading which has a greater
effect on the ability of the child to read than his background experience. Children who have
travelled widely and have been taught to observe closely, those who have attended pre-
school, those who have books and magazines in abundance at home, those from homes where
their parents read to them and tell them stories, and those encouraged to converse and
dialogue will learn to read more easily and faster than those who lack these experiences.
6. Language facility: It is essential that children develop facility in the use of oral language.
Oral language development is essential to success in learning to read because reading
readiness involves the arousing of concepts and meanings for the printed symbols from the
experiences which the child has had previously in listening and speaking.
Having discussed what reading readiness is and identified the factors that influence it, you may
now ask how you would recognise when a child is ready to read. If this question has crossed
your mind, then you have understood what has been presented to you on reading readiness.
In answering your questions, I will refer you to a list that has been compiled by psychologists
titled checklist for Reading Readiness. It will help you to identify when a child is ready to read.
To make the task easy for you, the list has been divided into sub-headings such as
(i) physiological factors
(ii) psychological factors
(iii) social and emotional factors and (iv) background experience
CHECKLIST FOR READING READINESS
Physiological Factors
1. Is there evidence of good organic condition, good nutrition and good health habits?
2. Is there evidence of normal vision?
3. Does the child have good mental coordination when engaging in games?
4. Does he have normal amount of energy?

5. Does his hearing seem to be normal?
6. Does he respond quickly when spoken to?
Psychological Factors
1. Does the child have a wide speaking vocabulary?
2. Can he relate a personal experience in logical sequence?
3. Can he repeat from memory a rhyme or verse?
4. Can he listen attentively to a story?
5. Does he listen to directions and execute them accurately?
6. Does the child notice similarities and differences in objects, forms and colours?
7. Can he hear similarities and differences in sounds of words?
8. Does he have a normal span of attention?
9. Does he have curiosity about books, things and places?
10.Does he want to learn to read? Social and Emotional Factors
1. Does the child enter into group activities?
2. Does he form friendships easily?
3. Does he assume responsibilities well?
4. Is he free from nervousness, worry, and excessive fears?
5. Can he work independently without too much help from the teacher?
6. Does he stay with a task until it is finished?
7. Can he take disappointments without undue display of emotions?
Background of Experience
1. Has the child visited parks, zoos, airports, museums and other places of interests.
2. Has he had many of the experiences he will read about?
3. Does he attend Sunday school or Koranic School?
4. Does the home have children’s books and magazines?
5. Has he attended kindergarten?
6. Do his parents encourage initiative and independence?
7. Has he had experience with automobiles, trains, airplanes and buses?
8. Has he seen any movies?
9. Does the home have a radio or television set?
Exercise
Use this list to check for reading readiness of pre-school children in your neighborhood. Rate
the children ‘high’, ‘average’ and ‘low’. You may experiment with only five children for a start.
Make the exercise as informal as possible to get the best results.
Write a brief report after the experiment.
4.0 CONCLUSION
The purpose of providing practical pre-reading activities for the children is to extend and enrich
their experiences, broaden and improve their interest and foster their personal and social
adjustment through the various practical activities provided. There is little to be gained from
rushing into a program of reading before there is evidence that the child is ready for it. Children
need time to continue to grow to adjust and acquire experience that would help them to mature to
the readiness point to read.
5.0 SUMMARY
In this unit, you have learnt the pre-reading activities needed for the development of the abilities
that will help children to acquire reading skills. We identified skills like oral language, visual and
auditory skills as areas where practical activities should be provided. We defined reading
readiness as the point at which the child recognises and remembers that the symbols on the page
represent meaningful sentences. We agreed that reading does not suddenly appear but is subject
to a process of development. We looked at factors that determine reading readiness to include
visual, auditory, language facility, background experience, mental maturity and social and
emotional factors.
1. Name and describe three pre-reading activities in early years.
2. (a) What is reading readiness?
(b) Name and describe three things a child should be able to do to be considered ready to read.
3. Name and describe three areas where you should assess a child’s reading
readiness.
Moyle, Donald (1978). The teaching of reading. Great Britain. Ward Lock Educational.
Regan, B. William and Shepher D. Gene (1971). Modern elementary curriculum. New York.
Holt, Rinehart and Winston, Inc.
Wendy Hann (1984). Learning to read and write. London: Hodder and Stoughton.
Unit 3:APPROACHES FOR TEACHING READING
3.1 What is Reading Approach?
3.1.1 Reading Teaching Approaches and Criteria for selection.
3.1.2 Visuo-phonic Approach
3.1.3 Whole-word and Look/Say Approaches
3.1.4 Language Experience Approaches
3.1.5 Individual Reading Approach
3.1.6 Eclectic or Mixed Method Approaches
1.0 INTRODUCTION
In the last two units, you learnt what reading is, its importance and the abilities needed by a child
to learn to read. You also learnt what reading readiness is and the activities needed for
developing this. To help children acquire effectively the skill of reading, the teacher must put in
place a well-structured reading programme. One of the ways of ensuring this is to select
appropriate teaching reading approaches. In this unit, we shall be discussing what reading
approaches are, the various reading approaches that can be used in a reading programme, their
merits and demerits.
2.0 OBJECTIVES
 Describe what reading approach is,
 Name and describe some reading approaches,
 discuss the criteria to be considered in selecting reading approaches
 discuss the merits and demerits of the reading approaches you have selected.
3.1 What is Reading Approach?

Some of the things we have learned that teachers should do to help children develop readiness
for reading are organising trips and excursions for them, making them talk about what they see or
do through conversation and dialogue, look at pictures and describe these orally. Other things
teachers could get children to do are dramatising stories, matching words with pictures, sorting
objects, seeing similarities and differences and playing reading-readiness games. All these
activities are emphasized because learning to read is not a simple process. It is perhaps the most
difficult and complex task that children would encounter in the process of growing up. For this
reason, appropriate approaches for teaching reading must be selected by the teacher.
What is Reading Approach?
Reading approach is a way of teaching to make it meaningful for children to be able to read
fluently. Downing (1971) has suggested that many children are not naturally anxious to learn to
read on entry to school. It is therefore the responsibility of the teacher to take care of this by
creating an environment and atmosphere where reading can be seen to fulfil a useful purpose and
be an enjoyable pursuit. The first step to this process is the right choice of appropriate
approaches. The most important underlying factor in the choice of approaches is the individual
needs of the children who are to be taught.
Reading teaching approaches to be discussed in this unit include visuophonic and linguistic
approaches, whole-word and look/say approaches, language-experience approaches, eclectic or
mixed method approaches.
3.1.1 Reading Teaching Approaches
There are substantial evidences from research and observation that there is no one language
teaching approach that is outstandingly superior to the others. For an individual teacher and
child one approach may be much more effective than any other but what is of real importance is
the expertise of the teacher and the attitudes and the abilities of the child. In the choice of any of
the approaches of teaching of reading, there are three major elements to be considered – the
child, the teacher and the nature of the reading process. Each of these three interact to provide a
solution to the task of ensuring success for the individual child who is to be taught to read. Each
of these three elements is discussed below. Following these elements is a checklist of criteria for
selecting reading teaching approaches.
The Child
Each child has his own unique of abilities, experiences, previous learning experiences and
interests. All these elements need consideration. In deciding which approach to select at any
moment for children who tend to be withdrawn or anxious, you may have more success with
formal, teacher-directed approaches than informal ones. You should consider also the state of the
child’s visual and auditory abilities, his level of oral language, his special needs and interests.
Wait a minute, and think about this. Can you give reasons why this is so? Discuss your views
with your reading partner.
The Teacher
The teacher’s general philosophy of education plays a prominent role in his/ her choice of
reading approaches. He/she may prefer a formal teacher directed or non-formal child-centred
approach. He/she may feel that reading should be isolated from work in the other language arts.
Whatever the philosophy of the teacher, it is essential to consider the strengths and weaknesses
of each approach of teaching reading. If this is done, the gaps or weaknesses of a given approach
may not be realized.
The Reading Process
The reading process is another important element to be considered when selecting reading
approaches. Here you will consider all those initial abilities that a child should have in order to
learn to read. These are oral language facility, auditory and visual abilities. You will need to go
back to the last two units to remind yourself of these abilities and their importance in the reading
process.
Criteria for the Selection of an Approach for Teaching Beginning Reading
1. Any approach to be selected for teaching beginning reading, approach must give
help to the children in mastering beginning reading skills. These skills include:
- The association of spoken and printed language;
- The awareness of a correspondence between the left to right letter order

within words and the sequence of sounds within a word.
- The ability to differentiate letter shapes
- The relationship of symbol to sound
- Strategies for decoding unfamiliar words and
- The understanding that printed language gives a message or information
2. The approach should encourage the child to become an independent reader as

quickly as possible.
3. It should emphasize the child’s understanding of the content of what is read.

That is, it should not be for producing a mechanical reader.
4. It should encourage thoughtful and critical examination of the content to be read.
5. It should make reading natural, realistic and meaningful.
6. The approach should not over emphasize word meaning at the expense of
message or information understanding.
Exercises
1. What is reading approach?
2. Name the elements to be considered in choosing reading approaches.
3. Discuss the criteria for the selection of reading approaches.
Answers
1. A reading approach is a way of teaching reading to children to enable them to

read without difficulty.
2. Elements to be considered are the child, the teacher and the reading process.
3. Criteria for selection
- Approach should encourage children to master reading
skills;
- Encourage children to become independent readers;
- Encourage understanding of content - Encourage thoughtfulness
- Make reading natural, realistic and useful.
3.1.2 Visuo-phonic and Linguistic Approaches
This approach of teaching reading encourages the child to work out the meaning of words by
himself by learning the individual letter sounds and groups of sounds and blend these sounds to
form words.
This idea of blending sounds to make up words can be particularly useful when teaching children
any regular language where the sounds are constant like Yoruba e.g. “b-a-b-a”, “baba”.
However, in languages where there are irregularities like that of English spelling e.g. a word like
‘laugh’ could never be worked out with phonics.
Advantages
1. Children can learn more in the area of phonics in the first level of schooling than
in any other approach.
2. Learning the elements and generalisations of phonics gives children a tool that is
useful in many reading situations.
3. Becoming independent in word recognition earlier eliminates the necessity for the
rigidly controlled vocabulary and constant repetition found in many basal reader series.
Disadvantages
a. This approach incorporates a large amount of drill in the early stages. Many
children reject this type of programme.
b. Lack of attention to meaning as the emphasis on drill is dominant.

Comprehension is not well developed because of this emphasis on drill.
c. The children have little interest in reading because of the drill emphasis.
d. The approach will usually develop slow laborious readers.

Exercise
1. Explain what phonic approach is.
2. Mention 2 of its merits and 2 of its demerits.
Answers
1. Phonic approach of reading focuses on children learning the sounds of letters and
the rules that apply to reading before learning words by sight.
2. Merits
(i) Children learn more
(ii) They become independent in word recognition earlier.
Demerits
(i) A large amount of drilling is involved. (ii) Lack of attention to meaning.
3.1.3 Whole-word and Look/say Approaches.
This approach encourages children to learn by associating words with pictures. Learning is by
association of words with pictures. Children are taught to respond to whole words rather than
separate parts of words. This method is used to start children reading for the following reasons:
1. When children begin to read, their visual discrimination is often not perfect and it
is easier to respond to the shape of a whole word than to shapes and combination of
letters.
2. The meaning of a whole word is something children can understand whereas the
individual letters have no meaning. For example, the children know what a table is but
what is a ‘t?’
3. Using this whole word method, children are able to read sentences quite quickly.
This develops their confidence
However, this method seems to function well in the very early stages but as all new words have
to be visually memorised, the learning soon becomes too great. The child has to wait to be told
any new words by the teachers and as such the approach restricts reading independence.
Exercise
Discuss some activities for look and say approach in teaching reading.
Answer
Word-picture matching: This is a simple activity to check if the child understands the meaning of
words. The child can be given a pile of pictures and words. The child then matches words with
the correct picture.
Here are some examples:

3.1.4 Language-Experience Approaches
There are different activities which generally make up the language experience approach. The
first involves the use of the child’s own language. For example, if a child draws a picture and the
teacher asks him about it, the child might say, “It’s my house”. The teacher would now write the
child’s exact words on the board and encourage the child to read it pronouncing the individual
words. The other activity involves asking the child who has been on a trip to write about his
experiences. Another activity involves using experience charts. Here the children are
encouraged to relate interesting experiences they have had. The teacher records the stories on
the chalkboard or in a chart and the pupils read the stories of their experience. Later, the stories
are transferred from the chalkboard or chart to a booklet which is kept in the reading corner.
The merits of this approach include:
1. The experiences which children have had are made more meaningful when
written on the board or chart for children to read.
2. The stories are more interesting to the children because they are about their own
experiences.
3. Understanding is made easy because the vocabulary is that of the children.
4. Children have the opportunity to acquire a broader reading vocabulary in that the
vocabulary is not controlled.
5. There are no restrictions on the content which may be used as a basis for the
study.
Demerits
a. The better children will usually control the content of the story and may suggest
vocabulary which is not meaningful to many of the children.
b. The teacher spends much time helping the children develop an experience story.
Exercise
The experience approach is child centred. Do you agree with his statement? If yes, give reasons
why you agree. If no, why?
Answer
Yes: - It is based on children’s experiences
- The vocabularies are those of the children
- Children participate more in the process of learning
- There is no restriction by the teacher

No: * Teacher spends much time helping the children to narrate their experience
3.1.5 Individualized Reading Approach
This approach is based on three growth and behavior characteristics of children – seeking, self-
selection and pacing. The child seeks those experiences from his environment which are
appropriate to his maturity and needs and interest. They are reading activities in which he can
experience success and pace or progress at his own rate. The approach is characterised by the
child’s freedom to choose any book to read at any time. The approach fits well with the
individual interests of children and emphasises reading for personal satisfaction. However, few
children are able to begin learning to read without the teacher’s help.
Merits
1. The teacher can capitalise on each child’s special interests and unique background
of experiences.
2. The child can progress at the rate which is most comfortable for him.
3. Children seem to develop more favorable attitudes toward reading so they usually
read more books.
4. The reading materials are varied and will include the best of children’s literature
rather than being limited to a set of textbooks.
Demerits
1. Children may have difficulty selecting a book appropriate to their level to

stimulate progress.
2. There is no opportunity to develop readiness for reading a new selection.
3. There is no systematic procedure for gradual introduction or repetition of the

vocabulary and concepts that are being learned.
4 There is some doubt about the adequacy and performance of skills learning that are developed
in brief, infrequent conferences.
5. There is a danger that children will not read enough different types of books to broaden their
literacy interests.
Exercise
One major feature of individualised reading approach is that it is characterised by the child’s
________ to choose any book to read at any time.
Answer: Freedom
3.16 Eclectic or Mixed Method Approaches
From the discussion so far, you have seen by now that no one approach appears to satisfy all the
criteria that were set. Teachers of these young children are very much aware of this fact so they
use a mixture of approaches for their reading programme.. Note however that mixed methods
will only work really efficiently if the mixing is carefully planned and the work integrated.
4.0 CONCLUSION
A reading teacher should be conversant with the various approaches of teaching reading. He
must be skilled in selecting the right approaches for teaching the children.
5.0 SUMMARY
We have examined the nature of reading approaches, the criteria for selecting approaches and
the various approaches that can be used to teach children to learn reading. We have seen that no
one approach appears to satisfy all the criteria that were set. A majority of teachers of young
children are aware of this and so they use a mixture of approaches.
1. Discuss five criteria you will use to select reading approaches for beginners.
2. Describe two reading approaches.
Chall, J (1967). Learning to Read: The Great Debate. McGraw-Hill.
Moyle D and Moyle, L.M. (1975). Modern Innovations in the Teaching of Reading. University
of London Press.
UNIT 4: ORGANIZATION OF READING INSTRUCTION CONTENT
3.1 Organization of Reading Instructions
3.1.1 Class Reading
3.1.2 Group Reading
3.1.3 Individual Reading
3.1.4 Materials for Teaching Reading
1.0 INTRODUCTION
In order that growth in reading ability can proceed at the best possible rate, it is necessary to give
some thought to the organization of reading instruction. Unless there is definite and thoughtful
planning, then the children will be allowed to waste time and possibly become bored. The
teacher will also not be able to make the best use of the time available considering the heavy
pressures of an ever-expanding curriculum and the number of children in her class. In this unit,
we shall be discussing how reading instructions should be organized for children. We shall also
be discussing the reading materials that could be utilised to foster reading in the early years.
2.0 OBJECTIVES
• Describe how to organize reading instructions for children in the early years;
• discuss the significance of instructional materials; and
• Name and describe the materials for teaching reading.
3.1 Organization of Reading Instruction
Traditionally, reading instructions are organized along class work wherein children read aloud
after the pattern of the teacher, or group work wherein the class divides into small groups for
reading and individual work. Historically too, it was thought that work in the basic skills should
be allocated during the morning session in school and language was given a place of pride for it
was deemed that children were more capable of the mental gymnastic involved at this time.
Moreover, English work was under such headings as reading comprehension and writing
composition. Generally, there is no specific allotted time for reading on the time-table in the
Nigerian public schools. Reading is done during comprehension. This has been found to be an
error because research results show that time-table and organization of reading are some of the
reasons for children’s low achievement in reading. A related problem is that reading tends to
become separated from many of the activities of which it is an essential part. For example, the
assignment given in Mathematics may completely ignore the standard of attainment reached by
the child in reading. Thus, written work is divorced from reading and the interest and motivation
gained from the content and practical subjects may never be transferred to the reading process.
In this situation, many children never see the usefulness of reading as an aid to learning, as a
means of communication or as an excellent medium for satisfying one’s curiosity. Reading
instruction is also hampered with lack of expert teachers in the area. In the Nigerian preprimary
and primary school systems, there is the generalists teachers handling these children so the
organization of reading instruction is limited to just class reading, group reading and sometimes
individual reading as presented below.
3.1.1 Class Reading
Class reading is the approach wherein the whole class is given the same book and one child at a
time reads in turn. This approach is predominant in the Nigerian classrooms even though it has
fallen into disuse in many other nations. A reason why this approach should be discontinued is
that it is not likely that all the children in the class would be at the same level of reading or share
a common interest in one single text. In a typical Nigerian classroom situation, teachers make
use of the recommended books.
Sometimes it is not all the children that have the recommended books.
Technically too, class reading would appear uneconomical in the sense that only one child is
reading and it is only the child’s difficulties that are being examined while the rest of the class
are playing the passive role of following the text, if in fact they are engaged in any mental
activity at all. Again, the simple act of reading aloud brings its own complications. Most
children read more quickly when reading silently and the child with a speech defect is not limited
in fluency when he doesn’t have to make a sound response. Perhaps, the most frequent class
activity in reading will be listening to the teacher read a story. This will be a daily feature of
work throughout the early years in the school.
Exercises
1. Discuss what class work is in reading instruction
2. Give reasons why it should be disused.
Answers
1. Class work in reading is the approach wherein the whole class is given the same
book and one child at a time reads in turns.
2. Reasons why class work in reading should be disused
• It seems an unrealistic approach, only few children are likely to be at the same stage in
reading attainment.
• All children might not share a common interest in one single text.
• The other children play passive role while only one reads. They might not be mentally
involved in the reading.
• Children read faster when they read silently.
• Children with speech defect are disadvantaged.
3.1.2 Group Reading
Group reading is an approach where the class divides into groups of four or six children and read
from the same text in turn. This is quite common in the early years of schooling for the young
children. In this approach, the teacher usually moves from group to group or concentrates her
time upon those children who are not making satisfactory progress. Sometimes, groups are
formed entirely of children who have approximately the same reading attainment or alternatively
each group is given a leader whose reading attainment is superior to that of the group.
Can you think of demerits of this approach? Let us examine some of them.
1. The teacher spends more time and energy in keeping the children in their places
and following as well as helping them with their reading.
2. Disciplinary difficulties always arise when the interests and abilities of the
children are not being catered for.
3. Some will limp through the book with great difficulty whilst others are
impatiently waiting to race ahead.
4. Reading speeds in children of equal attainment vary greatly and the child reading
aloud usually falls behind those reading silently for most people can read more quickly
than they can speak.
5. The group situation lacks motivation for the silent readers waiting for the oral
reader and soon begins to loose interest.
Though group reading as outlined above would seem to have little value, division into groups for
other activities is good. For example, small group is good for learning structures, for interest
and project work, for the introduction of a new stage in phonic work, reading games.
Exercise
How will you overcome the limitations of group work in reading?
Answer
Consider all the limitations stated in the text and proffer solutions to them.
3.1.3 Individual Reading
In the early stages of reading, the most valuable single facet of a reading programme is the
moments when the child has the satisfaction of having the teacher’s full attention for a few
moments whilst he reads to her. The child feels important and cared for in this situation, whilst
the teacher is able to supply immediately the type of encouragement or support which is needed.
The frequency of this contact will lessen quite naturally as the child grows in fluency. Currently
teachers seem to be very impatient with the children and have very little one-on-one contact with
them. most teachers often drop this activity rather too early in the child’s reading development.
Individual reading is not without weaknesses. The weaknesses include:
1. It is a very time-consuming task.
2. young children cannot work on an individual programme for long periods without
intervention and help of the teacher.
Hearing children read on one-on-one is very valuable from many merits. They include:
a. The teacher can impart a feeling of successes which the child may not experience
when reading in group.
b. The child can be helped to bring expression into his reading.
c. New words met can be discussed and added to the child’s vocabulary.
d. The teacher can observe the progress being made by the child and therefore can
follow up the sessions by providing materials which will promote further reading growth.
e. The teacher will note any difficulties being experienced and thus be able to device
activities to remedy them.
f. The teacher can keep a constant check on the child’s understanding of what is
read.
Exercise
Make a case for individual work in a reading programme in your school.
Answer
Use all the points under the merits of hearing children read to make the case.
3.1.4 Instructional Materials for Teaching Reading
Adekeye (1982) refers to instructional materials as “materials or objects which help the teachers
to make lessons explicit to the children”. Olaitan and Agusiobo (1981) opined that “they are any
device, place or equipment, graphic representation, sound reproduction or illustration that helps
the pupils to learn”. From the forgoing definitions, we can summarise that educational materials
are facilities which support or enhance learning activities. They are stimuli for the learners and
aids to the teachers.
There are several other names which have been used to refer to educational materials. Some of
these are educational resources, teaching aids, instructional materials, media, teachers tool, visual
instructional materials, audio and audio-visual aids just to mention a few.
Abifarin (1995) writes that these materials can be classified into two – the print media i.e. text
books, reference books, magazines, posters, bulletins, etc. and the electronic media e.g
television, radio and internet etc.
Examples of Reading Materials
Teachers of the young children should be familiar with the types of reading materials necessary
for a modern reading programme. In addition to foundation reading materials provided by the
textbook series, the following types of materials are generally recommended.
1. Experience charts constructed especially for each group of children.
2. Sets of supplementary books for group reading that are easier to read than the
standard text for the class.
3. Sets of readers in the content fields such as social studies, science and health.
4. Poetry selections that the teacher can read to the class.
5. Picture books for beginners and good stories for leisure-time reading at least one
copy per pupil.
6. Single copies of children’s literature – at least two copies per pupil.
7. Children’s pamphlets and magazines.
8. Dictionaries of suitable difficulty for children.
9. Children’s encyclopedia for the intermediate.
10. Audio-visual resources such as mounted pictures, film strips, sound films,
exhibits and specimen as discussed earlier.
Problems with Procuring Reading Materials
Several factors militate against the procurement of resources we have identified. Some of these
problems are:
a. Lack of sufficient funds
b. Much time is needed to prepare or procure materials.
c. Some aids are sophisticated, others are delicate, there is need to guarantee their
safety. Many schools have no storage facility.
d. The teacher-pupil ratio is very high; aids are usually inadequate to go round
e. There is no electricity supply in most of the schools to operate these aids
e. There is the problem of personnel to manipulate or operate and maintain some of the aids
especially the sophisticated ones.
Exercises
1. Discuss the importance of instructional materials.
2. List some materials that would promote reading in the school.
Answers
- Instructional materials are major tools in the hands of teachers - They stimulate the
interest of children - They make learning more permanent.
- They provide experiences not easily secured in other ways. 2. List of reading
materials
a. Books
b. Charts
c. Prose and poetry selection
d. Picture books for beginners

e. Children’s magazines and pamphlets
f. Dictionaries
g. Encyclopedias
h. Audio-visual resources, etc
4.0 CONCLUSION
A meaningful reading programme must put in place a well-organized reading instruction. The
teacher must decide on the best way to organize her class so that children will learn well how to
read.
5.0 SUMMARY
In this unit, we have discussed how reading could be organized in the classroom. We examined
the place of class reading – an approach wherein the whole class is given the same book and one
child at a time reads in turn, that of group reading where the class divides into groups and read
from the same text in turn and individual work, the most valuable single facet of a reading
programme.
1. Name how reading could be organized in young children’s classroom.
2. Discuss individual reading organization.
Adewoyin, J.A. (1991). Introduction to Educational Technology. Lagos: John-Lad Publishers

Ltd.
Akinpelu, M.O.A. (1986). The Impact of Educational Technology on Nursery Education in Oyo
State. Unpublished M.Ed. Dissertation, University of Ibadan.
Malcom, Holder and Eric Hewton (1973). A School Resource Center. British Journal of
Educational Technology. No 1 Vol. 4
Olaitan, S.O. and Aguisobo, O.N. (1982). Principles and Practice of Teaching. Ibadan:
Spectrum Books Ltd.
UNIT 5: READING ACTIVITIES
3.1 Storytelling
3.1.1 Use of Books
3.1.2 Poetry
1.0 INTRODUCTION
The child develops skills in language and literacy activities by participating in various
experiences and activities. Some of these activities and experiences include storytelling, reading
poetry and story books. In this unit, you will learn the various ways by which each contributes to
growth in the language arts.
2.0 OBJECTIVES
i. List activities that promote reading in early years. ii.Use storytelling, poetry and prose to
teach reading
iii. Acquire skills for Encouraging children to develop good reading habits.
3.1 Storytelling
Storytelling is a creative ability which children always enjoy. We use storytelling to entertain, to
teach and to develop appreciation of literature. Storytelling is an activity that offers opportunities
for developing skills in language and literacy. Specifically, the child learns to listen and have
experience in speaking while talking about the story. The child learns to keep in mind a
sequence of ideas, increase his vocabulary and enlarge his background experiences.
It is important for you as a teacher to know the criteria you can use to select stories for young
children. Some of the criteria are discussed below:
1. choose or select a simple, well-developed story, centred on one plot with sequence
of events structured so that a child can anticipate to some degree the outcome of events.
Elements which make the children wonder what will happen next can add much to the
story.
2. Involve the children with large amount of direct conversation.
3. Use of repetition, rhyme and catch phrases that the child memorizes quickly and
easily.
4. Use of carefully chosen, colourful language.
5. Situations involving familiar happenings. The new, unusual and different may be
included, but there must be enough of the familiar with which the child can identify.
6. Simple and satisfying climax.
7. One main character with whom the child can easily identify. Too many characters
can be confusing.
8. A variety of ethnic cultural and racial events. Stories should present realistic
pictures not ridiculous stereotypes of ethnic groups.
How will you know that some stories are helpful to the children? The following questions may
be helpful in judging the adequacy and appropriateness of stories:
i. Does the story help the child gain some insight into his/her own personal life or
the lives of other people?
ii. Does the plot or action of the story hold the child’s interest?
iii. Does the content add to the child’s joy in living and a feeling that life is good?
iv. Are the characters honest, well described, unforgettable?

v. Does the story include humour, dramatic elements and beauty of language
appropriate to the child and the story.
vi. Is the information accurate?
Exercises
1. What is story telling?
2. What are the benefits of storytelling?
3. List criteria for selecting stories for children.
Answers
1. Storytelling is a creative activity.
2. Storytelling is used to entertain, teach and appreciate literature.
3. The criteria for selecting stories for children include:
7. Well-developed plot
8. Contain direct conversation
9. Use of repetition, rhyme and catch phrases.
10.Beautiful and colourful language
11.Simple and satisfying climate, etc.
3.1.1 Use of Story Books
Children develop a love for books very early if they are encouraged to develop a feeling that
books can be friends and companions, an awareness of the fun and enjoyment that can come
from books, an appreciation of good literature, the knowledge that books can be sources of
information and an interest in caring for books.
In selecting a book, the following criteria are crucial. They include:
- Types and content of books

- Illustrations
- Format and physical makeup
Types and Content of books: young children should be introduced to a variety of types of
literature recommended for young children. For very young children (0-3 years) picture books
and rhymes books are very suitable. Older children between ages 3 and 5, should be given books
for learning how to count, books on the alphabet and animal story books are suitable. Simple
books that are inspirational and humorous and can stimulate creative expression are also
recommended.
Illustrations: Young children usually read their books via pictures; therefore, attention should
be given to the illustrations contained in children books. The artist/illustrator is really part of the
story contained in the book. He/she should complement the author’s effort in the content, mood,
and feeling involved. His/her illustration should be relevant and match the plot and tone of the
story. Children also like brightly coloured illustrations.
Format: Book bindings should be sturdy and firmly stitched. The covers should be attractive in
order to encourage the child to care for them. A binding that comes off the book at the first
handling can be most discouraging for the child. Among the collection of books are those for
holidays and special occasions that will not be used as often as some of the others. These books
may be purchased in the less expensive editions. For the favourites that are used in day in day
out, a good binding is an economy. The pages should be of strong, heavy paper to prevent their
tearing easily as the child turns them. The size of type and spacing of words are important. Most
of the books should be light enough and of a size that is easy for the child to handle.
Exercises
1. List the criteria for choosing children’s book.
2. Discuss the format of a book for the early years.
Answers
1. - Types and content of books.
- Illustrations
- Formal and Physical makeup.
2. Format
- The binding should be sturdy and firm.
- The cover should be attractive
- Occasional books be less expensive
- Every day books should be strong, made with heavy paper.
- Should be light to handle.
3.1.2 Poetry
Experiences with poetry can be happy and spontaneous ones for children. Children enjoy the
sounds around them, create sounds themselves, laugh at unusual combinations of words, etc.
The spontaneous language of children is often poetic in nature. Poetry, if well selected and
correctly used helps the child to listen carefully to learn new words and ways of expressing one’s
feeling, to develop increased auditory awareness or acuity, to improve the quality of one’s own
voice and to feel secure in the group as one participate in saying poetry with the group. Poetry
can bring laughter and happiness to the child.
If children are to appreciate and enjoy poetry, it is imperative that the teacher appreciates poetry
and shares his or her enjoyment in presenting the poems to the children. The steps to be taken
could include the following:
1. Teacher reads the poem aloud first in order to make the children become familiar
with the words, mood and tempo.
2. The poem may be read or shared from memory.
3. As much as possible, the poem should be related to some thing or incident

familiar to the children.
4. Teacher should not force children to memorise poems because many children
have been turned away from poetry. Rather, poems should be read to children in a
simple, natural and an appreciative manner. Many children will learn poems in this
manner without the pressure to memorise.
Exercise
1. Identify the benefits children can derive from learning poems.
2. List three poems suitable for young children in the early years.
Answers
1. Poems help children to listen carefully.
- It helps them to learn new words.
- It helps them to learn ways of expressing one’s feelings.
- It helps them to develop increased auditory awareness or acuity.
2.- Twinkle, Twinkle little star … - One, two buckle my shoe …
- See, see, I can see the moon …
- Humpty, Dumpty sat on a wall …
4.0 CONCLUSION
It is very evident that listening and speaking serve as a base for reading and writing and if these
are rooted in experience, furnish a rich background of meaning for written and printed symbols.
Storytelling, the use of books and poetry play a significant role in enhancing reading skills.
5.0 SUMMARY
Story telling is a creative art which children enjoy because it is used for entertainment, teaching
and developing appreciation of literature. Its role in enhancing language development cannot be
underestimated. Similarly, the use of books stimulates curiosity and a sense of wonder in
children. It enhances their interest and leads to meaningful investigations where carefully
selected. The role of poetry cannot be over-emphasized. Poetry gives enjoyment and pleasure to
children. All these are reading activities that provide opportunities for children to develop their
language and communication skills.
1. Describe three ways by which reading can be enhanced for children aged 4-5
years.
2. Discuss four criteria you will use in choosing books for the pre-scholars.
3. Discuss three steps you will adopt in teaching poem to three years old children.
Anderson, P.S. (1972). Rediscovering Children’s Literature. Language Skills in Elementary

Education. 2nd Ed. New York: Macmillan Publishing Co.
Fisher, Carol S, and C. Ann Terry (1997). Children’s language and the language Arts. New
York: McGraw-Hill Book Co.
Hollingsworth, P.M. (1974). Let’s improve listening skills. Elementary English 51:8. Pp. 1156-
1157, 1161.
THE DEVELOPMENT OF WRITING SKILL
Unit 1: Handwriting
Unit 2: Development of Writing
Unit 3: Language and Literacy Across the Curriculum
3.1 What is Handwriting?
3.1.1 Pre-writing Activities
3.1.2 Letter Formation
1.0 INTRODUCTION
There can be little doubt that the standard of handwriting has steadily declined for many years
and is now at a very low ebb. This state of affair started in schools when the curriculum became
expanded and many more subjects were added. Unlike when the business of the school was just
the 3 Rs that is reading, writing and arithmetic. In many classrooms today, the position of
handwriting has been abolished to be replaced with verbal reasoning, quantitative reasoning,
computer, etc. Regardless of the importance of modern technology – word processors,
computers and electronic typewriters – handwriting can never be replaced. Despite living in an
age of computer keyboards and ‘book’ computers with which handwritten data can be
electronically recorded, handwriting is still an essential skill.
There is need to bring back the craft of handwriting to the main stream of educational tradition in
Nigeria. It is a skill that has special significance for the early years. It lays a sound foundation
for perceptual and spatial learning skills which beginning learners must acquire as early as
possible. It is an education in self-control. A good handwriting gives satisfaction to the writer
and pleasure to others who will read it.
In this unit, we shall be examining the concept of handwriting, its place and pre-writing activities
that can foster its development.
2.0 OBJECTIVES

 define what handwriting is
 discuss its importance
 describe the practical activities that children can do to foster the development of
handwriting.
3.1 What is Handwriting?
Handwriting is the writing done with a pen or pencil. It is a person’s particular style of writing.
Handwriting is defined as penmanship. Handwriting in the modern-day schooling is not an end
in itself but a tool for communication and self-expression. It meets the need that pupils have for
recording ideas, writing messages, signing their names, writing letter for example when seeking
employment, and labeling objects. Its usefulness cannot be exhausted. It inculcates orderliness
and neatness into the children. It aids good visual memory, especially for spelling. Handwriting
can make the difference between academic success and failure. A child with a writing problem
may have a problem when it comes to examination because what he writes in the examination is
not readable, he may fail. Hand writing is a skill that one must learn well.
The ability to formulate an idea in mind, appropriate syntactic patterns, to plan the correct
graphic form for each letter and word, to correctly manipulate the writing instrument to produce
the letter shapes, to integrate complex eye-hand relationships, to have sufficient visual motor
memory, all these are required in the act of writing.
The skill of writing involves not only recognising and remembering different shapes (symbols)
and relating them to spoken language but also the ability to reproduce these symbols and create
one’s own written communication. The teaching of handwriting appears to be rather out of
fashion as far as most teachers are concerned, and to me this is a matter for regret. Many
children are slow to turn to creative writing simply because they lack the necessary tools.
Moreover, an untrained hand usually makes large number of unnecessary movements and is
uneconomical in the use of the child’s time. With the values gained from the reading process, the
child should be helped to form his letters in an expert manner as early in his school life as
possible. Writing is undoubtedly the best training for leftright orientation in reading. A short
course in letter formation helps the child who tends to reverse or invert letters. Written work also
aids word recognition in that it draws attention to the letter patterns which form the word and of
the contribution of the individual letter to the whole word.
Writing is of real help to the child in helping him to build a sight vocabulary. Many children
gained great help in word recognition from writing. Handwriting allows us to be artists and
individuals during a time when we often use computers, faxes and e-mail to communicate. Fonts
are the same no matter what computer you use or how you use it. Fonts lack a personal touch.
Handwriting can add intimacy to a letter and reveal details about the writer’s personality.
Exercises
1. What is handwriting?
2. Identify the usefulness of handwriting in early years.
Answers
1. Handwriting is penmanship.
2. Usefulness of handwriting
- It is a tool for communication and self-expression
- It teaches orderliness and neatness - It aids good visual memory - It promotes

academic success.
3.1.1 Pre-writing Activities
Some children do not grasp the basics of handwriting and reading in the early days of their
education and fall behind their contemporaries. This is largely because they have not in many
cases been taught or else have not fully understood the basic primary skills of:
- seeing the shapes of letters (visual)
- hearing the sounds of letters (auditory)
- recognising - the recognition of letters (perceptual)
- speaking – the vocalising of letters (oral)

The child beginning to write must have a good control of his hands and the ability to watch the
way in which his hand is moving (hand/eye coordination). This development of control and co-
ordination is part of general motor development. The use of pencil or pen demands a very
careful control of the hand and for many children this kind of time control has not been
demanded from them before they reach school. It is for this reason that when a child comes to
school, he may well be given a number of activities to help him to improve his control and
coordination.
Activities to Improve the Control of the Hand
There are many pre-writing activities that can be employed to improve the control and
coordination of the hand to prepare children for writing. These include:
Drawing
Painting
Moulding of Clay
Jigsaws, etc
Drawing: Any kind of drawing, whether the child is using a stick in dry sand or his finger in wet
sand, is useful practice. The use of crayons can be enjoyable or the use of chalk on a board.
Pencils of course can be used as soon as the child is able to hold one correctly.
Painting: Children enjoy exploring the possibilities of colour. Paint brushes should be made
available for the children to use. Improvised paints are readily available such include the juice of
flowers such as bougarvilleans can produce a readily available substitute. Painting helps to make
a child’s hand flexible and trained for writing.
Moulding of Clay: Children love manipulating clay soil because of its texture. This should be
made available for the children to manipulate to produce different objects. Moulding clay also
helps to make a child’s hand flexible.
Building: Local materials provide natural play materials for the children which they can use to
build and construct. Sticks and leaves woven together or stones piled up make houses and
bridges.
Jigsaws: The fitting together of jigsaws again provides a useful way of using the hands if the
pieces are to be properly joined to form the picture. Completion of jigsaw puzzles is an enjoyable
activity for many children and requires considerable skills in matching and the making of a
whole from a number of parts.
Colouring outline drawings, tracing and drawing with templates and joining together of dots to
form pictures are helpful for motor control as well as visual discrimination.
Matching Exercises: These consist of sets of pictures in twos. The child is given a pile of these
and has to arrange them in identical pairs.
Completion of drawings of common objects which have some parts missing.
Exercise
Discuss the reasons for providing pre-writing activities for children in the early years.
Answer
- Pre-writing activities promote the development of visual, auditory skills and the
control of the hands.
- The activities are natural to children, they enjoy doing them.
3.1.2 Letter Formation
Having gone through the pre-writing activities, the children are ready to write. Another
important thing to teach the children is to adopt habit of sitting in the correct position. It is
difficult for children to write well if they are not sitting well with adequate space between them.
For the sitting position, the child should
- sit square to his/her desk
- keep both elbows a little away from the sides
- keep the handwriting book straight on the desk - hold the crayon/pencil/pen
firmly and don’t let it fall.
- move whole hand and arm as they write. - hold writing material lightly.
When the child is ready to write, the first thing he should be encouraged to do is to scribble.
Scribbling helps to train the wrist of the hand and makes the fingers flexible. Next the child
moves on to write patterns. Pattern writing will check proper control and coordination of the
hand. It will also help the child to acquire the correct directional movement for successful
writing.
There are three types of handwriting. They are print script lettering, copy writing and cursive
writing.
Print Script: When the child begins to write, he starts with a simple print script. The reason for
this is to avoid initial confusion between different types of printing at the early state. It is the
print script that is found in the early books that a child is likely to meet.
Print Script Lettering
Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq
Rr Ss Tt Uu Vv Ww Xx Yy Zz
Usually, children learn the writing of the lower case (small letters) form of the letters first
because they will grow to use this more than the upper case (capital) letters. It is also important
to note that writing tends to develop more slowly than reading because of the learning of skill
control.
Copy Writing: The next step for the child is to move gradually to copy writing after having
mastered the correct formation of letters. The child attempts to copy the teacher’s pattern of
writing. Gradually, the child moves to copying few sentences many times.
Cursive Writing: This is a more advanced form of handwriting style. Once the child is able to
copy a few sentences in a good clear print with confidence, he can begin to write a sentence on
his own, a more fluent style of joined up writing can also be introduced e.g.
This is my house
In teaching handwriting, usually most schools use practical, middle ground approaches. It is
better when it grows out of the child’s normal classroom activities such as writing invitation,
making labels and preparing material for the class newsletter. Every opportunity that the child
has to write should be harnessed to develop his handwriting.
Research results show that children prefer manuscript writing (simple print lettering) to cursive
writing at the early years. The following reasons are likely to favour this preference.
1. It is easier for the child to learn and it provides a feeling of success early in the school
experience of the child.
2. The child learns the same alphabet for writing that he learns to read.
3. It helps the child learn to read.
4. Strain and fatigue on the child’s muscles are lessened by eliminating the long, joining
strokes used in cursive writing.
5. It is easier to read and involves less eyestrain.
Exercises
1. Name the three types of handwriting.
2. Which of these styles will you recommend for the children in early years?
3. Give reasons why you will recommend it.
Answers
1. Simple print script lettering, copy writing and cursive writing.
2. Simple print script lettering.
3. Reasons for recommending simple print script lettering are:
(a) It is easier for the child to learn.
(b) It helps the child to learn to read.
(c) It gives the child opportunity to learn the alphabet over and over.
(d) It is easier to read.
(e) It is easier to write.
4.0 CONCLUSION
The arts of reading and writing go hand in hand. Even though reading precedes writing, the two
cannot be divorced from one another. The development of handwriting is necessary if the child
is to write fluently and develop writing as a tool for expressing his thoughts and ideas as well as
for recording information.
5.0 SUMMARY
In this unit, you have learnt that handwriting is penmanship and a tool for expressing one’s
thoughts and ideas as well as for recording information. We identified pre-writing activities such
as drawing, tracing, matching, building, colouring, completion of jigsaw puzzles, etc. These
activities we learned are helpful in developing visual perception. We also examined how
children form letters and gradually begin writing from simple print script lettering to copy
writing to cursive writing. We agreed that writing tends to develop more slowly than reading
because of the additional skills of control.
(a) Discuss five benefits of handwriting to the pre-scholars.
(b) Describe five ways how you will use to prepare the pre-scholars for handwriting.
Fletcher, P and Mac Whinney, B. (Eds) (1995). The handbook of child language. Cambridge,
MA: Blackwell.
Gernsbacher, M.A. (Ed) (1994). Handbook of Psycolinguistics. San Dieego: Academic Press.
Hann, Wendy (1984). Learning to read and write. London: Hodder and Stoughton.
UNIT 2: DEVELOPMENT OF WRITING
3.1 The Importance of Oral Language in Developing Writing
skill
3.1.1 The importance of Reading Skill in Developing writing
1.0 INTRODUCTION
The early years are the root years for language development. Recall that this point has been
made in the previous units of this course. Language is a very efficient way to store and recover
information and to solve problems. Therefore, oral and written language are important from the
stand point of the growth and development of the child. In this unit, you will learn more about
the purpose of oral and written language, programs of oral and written expressions and
suggestions for improving oral and written instruction.
2.0 OBJECTIVES
At the end of this unit, you should be able to:
 discuss the relationship between oral and written language;
 describe reading activities for developing writing
 give suggestions on how to improve oral and written skills
3.1 The Importance of Oral Language in developing writing Skills
Recall all you have learnt about language development in the preceding units. For instance, you
learnt about the stages of language development, and the process of language acquisition and the
importance of all these in the early years of a child. In the last unit, you learnt of how children
acquire and develop reading skills. You learnt of how the development of reading skills was
dependent on a child’s oral language facility and other abilities such as being able to match
objects etc. You also learnt that being able to read positively affect oral language development.
In this unit, you are going to learn about the development of writing in the early years, the role of
oral and reading skills in developing writing skills and the interrelationships of all the language
skills. Writing is an important skill a child needs to develop in the early years. Children love to
write beginning with scribbling. Written work has a special appeal to children because of its
permanency in comparison to speech. They also get a greater feeling of creative achievement
when they can repeatedly turn to piece of work, they themselves have written
Development of writing in the early years is dependent on a child’s oral language facility and
rich background experience. Research tells us that the key to language growth is enriched
experience, that growth in language is also a part of the child’s general pattern of maturation.
The implication of this is that we cannot ask a child to speak or write about things he does not
know or understand. Children in early years are normally keenly interested in language. They
are found to be eager to use words as soon as they pick them up.
The importance of oral language facility has been noted in previous units. Research results show
that the average individual talks at least two times for every time he reads or writes. Moreover,
when the child is helped to build acceptable speech patterns, the child is being helped to increase
his power to read and write. It is important therefore that teachers of children in the early years
provide opportunities for children’s oral language development by providing rich programme of
learning activities to encourage language expression. Here are some activities to promote oral
language development:
- the children’s daily scheduled time for “show and tell”. Children are encouraged
to bring in an interesting object from home to show to the class and to tell the class about
it.
- Announcements by the teacher
- Directions by the teacher
- class discussions by the children
- informal conversation of events
- purposeful discussion of events
- messages and reports
- dramatic plays
- storytelling, jokes and riddles

- giving and following directions
- club and society meeting. Those that are relevant to early years such as Cub
Scout, Brownies, Girls’ Guide, etc/ - using the telephone, etc.
Pause and think about how the above activities could be incorporated into the child’s daily
schedule in the school. This brings us to the issue of preparing the time-table for the children.
The school time schedule has to be very flexible and amenable to alteration and modification as
occasions and needs dictate.
Oral language activities could start as soon as the children arrive in the school. They should be
free to take out and examine and play with materials and toys available for them. They can
engage in free play and informal interactions with their peers and the teacher. This is an
opportunity for oral language expression covering wide areas.
Assembly and accompanying activities such as singing choruses, praying, reciting the national
anthem and pledge are activities that give children opportunities to use oral language. Other
school activities like organized work activities like number and letter work, group play where
children in small groups use different toys, sand play, water play, making of things like cutting
and pasting pictures, making shapes of animals, colouring and the like, small group game,
routine preparation for snacks, clearing up after snacks, story time, etc are what will encourage
and enhance the use of oral language expression. These activities keep children active and get
them talking and increase their vocabulary growth.
3.1.1 The Importance of Reading Skill in Developing Writing
Just like is the case for oral language skill, a child being able to read will facilitate his writing
development. As a teacher of early childhood education, you must organise a rich reading
programme that will help your pupils develop and improve their writing skill.
Exercise
1. Can you identify other activities which the teacher can provide to encourage oral
language expression?
2. Mention specific school routines which promote oral language expression.

3. Mention three reading activities that will help children in the early years to develop
writing skill. Refer to the unit on Reading Development.
Answer
1. Show and tell, announcements, directions, informal conversation, purposeful discussions,

etc.
2. School assembly, class activities like organized activities such as number and letter work,
group play, sand play, water play, etc.
3.2 Activities for Developing Writing Skill
As we have seen earlier in this unit, writing has a special appeal as children feel its increased
permanency in comparison to speech and they also get a great feeling of creative achievement
when they can repeatedly turn to a piece of work, they themselves have written. Writing also
draws attention to the structure of the language, the value of letters in words, the construction of
phrases and sentences. As the child writes he has more time for contemplation and more time for
expressing a particular thought than does speech.
The following activities would enhance the skills in the children if the activities are properly
prepared to start from simple to complex forms.
(i) Copy writing: Here the child copies words, short sentences written on the board
by teacher.
(ii) Short answer activities: The child fills in the missing word from a sentence.
Although this is still copy writing because no new information is required, it is a first step
towards the construction of a sentence. As this activity develops, the child will fill in
more and
more words until he feels confident that he is writing alone e.g. This is a big ______ (house).
(iii) Replacing Pictures: This activity is similar to the first one discussed above.
Here the child replaces pictures with words. E.g. This is a _____. e.g. picture of a fish,
book etc
(iv) Building a Sentence: Children can be given the beginnings and endings of
sentences and be asked to fit the parts correctly.
Examples
An elephant has very strong
A lion is black and white stripes
A zebra has long trunks
(v) Finishing sentences: With adequate exercises given to the child in the above
activities, he would gain confidence in his writing ability and could complete simple
sentences started by the teacher.
Examples:
I woke up this morning to say my _________.
I brushed my teeth and _______ my bath.
I ate my breakfast and ________ to school.
On my way to school, I saw _________, etc.
Other advanced written work can take the form of:
(a) Writing Reports: When a child is able to write one or two sentences on his own, he could
graduate to report writing. He could be encouraged to write a brief report on any event he
has seen or any visit he has made.
(b) Keeping Records and Diaries: The children can start these activities collectively by
keeping class diary with contributions from various children as events happen. Then
individual diaries can be kept by the children. Teacher encourages the children to write
down events as they happen in their environment in and outside the classroom.
Record keeping also is relevant to keeping diaries. Records of activities, events, etc can be kept
by the children in written form.
(c) Letter Writing: Children are interested in writing especially letters to their uncles, aunts,
friends, etc. Children could be taught how to write simple informal letters. All the features
of letter writing should be emphasized by the teacher.
(d) Writing Experienced Stories: At first, a child might simply write out a story the teacher
has told and gradually be able to write stories he has heard elsewhere or has even made up
for himself or has read.
(e) Notes: The ability to take notes can be a most useful skill for children to acquire as early
as possible. This can be done by the teacher guiding the children as soon as they can write
independently. For example, this can be done skillfully through questioning. A teacher can
ask the children questions.
Teacher: What did we see during our visit to the zoo?
Child: We saw animals.
This sentence can be expanded to: During our visit to the zoo, we saw many animals. They
include lion, monkey, zebra, etc.
Gradually, the children would develop the skills to make their own notes from discussions and
lessons. Drawing or sketching diagrams are also very helpful. For example, drawing a scene of
market place, farmland, shopping mall, children can make notes from observing the sketches
giving detailed information.
Exercise
Identify at least four ways you can encourage written expressions in language.
Answer
Writing reports
Keeping records
Letter writing
Writing stories, etc.
4.0 CONCLUSION
In developing writing in the early years, the children need to be actively involved in exercises
that involve writing. They could commence from oral language and reading as the springboard
and gradually move to independent writing through various activities as directed by the teacher.
From what you have learnt from this unit and other units it is clear that all the language skills are
interrelated.
5.0 SUMMARY
We have learnt in this unit that oral language expression has an impact on writing development.
Informal conversation, purposeful discussion, storytelling, dramatic play, etc keep children active
and get them talking therein, they increase in vocabulary growth. These activities aid written
expression. We also learnt about various activities for promoting writing skill. These include
letter writing, writing reports, diary and record keeping, story writing, note taking, etc.
1a. Describe the importance of oral language ability in the development of writing.
b. Describe four activities you will use to foster oral language ability.
2. Discuss in details four activities you will provide for young children to develop their writing
skills.
Leeper, Sara Hammod, Bikes Dora and Witherspoon Ralph (1976). Good Schools for Young
Children. Macmillan.
UNIT 3: LANGUAGE AND LITERACY ACROSS THE CURRICULUM
3.1 Language and Literacy Across the Curriculum
3.1.1 Language and Literacy Activities for Mathematics
3.1.2 Language and Literacy Activities for Science
3.1.3 Language and Literacy Activities for Creative Arts
1.0 INTRODUCTION
Our ability to communicate through language is one of the things that clearly separates us from
other beasts. Language provides us with a means for storing our knowledge and wisdom and it
allows us to transform that knowledge. Language makes possible the sharing of human
experiences. In early years, as soon as children learn to communicate through language, they
express their interests, needs and feelings in every aspect of their lives. This shows that language
is not just learned for its own sake but it is an integral part of the child’s entire world. Therefore,
language is given a prime of place among the school subjects and it is the chief medium of
instruction in schools. In this unit therefore, you will learn how language and literacy are used in
the teaching and learning of various subjects such as mathematics, creative arts and the sciences.
2.0 OBJECTIVES
• Discuss the role of language as chief medium of instruction in schools;
• Explain how language is featured in learning school subjects such as Mathematics,

Science and Creative Arts; and
• Discuss how activities could be incorporated in the learning and teaching of the subjects
to enhance language and literacy in the early years.
3.1 Language and Literacy Across the Curriculum
Language as you have learned in this course is very crucial to human beings. It is the chief
medium of instruction both at home as well as in the school. Unfortunately, language learning
is often compartmentalized and decontextualized in school settings. Rather than embrace natural
language learning opportunities that may arise as part of any school activity, too often reading
and writing are reduced to narrow exercises devoid of any meaning. Teachers can foster
language and literacy throughout the day and in natural situations especially across the school
curriculum to stimulate language development.
3.1.1 Language and Literacy Activities for Mathematics
Evidences abound that learning Mathematics in school could be fun if appropriate language
activities are incorporated. Geist (2001) argues that Mathematical literacy begins at birth, all that
children need to construct concepts for themselves are a stimulating, language rich environment
and receptive adults.
The following are ideas and activities – suggested ways in which language and literacy can
become an integral part of the Math curriculum.
1. Everyday School Activities – creating story problems from everyday school activities.
These can be conversations carried on about naturally occurring events like:
Snack time: - Distributing snacks, counting the number of children’s table, how many napkins
are needed for a snack table, counting the children in line, counting how many children are
present and the number absent, etc.
Circle time: - This could involve voting who the leader should be, the number for and against
making time relationships e.g. “did we get into our circle slower or faster than yesterday?”
Play ground: - Counting the number of times a child rides the bicycle around the field,
measuring “how high do you think you can build your sand structure?”
2. Writing – When children learn new Math concepts and processes, they can write about
them in their diaries, journals, or in letters to take home. Activities about shapes in sorting
attribute blocks, playing with different coloured blocks, balls and other items, building with
blocks, completing puzzles and using manipulatives are things children could write about.
3. Project Approach – Children can use Math to solve problems, can use counting to solve
disputes and to explain and demonstrate ideas.
4. Reading in Math Class Using Picture Books – Teachers and curriculum designers
recognise the power of children’s literature. In the past few years, children literature has
become an increasingly important component of Mathematics curriculum in early childhood
programs. Good picture books provide meaningful context for learning Mathematics
concepts. Stories spark children’s curiosity about their world, they serve as spring boards for
Mathematics investigations. For example, the story of an elephant and a mouse in “In just a
little Bit” could be used to teach “balance”. The elephant and the mouse were meant to use a
piece of the playground equipment called the see saw. The elephant and the mouse have
mismatched heights and this fact prevents them from using the seesaw. This story helps to
break down the artificial dichotomy that sometimes exists between learning Mathematics
and living Mathematics. When connections are embedded in a story, the reader not only
enjoys the book but also is intrigued by the Math concepts. Think about local stories that
you learned as a child or those you have heard before. Recall those stories. Can you bring
out any Mathematical concepts from such stories?
Exercises
1. List at least two everyday school activities in Math class which can help to increase
children’s vocabulary.
2. Mention at least three Math activities which children can write about.
3. Identify a story which you can use to teach a concept in Math.
Answers
1. Everyday school activities – snack time Play ground

Circle time, etc
1.2 Math Activities – Shapes
Sorting attribute blocks
Puzzles
Manipulatives, etc
1.3 - Who sank the boat?
- The tortoise and the dog in the farm
- The greedy dog, etc
3.1.2 Language and Literacy Activities for Science
Children can increase in vocabulary by doing Science and reading and writing about it. The
following ways are practical activities that will enrich the children’s language development.
These include:
(i) Labeling: Science experiments usually involve the use of various equipment.
Children can benefit from labeling the equipment. This activity can be varied by making
a matching label and putting the equipment away. Labels can be taped on appropriate
equipment. New words can be recorded in the children’s notebook and diaries.
(ii) Children can go on a nature walk in the school environment or the neighbourhood
looking at insects or plants. Children can name the objects they come across during the
walk. They can write their ideas on a chart.
(iii) Writing ‘laboratory reports’: As children mature, they should be able to write
‘laboratory reports’ of their experiment in Science. These can be free-form or can have a
more formal format, using guided questions with spaces for answers. For example,
children can be guided to write a ‘laboratory report’ by responding to these questions:
1. List the steps you took in the experiment.
Step I: ………………………………………………………….
………………………………………………………………… …….
…………………………………………………………………Step
II: ………………………………………………………… ……...

………………………………………………………………………
…………………………………………………………………...
Step III: ………………………………………………………… ...
………………………………………………………………………
……………………………………………………………………….
2. What is one important thing you learned?
Answer: ________________________________________________
_______________________________________________________
_______________________________________________________
3. Draw a picture of the most interesting part of the experiment Exercises

Name or list ways by which you can enhance language development in a Science class.
Answers
Labelling
Nature walk and
Writing ‘laboratory reports’
3.1.3 Language and Literacy Activities for Creative Arts
Creative arts include music, drawing, painting, drama, dance, etc. Language and literacy can be
incorporated into these arts to make them meaningful and enjoyable to children. Through play
children can engage in these activities and grow in vocabulary development.
1. Music: Marching to music, playing a xylophone (relation of size to tone), clapping,

playing music on cassette player, drumming, etc. All these can be accompanied with
singing. As the children sing what they listen to they improve their pronunciation and
vocabulary. Music experiences can be used to play with various sounds.
2. Drawing: Children love to draw and talk about what they draw. They talk to themselves
at a younger age but later the talk subsides and turns to thoughts. Children can be
encouraged to discuss their drawings and share their thoughts with others. As they do this
they improve their language.
3. Dramatisation: If language expression is to be creative, it must be based on thoughts and

ideas that are the child’s own. The child should
be given opportunities for experiences to develop many ideas and thoughts. Some children can
express their feelings in pantomime, while others may use puppets. Dramatisation can offer
many opportunities through which creativity in oral language may be encouraged. Dramatisation
may include dramatic plays, creative dramatics and using puppets.
Dramatic Play is spontaneous and free of teacher direction. This type of play is one in which the
child may try living as an adult, find out how it feels to have certain responsibilities such as
feeding the baby or cooking dinner, the role of the doctor, fire fighter, etc. In doing these,
children practice certain basic language skills such as speaking, using conversation, listening,
learning new words. This helps them to understand their world and the people in it.
Puppets are often used by children in dramatic play. The child who hesitates to speak with
others or before the group may speak freely through a puppet. With young children, the puppets
are generally used informally without scenes and stories.
Creative dramatics – This is a group activity wherein an experience is acted out by the children
as they are guided in thinking, feeling and creating their own dialogue and actions. There are no
lines to be memorised, no formal audience, no costumes or technical aids. This contributes to
language arts skills as children speak, communicate and listen. Auditory discrimination may also
be built. Folk tales provide stories which are short and in which the actions and feelings of the
characters are easily identified.
Moreover, whenever children learn a new letter, part of speech, punctuation mark or word, they
could act it out in some ways. For example, letters could be made with the whole body or parts
of it.
Exercises
1. What are Creative Arts?
2. How can you foster language development through Creative Arts?
Answers
1. Creative Arts are made up of dance, drama, music, drawing, painting, etc.
2. How to foster language development through creative arts include:
- The use of music and dance
- Dramatisation
- Drawing and painting
- Writing stories about these activities.

4.0 CONCLUSION
Language is not just learned for its own sake but it is learned because it is an integral part of the
child’s entire world. Therefore, ideas and activities are to be incorporated into the subjects in the
school curriculum to help foster language development.
5.0 SUMMARY
In this unit, you learned that as soon as children learn to communicate through language, they
express their interests, needs and feelings in every aspect of their lives. This shows that language
is an integral part of their entire world. It is therefore imperative for the school setting to ensure
that language learning is not compartmentalized or discontextualised and reduced to narrow
exercises devoid of any meaning. Teachers should foster language and literacy through the daily
activities and in natural situations of the school setting across the school curriculum. Subjects
like Mathematics, Science and Creative Arts could be re-packaged to involve language laden
activities to ensure language development in the early years.
1. Discuss five ways you will use to foster language development in a Math class in
the early years.
2. Describe five activities you will suggest to be incorporated into the creative arts
curriculum for the pre-scholars that will enhance language development.
Bredecamp, S. (1987). Developmentally appropriate practice in early childhood programs

serving children from birth through age 8. Washington DC: NAEVC.
Hatch, J.A. (1992). Improving Language Instruction in the Primary Grades: Strategies for
Teacher-Controlled Charge. Young Children 47(3) 54-59.
Morrow, L (1993). Literacy Development in the Early Years. Boston: Allyn and Bacon.
Watson, D. (1989). Defining and Describing Whole Language. The Elementary School Journal
90(2). 129-141.
3.0 Sub Unit 2: Phonological Awareness, Alphabetic Principle, Fluency, and
Comprehension
3.1 Introduction
In early childhood education, the development of essential literacy skills lays the foundation for
a child's future academic success. Four key components play a pivotal role in this foundational
process: Phonological Awareness, Alphabetic Principle, Fluency, and Comprehension.
Phonological awareness involves the ability to recognize and manipulate the sounds of spoken
language, while the alphabetic principle focuses on understanding the connection between letters
and sounds. Fluency encompasses the fluid and accurate reading of text, while comprehension
involves the understanding and interpretation of what is read. Together, these components form a
comprehensive framework that guides educators in nurturing the early literacy skills crucial for a
child's journey toward becoming a proficient and confident reader. This introduction sets the
stage for exploring each component in depth, highlighting their interconnectedness and
significance in fostering literacy development during the crucial early childhood years.
3.2 Instructional Phases for Enhancing Phonological Awareness, Alphabetic Principle,

Fluency, and Comprehension in Early Childhood Care and Education
Teaching the intricate aspects of Phonological Awareness, Alphabetic Principle, Fluency, and
Comprehension in early childhood education involves a systematic and dynamic approach for
tutors. The instructional journey can be delineated into nine distinct phases, each contributing to
the holistic understanding and mastery of these foundational literacy skills. Beginning with the
establishment of learning objectives and a pre-assessment phase, the tutor moves through
subsequent stages such as introducing concepts, fostering active engagement, facilitating
practice, providing feedback, and assessing progress. The final phases involve promoting
independent application of skills, addressing challenges, and encouraging ongoing reflection.
This nine-phase approach ensures a comprehensive and scaffolded learning experience, catering
to the diverse needs of early learners and guiding them towards proficiency in the essential
elements of literacy.
3.2.1 Setting the Stage and Building a Positive Environment:

The phase of "Setting the Stage and Building a Positive Environment" is a critical initial step in
the process of teaching Phonological Awareness, Alphabetic Principle, Fluency, and
Comprehension in early childhood education. This phase emphasizes the importance of creating
an optimal learning atmosphere that is conducive to the acquisition of foundational literacy
skills. Tutors, during this phase, lay the groundwork by establishing clear learning objectives,
introducing the relevance of the skills, and cultivating a positive and inclusive classroom
environment. Through engaging activities, interactive tools, and a variety of teaching strategies,
the tutor aims to capture trainee educators' interest and build a strong foundation for their journey
into the realms of phonological awareness, alphabetic understanding, fluent reading, and
comprehension. This introductory phase is pivotal in fostering a supportive and motivating
context for young learners as they embark on their literacy development. A tutor can engage in
several key activities to enhance the learning experience and prepare student teachers for future
insights. Here are some suggestions:
❖ Create a Positive Atmosphere: Nurture a positive and inclusive atmosphere within the
classroom, emphasizing the acceptance of mistakes as an inherent aspect of the learning
process. Cultivate an environment where aspiring teachers feel supported and encouraged
to freely express themselves. By fostering a culture that embraces the learning journey,
including its challenges, the tutor aims to create a safe and empowering space where each
student teacher can actively engage, take risks, and contribute to the collective learning
experience.
❖ Establishing Rapport: Create meaningful connections with each aspiring teacher, laying
the foundation for trust and rapport within the learning environment. Recognizing the
importance of a positive relationship between the tutor and aspiring teachers, this process
ensures effective learning by creating a sense of mutual understanding and support. By
fostering a connection, the tutor not only establishes a comfortable and open space for
communication but also enhances the overall learning experience, encouraging student
teachers to actively participate and engage in the educational journey.
❖ Establish Clear Learning Objectives: Articulate precise learning objectives pertaining
to Phonological Awareness, Alphabetic Principle, Fluency, and Comprehension, clearly
outlining their significance in cultivating early literacy skills. By transparently
communicating these objectives, the tutor ensures that pre-service teachers understand
the specific goals of the educational journey and the essential role these skills play in
their overall literacy development. This clarity not only provides direction for the
learning process but also underscores the importance of acquiring these foundational
skills for future academic success.
❖ Set Expectations: Effectively communicate expectations concerning behavior,
participation, and collaboration to establish a structured and routine learning
environment. By providing clear guidelines, the tutor creates a sense of order and
predictability within the classroom, fostering an atmosphere conducive to focused
learning. This approach not only helps trainee educators understand the standards of
conduct but also contributes to an organized and supportive setting, optimizing their
ability to engage with the material and participate in collaborative learning experiences.
❖ Introduce Interactive Learning Tools: Enhance the learning experience by
incorporating interactive educational tools, such as games or technology, into the
instructional approach. The integration of these interactive tools serves to make the
concepts more accessible and engaging for trainee educators. By leveraging technology
and interactive elements, the tutor aims to cater to diverse learning styles, capturing the
student teachers' interest and facilitating a dynamic and enjoyable learning environment.
This strategy not only enriches the educational experience but also promotes active
participation and understanding of the targeted concepts in early childhood education.
❖ Incorporate Multisensory Approaches: Acknowledge the diverse learning styles of
trainee educators through the incorporation of multisensory approaches, recognizing the
importance of catering to varied preferences. Employ visual aids, hands-on activities, and
auditory stimuli to engage aspiring teachers through multiple sensory channels. By
adopting this inclusive approach, the tutor strives to create an enriched learning
experience that accommodates different modalities of understanding. This strategy not
only enhances comprehension but also promotes a more comprehensive and accessible
educational environment for student teachers with varying learning preferences in early
childhood education.
By focusing on these actions, a tutor sets the stage for a positive and effective learning
experience in early childhood education, creating a foundation for the exploration of
Phonological Awareness, Alphabetic Principle, Fluency, and Comprehension.
3.2.2 Initial Knowledge Assessment:

In this critical stage, the tutor engages in activities designed to evaluate the aspiring teachers'
existing understanding of foundational literacy skills. Through pre-assessment tools,
individualized conversations, and observational techniques, the tutor gains valuable insights into
each student teacher's proficiency in phonological awareness, alphabet comprehension, reading
fluency, and comprehension. This phase serves as a diagnostic checkpoint, allowing the tutor to
tailor the instructional approach, identify specific areas of focus, and create a learning plan that
addresses the unique needs of each learner. The results of the initial knowledge assessment set
the stage for a targeted and responsive teaching strategy, ensuring a more effective and
personalized early childhood education experience.
During this phase, a tutor can undertake several key actions to gauge student teachers' existing
understanding and tailor the instruction accordingly:
1. Individualized Conversations: Facilitate personalized insights by initiating one-on-one
conversations with aspiring teachers to delve into their prior experiences and knowledge
of key concepts. Through these dialogues, inquire about their comfort levels with
phonological awareness, grasp of the alphabet, proficiency in reading fluency, and
comprehension abilities. By conducting individualized conversations, the tutor gains a
nuanced understanding of each student teacher's background, allowing for a more tailored
and effective approach to address specific needs in the realms of phonological awareness,
alphabet understanding, reading fluency, and comprehension in early childhood
education.
2. Pre-Assessment Activities: Initiate the instructional journey by implementing pre-
assessment activities aimed at gauging trainee educators' foundational knowledge in
Phonological Awareness, Alphabetic Principle, Fluency, and Comprehension. These
assessments may take the form of informal discussions, quizzes, or brief exercises
designed to provide a comprehensive overview of trainee educators' proficiency in key
literacy skills. By engaging in pre-assessment activities, the tutor gains valuable insights
into the starting point of each student teacher, enabling the tailoring of instructional
strategies to meet specific needs and ensuring a more targeted and effective approach to
early childhood education in literacy.
3. Observational Assessment: Gather valuable insights into trainee educators' engagement,
participation, and understanding of early literacy skills through observational assessment.
By actively observing student teachers during interactive activities or discussions
pertinent to early literacy, the tutor gains a comprehensive perspective on their current
levels of involvement and comprehension. This observational approach serves as a
dynamic tool for gauging not only cognitive understanding but also the application of
literacy skills in real-time situations, providing a holistic view that informs instructional
strategies in the context of early childhood education.
4. Incorporate Informal Questioning: Enhance classroom engagement by seamlessly
weaving informal questioning into discussions to assess the depth of student teachers'
understanding in phonological awareness, alphabet recognition, reading fluency, and
comprehension. Encourage active participation by prompting aspiring teachers to share
their thoughts and insights on these foundational literacy skills. Through this approach,
the tutor gains valuable real-time feedback, allowing for a nuanced comprehension of
individual student teacher knowledge and fostering an inclusive learning environment
where they feel empowered to articulate their understanding and contribute to the
collective exploration of early literacy concepts.
5. Interactive Games or Activities: Engage aspiring teachers in interactive games or
activities related to early literacy skills. The way they approach these activities can offer
insights into their current knowledge levels and areas that may need reinforcement.
Certainly, here are examples of interactive games or activities related to early literacy
skills:
❖ Phonics Bingo: Create bingo cards with various phonetic elements (letters,
blends, or word families) and call out sounds or words. Student teachers mark the
corresponding spaces, reinforcing phonemic awareness.
❖ Alphabet Scavenger Hunt: Hide alphabet letters around the classroom or
learning space. As trainee educators find each letter, they say its name or sound.
This game helps reinforce letter recognition.
❖ Story Cubes: Use story cubes with images related to various literacy concepts
(characters, settings, objects). Aspiring teachers roll the cubes and use the images
to create their own stories, promoting comprehension and creativity.
❖ Sight Word Memory Match: Create a memory matching game using cards with
sight words. Aspiring teachers take turns flipping cards to find matching pairs,
enhancing sight word recognition and memory.
❖ Reading Relay Race: Organize a relay race where each pre-service teacher has to
read a sentence or passage before passing the baton to the next teammate. This
activity encourages fluency and teamwork.
❖ Word Family Sorting: Provide pre-service teachers with a variety of word cards
and have them sort the words into respective word families. This game reinforces
understanding of word patterns and phonics.
❖ Interactive Storytelling: Foster creativity by encouraging pre-service teachers to
participate in interactive storytelling. Each student teacher contributes a sentence
or idea, building a collaborative narrative that enhances comprehension and
verbal expression.
❖ Rhyming Puzzles: Create puzzles with rhyming word pairs. As student teachers
match the puzzle pieces, they reinforce their understanding of rhyming words and
phonological awareness.
❖ Fluency Tic-Tac-Toe: Play tic-tac-toe with fluency-enhancing activities. Pre-
service teachers must correctly read a sentence or passage before placing their
marker on the board, making fluency practice enjoyable.
❖ Comprehension Question Ball: Toss a soft ball to aspiring teachers, and
whoever catches it must answer a comprehension question related to a story or
text. This activity promotes active engagement and comprehension skills.
These interactive games and activities not only make learning enjoyable but also provide
valuable insights into student teachers' current knowledge levels and areas that may require
additional reinforcement in early literacy education.
Through conducting an initial knowledge assessment, the tutor gains a comprehensive
understanding of each student teacher's starting point, allowing for the customization of
instruction to meet individual needs and ensuring a more targeted and effective learning
experience in early childhood education.
3.2.3 Defining Key Competencies:

In this teaching phase, the tutor will provide guidance on key competencies for student teachers
who are preparing to teach early childhood learners in the areas of phonological awareness,
alphabetic principle, fluency, and comprehension. The tutor will focus on effectively defining
and explaining these competencies and how they relate to teaching young learners. The primary
goal of this phase is to ensure that student teachers have a comprehensive understanding of these
key concepts and are equipped with the necessary knowledge and strategies to effectively teach
early childhood learners. A tutor can engage in several key activities to enhance the learning
experience and prepare student teachers for future insights.
Here are some suggestions:
❖ Clearly Articulate Learning Objectives: Establish a foundation for effective instruction

by clearly articulating learning objectives for each competency in early childhood
education. Define and communicate concise and specific goals for aspiring teachers in
the realms of phonological awareness, the alphabetic principle, reading fluency, and
comprehension. Provide clarity on the expected outcomes, outlining the skills and
knowledge aspiring teachers are anticipated to achieve within each of these foundational
literacy areas. This transparent approach ensures that both the tutor and aspiring teachers
share a common understanding of the educational milestones to be reached, fostering a
focused and purposeful learning experience.
❖ Break Down Each Competency: Deconstruct the complexities of each competency by
breaking them down into their constituent skills. When addressing phonological
awareness, tasks could encompass the identification of rhyming words or recognizing
initial sounds. Similarly, for the alphabetic principle, the focus may involve skills such as
letter recognition and the association of sounds with corresponding letters. This analytical
approach enables a detailed examination of the essential building blocks within each
competency, providing a structured framework for teaching and facilitating a more
granular understanding of the foundational literacy skills involved in early childhood
education.
❖ Provide Concrete Examples: Enhance understanding by providing tangible examples
and vivid illustrations for each competency. Present relatable and age-appropriate
instances that demonstrate the practical application of skills in phonological awareness,
the alphabetic principle, reading fluency, and comprehension within the context of
student teachers' everyday lives. By incorporating real-world scenarios, this approach not
only makes the concepts more accessible but also ensures that aspiring teachers can
easily grasp the relevance and utility of these foundational literacy skills in their daily
experiences during early childhood education.
❖ Outline Progression Levels: Map out a clear trajectory for skill development by
outlining progression levels for each competency. Establish identifiable benchmarks and
milestones that delineate the anticipated growth of skills over time. This systematic
approach enables aspiring teachers to track their progress and provides a structured
framework for advancing through the stages of proficiency in phonological awareness,
the alphabetic principle, reading fluency, and comprehension during their early childhood
education. The delineation of progression levels serves as a guide, empowering aspiring
teachers to recognize their achievements and fostering a sense of purpose in their ongoing
literacy journey.
❖ Differentiate Instruction: Cater to diverse learning styles by acknowledging and
accommodating individual needs, thus ensuring inclusive instruction. Tailor instructional
methods to suit the unique learning preferences of each student teacher, implementing
varied approaches that address different facets of each competency. This commitment to
differentiation guarantees that all aspiring teachers, irrespective of their preferred
learning style, have equal opportunities for success in developing skills related to
phonological awareness, the alphabetic principle, reading fluency, and comprehension
during early childhood education.
❖ Clarify Interconnections: Illuminate the interconnected nature of key competencies by
emphasizing how they mutually influence one another. Assist aspiring teachers in
recognizing the contribution of phonological awareness to the alphabetic principle and its
subsequent impact on reading fluency and comprehension. By providing this
interconnected view, aspiring teachers develop a holistic understanding of the
relationships between these competencies. This approach fosters a comprehensive
appreciation of how each skill set collaboratively contributes to the overall development
of early literacy, cultivating a more nuanced and interconnected perspective among
students during their education.
By diligently defining key competencies in early childhood education, the tutor lays a solid
foundation for effective instruction, ensuring that aspiring teachers have a clear understanding of
the skills they are developing and their relevance in the broader context of literacy development.
3.2.4 Active Participation and Experiential Learning:

During this phase, the tutor focuses on fostering engagement and hands-on experiences to bring
these foundational literacy skills to life. Through interactive games, storytelling, hands-on
activities, and technology integration, aspiring teachers actively participate in their learning
journey. The emphasis is on creating an environment where student teachers don't just absorb
information but engage with it experientially, making the learning process more meaningful,
memorable, and enjoyable. This phase recognizes the importance of active involvement in
developing early literacy skills and aims to provide a dynamic and interactive educational
experience for aspiring teachers. During this phase, a tutor can employ various strategies to
enhance engagement and experiential learning as follows:
❖ Interactive Games and Activities: Immerse aspiring teachers in engaging and

interactive games and activities designed to actively reinforce phonological awareness,
alphabet recognition, fluency-building exercises, and comprehension skills. By
integrating these dynamic and participatory experiences, the learning process becomes
not only enjoyable but also memorable. Through hands-on engagement, aspiring teachers
are encouraged to actively practice and apply key literacy skills, fostering a lively and
stimulating educational environment in early childhood education. Refer to activity 2 in
3.3.2 Appendix 2.
❖ Storytelling and Read-Aloud Sessions: Capture trainee educators' imaginations through
immersive storytelling and read-aloud sessions that encourage active participation. In
these interactive sessions, aspiring teachers are prompted to predict outcomes, ask
questions, and even retell parts of the story, fostering not only comprehension but also
robust language development. By creating an environment where aspiring teachers are
actively involved in the narrative, these sessions serve as powerful tools for enhancing
both literacy skills and expressive language abilities in the context of early childhood
education. Refer to activity 1 in 3.3.1 Appendix 1.
❖ Hands-On Manipulatives: Enhance the tactile learning experience by incorporating
hands-on manipulatives, including letter blocks or word cards. This tangible approach to
learning reinforces both the alphabetic principle and phonological awareness, providing
aspiring teachers with a multisensory encounter. The act of manipulating these objects
not only engages their sense of touch but also facilitates a deeper understanding of
foundational literacy concepts, creating a dynamic and interactive educational
environment in early childhood education.
❖ Fluency Building Through Reader's Theater: Strengthen fluency skills through the
introduction of reader's theater activities, where aspiring teachers actively assume diverse
roles and read scripts aloud. This method enhances fluency by offering opportunities for
expressive reading and engagement within a theatrical context. By participating in
reader's theater, aspiring teachers not only improve their oral reading skills but also enjoy
a dynamic and interactive approach to developing fluency in the context of early
❖ Phonics-based Songs and Rhymes: Infuse lessons with the integration of phonics-based
songs and rhymes to foster the development of phonological awareness. This engaging
approach not only contributes to the enhancement of this crucial skill but also adds an
element of enjoyment and rhythm to the learning experience. The incorporation of
musical elements serves to enhance memory retention, creating a dynamic and
memorable educational atmosphere in the realm of early childhood education.
❖ Interactive Technology: Enhance the learning experience by integrating educational
apps and interactive technology that align with specific learning objectives. Utilizing
these interactive tools not only captivates aspiring teachers but also offers a dynamic
platform for practicing and reinforcing early literacy skills. The incorporation of
interactive technology provides an engaging and innovative approach to education in
early childhood, promoting active participation and skill development through digital
means.
❖ Role-Playing and Dramatization: Promote active engagement with the content by
fostering role-playing and dramatization activities that immerse aspiring teachers in
characters and scenarios from stories. This approach not only supports comprehension as
trainee educators embody different roles but also encourages them to interact with the
material in a dynamic and participatory manner. Through role-playing and dramatization,
trainee educators not only gain a deeper understanding of the content but also develop
key skills in communication, creativity, and critical thinking within the context of early
❖ Field Trips or Virtual Experiences: Enrich the educational experience by orchestrating
field trips or virtual experiences centered around literacy, such as visits to libraries or
virtual author talks. These endeavors expose aspiring teachers to real-world contexts,
fostering a deeper understanding and appreciation of literacy concepts. Whether
exploring physical libraries or virtually engaging with authors, these experiences provide
valuable insights, connecting theoretical knowledge to practical applications and creating
a more comprehensive approach to early childhood education in literacy.
By fostering active participation and experiential learning, the tutor ensures that aspiring teachers
are not passive recipients but active contributors to their literacy development. This approach
makes learning meaningful, memorable, and enjoyable for aspiring teachers in early childhood
education.
3.2.5 Facilitated Discussions and Information Sharing:
During this phase, the tutor shifts the focus to interactive and engaging discussions, creating a
space for pre-service teachers to actively participate in meaningful conversations about the
foundational literacy skills being explored. The aim is to encourage the exchange of ideas,
insights, and questions, fostering a collaborative learning environment. Through facilitated
discussions and information sharing, aspiring teachers not only gain a deeper understanding of
the topics but also develop critical thinking, communication, and analytical skills in the context
of their literacy education. A tutor can engage in several key activities to enhance the learning
experience and prepare student teachers for future insights.
❖ Socratic Questioning: Engage pre-service teachers in Socratic questioning, encouraging

critical thinking and exploration of concepts related to phonological awareness, the
alphabetic principle, fluency, and comprehension. Prompt discussions that stimulate
curiosity and thoughtful reflection.
❖ Interactive Group Discussions: Facilitate interactive group discussions where pre-
service teachers can share their thoughts, ideas, and questions about the topics.
Encourage collaboration and peer-to-peer learning by creating a supportive environment
for dialogue.
❖ Literature Circles: Implement literature circles where small groups of pre-service
teachers read and discuss texts together. This approach promotes in-depth discussions
about comprehension, characters, and plot elements, fostering a deeper understanding of
literature.
❖ Shared Reading Experiences: Share and discuss age-appropriate texts collectively,
allowing pre-service teachers to express their interpretations and insights. This shared
reading experience can enhance comprehension and provide a platform for collaborative
exploration.
❖ Reflective Journaling: Introduce reflective journaling to encourage pre-service teachers
to articulate their thoughts on phonological awareness, the alphabetic principle, fluency,
and comprehension. This personal reflection can deepen understanding and promote self-
awareness.
❖ Literacy Workshops: Organize literacy workshops where pre-service teachers can
actively participate in discussions about phonics, alphabetic principles, and fluency-
building strategies. These workshops create opportunities for hands-on learning and
knowledge sharing.
❖ Author Studies: Conduct author studies, exploring works by different authors.
Discussing the styles, themes, and techniques employed in various literary works
enhances comprehension and exposes pre-service teachers to diverse writing approaches.
❖ Book Clubs: Establish book clubs where pre-service teachers choose and collectively
read books of interest. These clubs facilitate discussions on characters, plot, and overall
comprehension, promoting a sense of community around shared literary exploration.
❖ Interactive Storytelling: Incorporate interactive storytelling sessions where pre-service
teachers actively participate in creating or retelling stories. This collaborative approach
not only strengthens comprehension but also encourages creativity and oral expression.
❖ Guest Speakers or Experts: Invite guest speakers or experts in literacy to share their
knowledge and insights. Engaging discussions with professionals in the field can inspire
pre-service teachers and provide real-world perspectives on phonological awareness, the
alphabetic principle, fluency, and comprehension.
❖ Peer Teaching: Encourage aspiring teachers to take turns as peer teachers, explaining
concepts related to phonological awareness, the alphabetic principle, fluency, and
comprehension to their classmates. This peer-to-peer teaching approach reinforces
understanding and builds communication skills.
By facilitating discussions and information sharing, the tutor creates a collaborative and
intellectually stimulating environment, fostering a deeper understanding of key literacy concepts
among pre-service teachers in early childhood education.
3.2.6 Practical Applications and Interactions:

In this phase, the focus shifts to hands-on experiences and real-world applications, allowing
aspiring teachers to actively engage with the foundational literacy skills being taught. The tutor
employs practical activities, interactive projects, and community involvement to create a
dynamic learning environment. The aim is to bridge the gap between theoretical knowledge and
practical application, fostering a deeper understanding of literacy concepts through active
participation and meaningful interactions. This phase is instrumental in reinforcing essential
skills and cultivating a tangible connection between literacy education and real-life scenarios for
aspiring teachers. During this phase, a tutor can implement various strategies to bring these
literacy skills to life through hands-on experiences and real-world connections as follows:
❖ Literacy Stations: Establish interactive learning hubs known as literacy stations,

strategically designed to directly engage trainee educators in the practical application of
phonological awareness, alphabetic principle, fluency, and comprehension skills. These
stations encompass a variety of activities, such as interactive games, word-building
exercises, and dedicated reading corners. By immersing trainee educators in these
dynamic stations, they actively participate in hands-on experiences that reinforce and
solidify their understanding of essential literacy concepts. This approach fosters a
dynamic and engaging learning environment that promotes both skill development and a
deeper appreciation for early childhood literacy.
❖ Word Hunts: Immerse student teachers in the engaging practice of word hunts within
the classroom or designated reading area, fostering an active pursuit to identify and locate
words. This interactive activity serves as a dynamic tool for enhancing both phonological
awareness and the alphabetic principle. By encouraging aspiring teachers to actively
search for words, they not only refine their abilities to recognize phonetic patterns but
also reinforce their understanding of letter-sound associations. The word hunts provide a
lively and hands-on approach to developing foundational literacy skills in early childhood
education.
❖ Community Reading Projects: Forge meaningful connections within the community
through collaborative reading projects, an initiative that involves reading to younger
children at local libraries or community centers. This collaborative effort not only
contributes to fluency practice but also cultivates a sense of community engagement and
shared literacy experiences. By organizing and participating in these community reading
projects, student teachers not only strengthen their reading skills but also foster a spirit of
interconnectedness and a love for literature within the broader community during their
early childhood education.
❖ Literacy-related Crafts: Infuse the realm of arts and crafts with literacy by integrating
various activities that align with early childhood education. For instance, trainee
educators can engage in crafting alphabet collages, creating phonics-based artwork, or
designing crafts inspired by stories. This hands-on approach not only stimulates creativity
but also serves as a dynamic means of reinforcing literacy concepts. By combining
artistic expression with language development, student teachers experience a holistic and
engaging approach to learning foundational literacy skills in a creative and imaginative
manner.
❖ Field Trips to Libraries or Bookstores: Coordinate enriching field trips to local
libraries or bookstores, offering aspiring teachers valuable exposure to a diverse array of
literature. These excursions provide a real-world setting for aspiring teachers to apply and
enhance their comprehension skills by exploring various genres, authors, and literary
works. By involving themselves in the vibrant literary environment of libraries or
bookstores, student teachers not only expand their reading experiences but also cultivate
a practical understanding of comprehension in the context of diverse literary offerings
during their early childhood education.
❖ Story Creation and Illustration: Encourage collaborative storytelling by facilitating
sessions where aspiring teachers actively contribute to the creation of narratives. This not
only strengthens comprehension skills but also provides a platform for creative
expression. As part of this process, aspiring teachers are encouraged to illustrate their
stories, promoting the development of visual literacy. Through this combined approach of
storytelling and illustration, student teachers not only deepen their understanding of
narrative elements but also enhance their ability to convey and interpret information
through both written and visual means during their early childhood education.
By emphasizing practical applications and interactions, the tutor creates an immersive and
experiential learning environment, allowing aspiring teachers to directly apply and reinforce their
understanding of phonological awareness, the alphabetic principle, fluency, and comprehension
in meaningful ways during their early childhood education.
3.2.7 Recap and Synthesis:

During this phase, the tutor focuses on reinforcing and consolidating the knowledge imparted by
summarizing key concepts, engaging in interactive discussions, and facilitating activities that
encourage synthesis of information. This stage serves as a bridge between initial learning and
application, fostering a deeper understanding of the interconnections between various literacy
skills. Through recap and synthesis, aspiring teachers are guided to review, reflect, and actively
consolidate their learning, ensuring a comprehensive grasp of essential literacy concepts in the
context of early childhood education. During this phase, a tutor can employ various strategies to
enhance knowledge and a deeper understanding of essential literacy concepts as follows:
❖ Summarize Key Concepts: Provide a concise summary of the key concepts covered in
the lessons. This recap helps pre-service teachers recall important information and
reinforces their understanding of phonological awareness, the alphabetic principle,
fluency, and comprehension.
❖ Concept Mapping: Collaboratively create concept maps that visually represent the
interconnections between phonological awareness, the alphabetic principle, fluency, and
comprehension. This visual tool aids in synthesizing information and understanding the
relationships among these literacy skills.
❖ Incorporate Real-World Examples: Integrate real-world examples that illustrate the
practical applications of the literacy skills discussed. This connection to real-life
scenarios reinforces the relevance and importance of these skills.
❖ Multimodal Presentations: Have aspiring teachers create multimodal presentations
incorporating various mediums such as visuals, spoken word, or simple demonstrations.
This allows them to synthesize information in a creative and comprehensive manner.
❖ Mini-Projects: Assign mini-projects that require trainee educators to apply multiple
literacy skills in a cohesive manner. This holistic approach encourages them to synthesize
their understanding and showcase their proficiency in phonological awareness, the
alphabetic principle, fluency, and comprehension.
By incorporating these recap and synthesis strategies, the tutor helps trainee educators solidify
their understanding of phonological awareness, the alphabetic principle, fluency, and
comprehension, fostering a comprehensive and integrated approach to literacy education in early
childhood.
3.2.8 Real-World Tasks and Assignments:

In this phase, the tutor shifts the focus from theoretical learning to practical application by
incorporating real-world tasks and assignments. By introducing assignments that connect these
foundational literacy skills to everyday scenarios, teacher trainees engage in hands-on
experiences that bridge the gap between classroom knowledge and its relevance in the world
around them. This approach not only reinforces the theoretical concepts but also cultivates a
deeper understanding as teacher trainees apply their skills in authentic situations, fostering a
more comprehensive and lasting grasp of literacy fundamentals. During this phase, a tutor can
employ various strategies in the following ways:
❖ Environmental Print Scavenger Hunt: Engage teacher trainees in an interactive and
educational adventure through an Environmental Print Scavenger Hunt. In this engaging
real-world task, aspiring teachers embark on a journey to identify letters, words, and
familiar symbols within their surroundings. By connecting the principles of phonological
awareness and the alphabetic principle to the broader world, this scavenger hunt bridges
classroom learning with practical application. As teacher trainees explore their
environment, they not only enhance their understanding of letter-sound relationships but
also develop a heightened awareness of how language is woven into the fabric of their
daily lives, creating a dynamic and experiential approach to early childhood literacy
education.
❖ Phonics in Everyday Words: Encourage teacher trainees to identify and record
examples of phonics patterns in everyday words around them. This activity connects
phonological awareness to real-world contexts, enhancing their ability to recognize and
apply phonics rules.
❖ Letter-Writing Exercise: Engage teacher trainees in a meaningful exploration of
language through a Letter-Writing Exercise. In this assignment, teacher trainees are
tasked with composing letters to friends, family, or pen pals. This activity serves as a
dynamic reinforcement of the alphabetic principle, guiding teacher trainees to apply their
understanding of letters and sounds in practical written communication. Beyond
alphabetic skills, the task also nurtures language expression and comprehension as
teacher trainees articulate their thoughts and ideas in a written format. By incorporating
personal connections and real-world communication, this letter-writing exercise not only
enhances literacy fundamentals but also cultivates valuable language and comprehension
skills in the context of meaningful written expression during early childhood education.
❖ Literacy Interview Project: Have teacher trainees interview family members or
community members about their literacy experiences. This real-world task provides
insights into diverse perspectives on literacy and reinforces comprehension through
meaningful interactions.
❖ Family Literacy Kits: Assign teacher trainees to create family literacy kits, including
books, activities, and resources related to phonological awareness, the alphabetic
principle, fluency, and comprehension. This promotes family involvement in literacy
development.
❖ Alphabet Collages: Embark on a creative journey with teacher trainees as they undertake
the assignment of crafting Alphabet Collages. In this hands-on endeavor, teacher trainees
are tasked with creating collages utilizing materials sourced from magazines, newspapers,
or everyday objects. The objective is to reinforce the alphabetic principle by visually
exploring and assembling letters in a diverse array of contexts. Simultaneously, this
imaginative assignment sparks creative expression, allowing teacher trainees to infuse
their unique flair into the representation of each letter. By merging artistic exploration
with the learning of letter forms, the Alphabet Collages activity offers a dynamic and
engaging approach to reinforcing the alphabetic principle during early childhood
education.
❖ Create a Class Alphabet Book: Collaboratively create an alphabet book where each
teacher trainee contributes a page. This assignment reinforces the alphabetic principle and
encourages teamwork, as teacher trainees compile their understanding of letters and
sounds.
By integrating real-world tasks and assignments, the tutor ensures that teacher trainees not only
grasp the theoretical aspects of phonological awareness, the alphabetic principle, fluency, and
comprehension but also apply these skills in practical, meaningful contexts during their early
Note: Throughout the teaching phase, emphasize the importance of differentiating instruction
based on individual student needs and creating a supportive and inclusive learning environment.
Encourage student teachers to actively participate and engage in the hands-on activities and
discussions.
3.2.9 Anticipating Next Steps and Future Learnings:

During this phase, the tutor focuses on setting learning goals, previewing advanced concepts, and
connecting current knowledge to future curriculum content. Additionally, the tutor introduces
teacher trainees to interactive learning tools, explores diverse book genres, and encourages
independent reading habits. The goal is to foster a sense of anticipation, motivation, and
readiness for the evolving challenges and opportunities in literacy education. By providing a
glimpse into what lies ahead, this phase aims to empower teacher trainees with the enthusiasm
and skills needed for continuous learning and growth in the realm of early childhood literacy.
A tutor can employ strategic approaches to prepare student teachers for future learning. Here are
some effective practices:
❖ Preview Advanced Concepts: Introduce pre-service teachers to concepts that build upon
the current foundation. Previewing more advanced topics in phonics, decoding, reading
comprehension strategies, or fluency-building techniques helps aspiring teachers
anticipate future learning and encourages curiosity.
❖ Discuss Reading Challenges: Initiate discussions about potential challenges aspiring
teachers may face in their reading journey. This proactive approach helps them develop
problem-solving skills and resilience, anticipating and overcoming obstacles in their
❖ Introduce Book Genres: Explore various book genres and literary forms, expanding
aspiring teachers' exposure beyond the foundational concepts. Introducing genres like
fiction, non-fiction, poetry, and different styles of literature broadens their
comprehension skills and prepares them for diverse reading experiences.
❖ Encourage Independent Reading: Promote independent reading habits and emphasize
the importance of lifelong learning through reading. This instills a love for reading and
cultivates a self-directed approach to continuous learning in the realm of literacy.
❖ Preview Assessment Formats: Provide insights into different assessment formats they
may encounter in the future, such as quizzes, projects, or presentations. Previewing
diverse assessment methods prepares aspiring teachers for varied evaluation techniques.
❖ Explore Literacy Events: Immerse aspiring teachers in the anticipation of upcoming
literacy events, including book fairs, author visits, and reading challenges. Engaging in
discussions about these upcoming occasions not only fosters awareness but also generates
enthusiasm and motivation for sustained involvement in various literacy-related
activities. By highlighting these events, student teachers are inspired to connect with the
broader literary community, fostering a love for reading and an eagerness to participate in
enriching experiences. This approach encourages a proactive and excited mindset
towards literacy, enhancing their overall engagement in early childhood education.
❖ Connect to Higher-Grade Curriculum: Engage aspiring teachers in a forward-looking
perspective by connecting them to the literacy skills and concepts they will encounter in
higher grades. This proactive approach involves familiarizing teacher trainees with the
intricacies of future curriculum content, offering a clear roadmap for their continued
development in phonological awareness and literacy. By creating these bridges between
current learning and future academic challenges, teacher trainees are equipped with the
awareness and foundational knowledge necessary for a seamless progression in their
literacy journey. This forward-thinking strategy encourages a sense of preparedness and
confidence as they advance through their early childhood education.
By anticipating next steps and future learnings, the tutor not only prepares teacher trainees for
upcoming challenges but also instills a sense of curiosity, motivation, and proactive engagement
in their ongoing literacy development during early childhood education.
3.3 Appendices
3.3.1 Appendix 1
Exercise 1: Reading Aloud Activity: Exploring Various Genres
Instructions:
● Introduce the three passages from different genres and explain that each requires a
slightly different reading approach.
● Assign each student teacher one of passages to read aloud to improve their reading
fluency.
● Emphasize the need to read with appropriate tone, pace, and expression.
● Allow student teachers time to individually practice and rehearse their assigned passages.
● Facilitate a discussion about the challenges and successes students experienced while
reading passages from different genres.
● Discuss how tone and expression vary across narrative, poetry, and informational texts
and the importance of reading fluently and expressively.
Passage 1: Narrative Excerpt

"The Secret Garden" by Frances Hodgson Burnett
"Mary Lennox was sour and disagreeable, and had been so for as long as anyone could
remember. As a result, she was terribly lonely. However, everything changed the day she
discovered a hidden, neglected garden behind a locked door."
Passage 2: Poem
"Stopping by Woods on a Snowy Evening" by Robert Frost
"Whose woods these are I think I know.

His house is in the village though;
He will not see me stopping here
To watch his woods fill up with snow."
Passage 3: Informational Text

Excerpt from "The Water Cycle"
"The water cycle, also known as the hydrological cycle, describes the continuous
movement of water on, above, and below the surface of the Earth. It involves processes
such as evaporation, condensation, precipitation, and runoff."
This reading aloud activity exposes student teachers to diverse genres, enhancing their
reading fluency and comprehension while fostering an appreciation for various literary
forms.
3.3.2 Appendix 2
Exercise 2: Initial and Final Sounds Sorting Activity
Suggested time: 30 minutes
Materials Needed:
● Word cards with different words.

● Two sorting mats labeled "Initial Sounds" and "Final Sounds"
Instructions:
● Encourage student teachers to create their own word cards and challenge their
classmates to sort them.
● Explain that they will be sorting the words based on their initial and final sounds.
● Model the process by placing one of the word cards on the correct sorting mat.
● Once students have completed the sorting, encourage them to discuss their
choices with a partner or in small groups.
● Ask them to explain their reasoning for placing each word in its respective
category.
● Facilitate a class discussion about the concept of initial and final sounds of the
words.
Assessment:
● Observe each student teacher's ability to correctly identify and sort words based on initial
and final sounds.
● Provide feedback during individual and group discussions, focusing on their
understanding of the concept.
Example Sorting:
Let's use the word cards "sun," "book," "dog," and "cat" for this activity:
● Initial Sounds:
● "Sun" and "Book" both go under the "Initial Sounds" mat because "s" is the initial
sound in "sun," and "b" is the initial sound in "book."
● "Dog" and "Cat" go under the "Initial Sounds" mat because "d" is the initial sound
in "dog," and "c" is the initial sound in "cat."
● Final Sounds:
● "Sun" and "Book" go under the "Final Sounds" mat because "n" is the final sound
in "sun," and "k" is the final sound in "book."
● "Dog" and "Cat" go under the "Final Sounds" mat because "g" is the final sound
in "dog," and "t" is the final sound in "cat."
In summary, the aim of teaching initial and final sounds is to enhance phonemic awareness,
support pre-reading skills, and provide a solid foundation for decoding, spelling, and overall
literacy development in young learners.
3.4 References
Rasinski, T.V. (2003). The fluent reader: Oral reading strategies for building word recognition,
fluency, and comprehension. New York: Scholastic Professional Books.
Al Otaiba, S., Allor, J. H., Baker, K., Conner, C., Stewart, J., & Mellado de la Cruz, V. M.
(2019). Teaching phonemic awareness and word reading skills: Focusing on explicit and
systematic approaches. Perspectives on Language and Literacy, 45, 11-16.
Strickland, D., & Schickedanz, J.A. (2009). Learning about print in preschool: Working with
letters, words and beginning links with phonemic awareness. (2nd edition). International Reading
Association.
Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and
Special Education, 7(1), 6-10.
Lindamood, P., & Lindamood, P. (1998). The Lindamood Phoneme Sequencing Program for
Reading, Spelling, and Speech: The LiPS Program. [Multimedia Kit]. PRO-ED, Inc.: Austin,
TX.Lindamood, P., & Lindamood, P. (1998). The Lindamood Phoneme Sequencing Program for
Reading, Spelling, and Speech: The LiPS Program. [Multimedia Kit]. PRO-ED, Inc.: Austin,
TX.
Mathes, P., & Torgesen, J. K. (2005). Early Interventions in Reading. Columbus, OH:
McGrawHill.
Brady, S. (2011). Efficacy of phonics teaching for reading outcomes: Indications from post-NRP
research. In S. Brady, D. Braze, & C. Fowler (Eds.), Explaining individual differences in
reading: Theory and evidence (pp. 69–96). New York, NY: Psychology Press.
Gersten, R., Compton, D., Connor, C. M., Dimino, J., Santoro, L., Linan-Thompson, S., & Tilly,
W.D. (2009). Assisting students struggling with reading: Response to Intervention and multi-tier
intervention for reading in the primary grades. A practice guide. (NCEE 2009- 4045).
Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of
Education Sciences, U.S. Department of Education. Retrieved from
http://ies.ed.gov/ncee/wwc/publications/practiceguides/.
Wanzek, J., Vaughn, S., Scammacca, N. K., Metz, K., Murray, C. S., Roberts, G., & Danielson,
L. (2013). Extensive reading interventions for students with reading difficulties after grade 3.
Review of Educational Research, 83(2), 163-195.
Wilson, B. (1996). Instructor Manual (Wilson Reading System). Oxford, MA: Wilson Language
Training Corporation.
Wilson, B. (2002). Fundations teachers’ manual: Grades K-1. Oxford, MA: Wilson Language
Training Corporation.
Smith, M.T. (1987). Multisensory Teaching Approach (MTA) for reading, spelling, and
handwriting. Forney, TX: MTS Publications.
Al Otaiba, S., Rouse, A. G., & Baker, K. (2018). Elementary grade intervention approaches to
treat specific learning disabilities, including dyslexia. Language, Speech, and Hearing Services
in Schools, 49(4), 829–842.
World Bank (2005) In Their Own Language, Education for All. Washington, D.C.: The World
Bank. On WWW at: http://siteresources.worldbank.org/EDUCATION/Resources/Education-
Notes/EdNotes_ Lang_of_Instruct.pdf
Flesch, R. (1955). Why Johnny can’t read: And what you can do about it. New York, NY:
Harper & Row.
Pikulski, J. J., & Chard, D. J. (2005). Fluency: Bridge between decoding and reading
comprehension. The Reading Teacher, 58, 510–519. SEDL. (2008). Retrieved March 25, 2013,
from http://www.sedl.org/
Stanovich, Keith E. (1986). Matthew effects in reading: Some consequences of individual

differences in the acquisition of literacy. Reading Research Quarterly, 22, 360-407.
4.0 Sub Unit 3: The Interplay of cognitive Development and Literacy skills in young minds
4.1 Introduction
The early years of a child's life are marked by rapid cognitive development and the foundational
acquisition of literacy skills. This critical period lays the groundwork for future academic success
and cognitive abilities. The interplay between cognitive development and literacy skills in young
minds is a multifaceted and dynamic process, with each domain influencing and shaping the
other.
Cognitive development refers to the progressive growth and maturation of mental processes such
as memory, attention, language, and problem-solving abilities. During the early years, children
undergo significant cognitive milestones that lay the groundwork for their overall intellectual
capabilities. Concurrently, literacy skills encompass a range of language-related abilities,
including reading, writing, listening, and speaking. The development of these skills is closely
intertwined with cognitive growth, creating a symbiotic relationship that significantly impacts a
child's educational journey.
As young minds engage with their surroundings, they naturally absorb information and
experiences that contribute to cognitive development. These cognitive advances, in turn, play a
pivotal role in shaping the acquisition of literacy skills. For instance, the development of
language and communication skills relies heavily on cognitive processes such as memory and
attention. As children refine their ability to focus, retain information, and understand complex
concepts, their language proficiency and literacy skills likewise flourish.
Furthermore, the role of early exposure to literacy-rich environments cannot be overstated.

Reading and storytelling activities not only enhance cognitive functions but also serve as
catalysts for language development. The reciprocal relationship between cognitive development
and literacy skills becomes evident as children learn to decode written language, expand their
vocabulary, and express themselves through writing and verbal communication.
Understanding the intricate interplay between cognitive development and literacy skills is of
paramount importance for educators, parents, and caregivers. Tailoring educational approaches
to align with the cognitive abilities of young learners can optimize the acquisition of literacy
skills. Conversely, fostering literacy engagement can stimulate cognitive growth, creating a
positive feedback loop that propels overall intellectual development.
In this exploration of the interwoven nature of cognitive development and literacy skills in young
minds, we delve into the key stages of cognitive milestones, the impact of literacy-rich
environments, and the implications for educational practices. By unraveling the complexities of
this dynamic relationship, we aim to shed light on effective strategies for nurturing the cognitive
and literacy development of our youngest learners.
4.2 Instructional Phases for The Interplay of cognitive Development and Literacy skills in
young minds
The process of tutoring aspiring teachers on the interplay of cognitive development and literacy
skills in young minds requires a nuanced and strategic approach. Tutors play a crucial role in
navigating this intricate landscape, guiding pre-service teachers through various phases that
promote understanding, skill acquisition, and intellectual growth. Recognizing the dynamic
nature of the cognitive-literacy journey, tutors must adapt their methods to address the evolving
needs of their learners. This introduction outlines the nine essential phases that tutors undergo
when teaching the interplay of cognitive development and literacy skills to young minds,
emphasizing the importance of a comprehensive and responsive tutoring process.
Understanding these nine phases equips tutors with a comprehensive framework for effectively
guiding pre-service teachers through the intertwined journey of cognitive development and
literacy skills. As we explore each phase in detail, the aim is to empower tutors with the
knowledge and strategies needed to nurture the intellectual growth of their student teachers.

In the initial phase of tutoring pre-service teachers on the interplay of cognitive development and
literacy skills, the focus is on creating a vibrant and positive learning environment. This
foundational stage is instrumental in cultivating a sense of enthusiasm, comfort, and
collaboration among student teachers, setting the tone for an effective educational journey. By
implementing key strategies aimed at establishing connections, fostering curiosity, and outlining
clear expectations, tutors lay the groundwork for a dynamic exploration of the intricate
relationship between cognitive growth and literacy acquisition. This phase is not only about
preparing the educational landscape but also about nurturing a mindset that embraces learning as
an exciting and collaborative endeavor. As we delve into the strategies that shape this phase, the
ultimate goal is to create a space where aspiring teachers feel inspired, supported, and ready to
embark on the exploration of the fascinating interplay between cognitive development and
literacy skills. During this phase, a tutor can employ various strategies to create a vibrant and
positive learning environment as follows:
1. Establishing a Welcoming Environment:

❖ Begin the teaching phase by creating a warm and inviting atmosphere within the
classroom or learning space. Arrange the furniture to allow for easy movement
and interaction, and set up age-appropriate learning centers that encourage
exploration and hands-on activities.
❖ Display visually appealing materials such as charts, posters, and children's
artwork to make the environment visually stimulating and inviting.
❖ Incorporate soft lighting, comfortable seating, and calming colors to create a
soothing ambiance that promotes a positive learning experience.
2. Developing Positive Relationships:
❖ Encourage student teachers to focus on building positive relationships with their
young learners. Explain the importance of connecting with individual children on
a personal level, showing genuine interest, and being responsive to their needs
and emotions.
❖ Model appropriate communication techniques, such as active listening, using
empathy, and maintaining a respectful tone. Encourage the student teachers to
communicate with the early childhood learners in a supportive and nurturing
manner.
3. Establishing Clear Expectations and Routines:
❖ Help student teachers develop a set of clear expectations and rules for the
classroom that are age-appropriate and aligned with the developmental level of
the early childhood learners. Emphasize the importance of consistency in
enforcing these expectations.
❖ Assist student teachers in establishing predictable daily routines for the young
learners, as this helps create a sense of security and structure. Discuss the
importance of providing clear instructions and transitions to ensure a smooth flow
of activities.
4. Creating engaging Learning Experiences:
❖ Guide aspiring teachers in designing interesting and developmentally appropriate
learning experiences that address both cognitive development and literacy skills in
young minds.
❖ Encourage the use of hands-on activities, games, songs, and interactive learning
materials to actively engage the student teachers. Provide examples and practical
demonstrations of how to make learning enjoyable and meaningful.
❖ Encourage the use of different modalities, such as visual, auditory, and
kinesthetic, to cater to the diverse learning styles and preferences of the early
childhood trainees.
5. Promoting a Growth Mindset:
❖ Discuss the concept of a growth mindset with the student teachers and stress its
importance in promoting cognitive development and literacy skills in young
minds.
❖ Encourage a positive attitude towards challenges and mistakes, discussing how
they provide opportunities for learning and growth.
❖ Help student teachers foster a growth mindset in their early childhood learners by
praising effort, perseverance, and progress rather than focusing solely on the end
result. Guide them on how to provide constructive feedback and encouragement
that supports a growth mindset.
Through this well-detailed teaching phase, student teachers will be equipped with the necessary
knowledge and skills to set the stage and build a positive environment for their early childhood
learners. By creating a welcoming and engaging atmosphere, establishing positive relationships,
setting clear expectations, designing engaging learning experiences, and promoting a growth
mindset, student teachers can effectively support the interplay of cognitive development and
literacy skills in young minds.
In the second phase of tutoring, the focus shifts to understanding the existing knowledge and
experiences of the teacher trainees. This crucial step sets the stage for a tailored and effective
learning journey by allowing the tutor to identify individual strengths, challenges, and areas of
interest. Through a variety of assessment tools, interviews, and interactive activities, the tutor
gains valuable insights into the student teachers' baseline understanding of cognitive
development and literacy. This phase is not only about gauging knowledge but also establishing
a collaborative foundation, fostering a sense of shared exploration and setting initial learning
goals together. As we explore the strategies within this phase, the emphasis is on laying the
groundwork for a personalized and engaging educational experience that meets the unique needs
of each teacher trainee.
Here are key actions a tutor can take in this phase:
❖ Observational Assessments: By keenly observing teacher trainees, the tutor can gauge
their level of engagement, communication skills, and overall comfort with the subject
matter. Non-verbal cues and interactions become valuable indicators, offering additional
insights into student teachers' readiness to explore the intricate topics at hand. Through
this observational lens, tutors can discern individual learning styles, identify potential
challenges, and tailor their approach to create an environment that nurtures both cognitive
growth and literacy skill acquisition. These assessments form a foundational
understanding, allowing the tutor to fine-tune subsequent instructional strategies to meet
the diverse needs and preferences of each teacher trainee.
❖ Diagnostic Exercises: Administer diagnostic exercises or tasks that assess fundamental
cognitive abilities and literacy-related skills. These exercises can include simple reading
comprehension tasks, memory recall activities, or problem-solving scenarios.
❖ Group Discussions: Facilitate group discussions to encourage teacher trainees to share
their thoughts on cognitive development and literacy. Group dynamics can reveal a range
of perspectives and contribute to a collaborative learning environment.
❖ Individual Interviews: Conduct one-on-one interviews to delve deeper into each student
teacher's experiences, interests, and perceptions related to cognitive development and
literacy. Personalized conversations provide valuable insights into students' unique
backgrounds and perspectives.
❖ Learning Style Identification: In the phase of learning style identification, the tutor
endeavors to discern student teachers' preferred modes of learning through keen
observations and discussions. By understanding whether teacher trainees gravitate
towards visual, auditory, or kinesthetic learning, the tutor gains valuable insights into
their cognitive processing preferences. This awareness is pivotal, as it empowers the tutor
to tailor instructional methods to align with each student teacher's individual learning
style, ultimately enhancing comprehension and retention. Whether incorporating visual
aids, encouraging discussions, or integrating hands-on activities, the tutor can create a
learning environment that resonates with the diverse ways in which teacher trainees
absorb and assimilate information. This personalized approach not only optimizes the
educational experience but also fosters a deeper engagement with the interplay of
cognitive development and literacy skills.
❖ Establishing Learning Goals Together: Collaboratively set initial learning goals with
the teacher trainees based on their current understanding and aspirations. Involving
student teachers in the goal-setting process promotes a sense of ownership and direction.
By systematically assessing the initial knowledge of teacher trainees, the tutor can gain valuable
insights into their cognitive and literacy-related foundations. This information serves as a guide
for tailoring the tutoring approach, ensuring that subsequent phases are adapted to meet the
unique needs and capabilities of each learner.

This instructional phase is crucial in helping aspiring teachers understand and identify the key
competencies required for optimizing cognitive development and literacy skills in their future
learners.A tutor can engage in several key activities to enhance the learning competencies and
prepare student teachers for future insights.

❖ Curriculum Mapping: Develop a comprehensive curriculum map that outlines the key
competencies related to cognitive development and literacy skills. This involves breaking
down the broader topic into specific, measurable learning objectives.
❖ Alignment with Educational Standards: Align the defined competencies with relevant
educational standards or curriculum guidelines. Ensuring alignment helps in setting clear
expectations and benchmarks for student teacher progress.
❖ Identification of Core Concepts: Identify the core concepts within cognitive
development and literacy that are fundamental for aspiring teachers. This involves
pinpointing specific aspects of memory, language, reading, and writing that contribute to
overall competence.
❖ Integration of Critical Thinking Skills: Define competencies that integrate critical
thinking skills, such as analysis, synthesis, and evaluation. Encourage aspiring teachers to
not only absorb information but also to apply their cognitive abilities in understanding
and interpreting literacy-related content.
❖ Communication Proficiency: Emphasize competencies related to effective
communication, encompassing both verbal and written expression. Ensure that aspiring
teachers develop the ability to articulate their thoughts clearly, a skill crucial for literacy
engagement.
❖ Metacognitive Awareness: Include competencies that foster metacognitive awareness,
encouraging aspiring teachers to reflect on their own thinking processes. This self-
awareness supports the development of effective learning strategies.
❖ Adaptability and Flexibility: Recognize the importance of adaptability and flexibility as
competencies, acknowledging that cognitive development and literacy skills are dynamic
and evolving processes. Equip aspiring teachers with the ability to adapt their skills to
different contexts and challenges.
❖ Technological Literacy: Integrate competencies related to technological literacy,
acknowledging the role of digital tools in both cognitive development and literacy skills.
Equip aspiring teachers with the skills to navigate and critically evaluate digital
information.
❖ Assessment Criteria: Establish clear criteria for assessing the mastery of key
competencies. This provides a basis for evaluation and allows for ongoing feedback to
support aspiring teacher’s progress.
❖ Student Involvement in Goal-Setting: Involve student teachers in the process of
defining key competencies by discussing learning goals and objectives. This
collaborative approach promotes a sense of ownership and engagement.
By defining key competencies in this phase, the tutor sets a roadmap for the educational journey,
guiding trainee educators toward a holistic understanding of the interplay between cognitive
development and literacy skills. This process lays the foundation for targeted and effective
instruction, ensuring that aspiring teachers acquire the essential skills needed for academic
success and lifelong learning.

In this phase, the tutor focuses on fostering a vibrant and engaging educational experience for
aspiring teachers exploring the interplay of cognitive development and literacy skills. By shifting
the emphasis towards hands-on activities, interactive workshops, and real-world applications,
this phase aims to transform theoretical concepts into lived experiences. Through simulations,
multimedia resources, and collaborative projects, aspiring teachers actively participate in the
learning process, gaining practical insights into how cognitive development and literacy skills
intersect in their daily lives. This immersive approach not only enhances comprehension but also
instills a sense of curiosity and enthusiasm, laying the groundwork for a deeper understanding of
the intricate relationship between cognitive growth and literacy acquisition. As we delve into the
strategies within this phase, the focus is on cultivating an environment where learning becomes
an active, experiential journey for aspiring teachers. A tutor can engage in several key activities
to enhance the learning experience and prepare student teachers for future insights.
❖ Interactive Workshops and Activities: Incorporating interactive workshops and

activities into the tutoring sessions is a pivotal strategy in facilitating active exploration
of cognitive processes and literacy skills among aspiring teachers. Through carefully
designed hands-on experiences like memory games, reading circles, and writing
exercises, teacher trainees are encouraged to involve themselves in the learning process,
making it both dynamic and engaging. These interactive sessions not only provide a
break from traditional instructional methods but also cater to diverse learning styles,
fostering a deeper understanding of the intricate relationship between cognitive
development and literacy. By transforming theoretical concepts into practical
experiences, interactive workshops create an environment where aspiring teachers
actively participate in their own educational journey, contributing to a more
comprehensive and meaningful learning experience. Refer to activity 1 in 4.3.1 Appendix
1.
❖ Problem-Solving Scenarios: Introducing problem-solving scenarios within the tutoring
framework involves presenting challenges that necessitate the application of both
cognitive skills and literacy competencies. By engaging in these scenarios, aspiring
teachers are prompted to think critically and synthesize their understanding of cognitive
development and literacy in the context of real-world problem-solving. This approach not
only enhances their ability to analyze information and make informed decisions but also
promotes the seamless integration of cognitive processes with practical applications.
Through these problem-solving exercises, trainee educators not only sharpen their
cognitive and literacy skills but also develop a holistic approach to addressing challenges,
preparing them for the complexities of the interconnected cognitive and literacy
landscape. Refer to activity 2 in 4.3.1 Appendix 2.
❖ Creative Writing and Expression: Encourage creative writing and self-expression
activities that allow aspiring teachers to apply their literacy skills in imaginative ways.
This can include storytelling, poetry writing, or creating their own short narratives.
❖ Group Discussions and Debates: Conducting group discussions and debates forms a
central component of the tutoring approach, providing a platform for aspiring teachers to
delve into topics linked to cognitive development and literacy. By orchestrating these
interactive sessions, the tutor cultivates an environment that nurtures critical thinking and
fortifies communication skills among the aspiring teachers. The discourse generated in
these group discussions serves as a catalyst for exploring diverse perspectives, honing
analytical abilities, and fostering a deeper comprehension of the intricate relationship
between cognitive development and literacy skills. Through active participation in these
intellectual exchanges, student teachers not only enhance their cognitive capacities but
also refine their capacity to articulate thoughts effectively, contributing to a well-rounded
educational experience.
❖ Incorporate Multimedia Resources: Incorporating multimedia resources enriches the
learning experience by utilizing a variety of engaging tools that cater to diverse learning
styles. For instance, educational videos on cognitive processes and literacy development,
such as documentaries, provide visual and auditory learners with dynamic insights.
Interactive apps like "ABCmouse" or "Starfall" can enhance literacy skills through
gamified learning experiences, appealing to tactile and kinesthetic learners. Online
platforms like educational websites offering interactive reading comprehension exercises
accommodate various learning preferences. These multimedia elements not only
supplement traditional teaching methods but also add a dynamic and interactive
dimension to the exploration of cognitive development and literacy skills, fostering a
more comprehensive and engaging educational experience for aspiring teachers.
❖ Literacy-Rich Simulations: Engaging aspiring teachers in literacy-rich simulations
involves crafting scenarios that immerse them in dynamic environments where literacy
skills come to life. Through activities such as role-playing scenarios, storytelling
sessions, and collaborative writing projects, teacher trainees are provided with
experiential opportunities to apply and enhance their literacy skills. In role-playing
activities, aspiring teachers can step into the shoes of characters from literature, exploring
language and communication firsthand. Storytelling sessions allow them to develop
narrative skills, while collaborative writing projects encourage teamwork and the
synthesis of diverse perspectives. These simulations not only make the learning process
more immersive but also empower aspiring teachers to actively participate in and
contribute to literacy-rich environments, fostering a deeper understanding of the
interconnectedness between cognitive development and literacy skills.
By emphasizing active participation and experiential learning in this phase, the tutor ensures that
aspiring teachers are not passive recipients of information but active contributors to their own
educational journey. This approach promotes a deeper understanding of the interplay between
cognitive development and literacy skills, fostering a sense of curiosity and enthusiasm for
continued exploration.
Here, the focus shifts to the art of facilitating discussions and fostering information sharing as
key elements in the exploration of the interplay between cognitive development and literacy
skills in young minds. The tutor takes on the role of a guide, creating a collaborative
environment where trainee educators actively participate in thoughtful conversations, share their
perspectives, and exchange valuable insights. This phase emphasizes open-ended discussions,
structured exchanges, and the sharing of relevant resources to deepen the understanding of
cognitive milestones and literacy competencies. By incorporating interactive activities, inviting
guest speakers, and encouraging peer-to-peer learning, this phase seeks to create a dynamic
space for student teachers to connect theoretical concepts to real-life applications. As we delve
into the strategies within this phase, the goal is to foster a community of teacher trainees engaged
in meaningful conversations that enrich their comprehension of the intricate relationship between
cognitive development and literacy skills.
Here are key actions in which the tutor takes on a role of guiding collaborative conversations
and sharing relevant information:
❖ Peer-to-Peer Learning: Encouraging peer-to-peer learning is a cornerstone in the phase

dedicated to the interplay of cognitive development and literacy skills in young minds.
By fostering an environment where teacher trainees actively share their insights and
experiences, a collaborative learning dynamic is cultivated. This approach not only
leverages the diverse perspectives within the student community but also instills a sense
of collective exploration. Through peer-to-peer learning, teacher trainees engage in
meaningful exchanges, benefiting from the unique strengths and perspectives of their
peers. This collaborative environment not only enriches individual understanding but also
nurtures a sense of shared discovery, reinforcing the intricate relationship between
cognitive development and literacy skills within the group.
❖ Interactive Activities: The integration of interactive activities within discussions serves
as a dynamic strategy to heighten engagement during the exploration of cognitive
development and literacy skills in teacher trainees. By incorporating methodologies such
as think-pair-share or small group discussions, the tutor enhances the learning experience
by encouraging active participation. These interactive activities not only maintain a high
level of engagement but also provide teacher trainees with opportunities to actively
process information, share their perspectives, and collaborate with their peers. This
approach not only diversifies the learning experience but also reinforces the
understanding that cognitive development and literacy skills are best comprehended
through active involvement and shared exploration.
❖ Sharing Resources: Facilitating the sharing of resources is a pivotal element in the phase
dedicated to exploring the interplay of cognitive development and literacy skills in young
minds. The tutor plays a crucial role in curating and disseminating relevant resources,
such as articles or excerpts, that align with the ongoing discussion topics. By providing
supplementary materials, teacher trainees are afforded the opportunity to delve deeper
into the subject matter and gain diverse perspectives. Additionally, encouraging teacher
trainees to explore additional readings fosters a sense of autonomy in their learning
journey, empowering them to independently deepen their understanding of the intricate
relationship between cognitive development and literacy skills. Through the collaborative
sharing of resources, this phase contributes to a more comprehensive and enriched
learning experience for all participants.
❖ Guest Speakers or Experts: Enriching the exploration of cognitive development and
literacy skills, the inclusion of guest speakers or experts adds a valuable dimension to the
learning experience. By extending invitations to individuals versed in the fields of
cognitive development or literacy, the tutor opens avenues for real-world insights and
diverse perspectives. These guest speakers contribute firsthand knowledge, practical
experiences, and expert viewpoints, providing students with a unique opportunity to
connect theoretical concepts to tangible applications. Exposure to a variety of
perspectives enhances the depth and breadth of discussions, fostering a more
comprehensive understanding of the interplay between cognitive development and
literacy skills in the broader context of the professional world.
❖ Open-Ended Questions: Incorporating open-ended questions into the discussion phase
is a pivotal strategy in the exploration of cognitive development and literacy skills in
young minds. By posing questions that encourage critical thinking and reflection, the
tutor creates a platform for stimulating discussions. These open-ended inquiries prompt
teacher trainees to delve deeper into the topics at hand, inviting them to share their
thoughts, ideas, and personal experiences. This approach not only fosters a culture of
active participation but also empowers teacher trainees to contribute unique perspectives,
facilitating a more comprehensive understanding of the intricate relationship between
cognitive development and literacy skills. The open-ended nature of the questions
encourages teacher trainees to explore the complexities of the subject matter, promoting a
dynamic and intellectually stimulating learning environment.
❖ Application to Real Life: The phase dedicated to discussing the application of cognitive
development and literacy skills in real-life scenarios is instrumental in bridging theory
with practicality. By delving into how these concepts manifest in everyday situations, the
tutor facilitates a deeper understanding among teacher trainees. This involves relating
theoretical concepts to tangible, real-life examples, offering teacher trainees a contextual
framework for comprehending the interplay between cognitive development and literacy
skills. The application to real-life scenarios not only enhances understanding but also
instills the awareness that these skills are not confined to academic contexts but play a
crucial role in navigating and succeeding in various aspects of daily life. This approach
fosters a practical perspective, enabling teacher trainees to appreciate the relevance and
significance of cognitive development and literacy skills beyond the classroom setting.
By facilitating discussions and information sharing in this phase, the tutor promotes a
collaborative learning environment where teacher trainees actively engage with the interplay of
cognitive development and literacy skills. The exchange of ideas, perspectives, and information
contributes to a holistic understanding of the subject matter and encourages critical thinking
among young minds.

This phase is dedicated to bridging the gap between academic understanding and practical
engagement. The tutor guides pre-service teachers through hands-on activities, real-world
scenarios, and interactive workshops, allowing them to directly apply cognitive and literacy
skills. By immersing teacher trainees in practical applications, the goal is to deepen their
comprehension of how these skills function in various aspects of everyday life. From role-
playing exercises to field trips and guest practitioners, this phase is designed to instill a practical
perspective, empowering teacher trainees to recognize and utilize cognitive development and
literacy skills beyond the classroom. As we delve into the strategies within this phase, the
emphasis is on fostering a dynamic, interactive, and applicable understanding of the subject
matter. Here are key actions a tutor can take in this phase:
❖ Real-world Scenarios: Present real-world scenarios that require the application of

cognitive and literacy skills. Encourage teacher trainees to analyze and solve problems,
demonstrating the practical relevance of the concepts.
❖ Hands-on Activities: Design hands-on activities that allow teacher trainees to directly
apply cognitive and literacy skills. This could include activities like creating a project,
conducting experiments, or solving real-world writing tasks.
❖ Field Trips: Organize field trips to places relevant to cognitive development and literacy,
such as libraries, museums, or community centers. Exposing teacher trainees to different
environments reinforces the practical aspects of cognitive and literacy learning.
❖ Role-Playing Exercises: Implement role-playing exercises that simulate real-life
situations requiring effective cognitive and literacy engagement. This helps teacher
trainees practice and refine their skills in a dynamic and interactive manner.
❖ Guest Practitioners: Invite professionals or practitioners from fields where cognitive
development and literacy skills are crucial. Hearing from experts provides insights into
how these skills are applied in various careers and real-world settings.
❖ Interactive Workshops: Conduct interactive workshops where teacher trainees
collaborate on projects or engage in group activities. This collaborative approach
encourages practical application and enhances interpersonal skills.
❖ Application Journals: Assign application journals where teacher trainees document
instances in their daily lives where cognitive development and literacy skills come into
play. Reflecting on personal experiences fosters a deeper connection between theoretical
concepts and practical applications.
❖ Case Studies: Explore case studies that showcase the intersection of cognitive
development and literacy skills in different contexts. Analyzing real-life examples
enhances critical thinking and demonstrates the versatility of these skills.
❖ Problem-solving Sessions: Facilitate problem-solving sessions that require teacher
trainees to apply cognitive strategies and literacy skills collaboratively. This interactive
approach promotes teamwork and a holistic understanding of the subject matter.
❖ Feedback and Reflection: Encourage teacher trainees to provide feedback on their
practical experiences and reflect on how cognitive development and literacy skills
contributed to their success. This reflective process deepens their understanding and
reinforces the connections between theory and application.
By incorporating these strategies in this phase, the tutor ensures that teacher trainees not only
grasp theoretical concepts but also internalize the practical relevance of cognitive development
and literacy skills in various aspects of their lives. This approach cultivates a holistic
understanding and equips teacher trainees with the ability to confidently apply these skills
beyond the academic realm.

This phase marks a crucial juncture where theoretical knowledge transforms into tangible skills
through hands-on activities, real-world scenarios, and engaging interactions. The tutor guides
teacher trainees in applying cognitive and literacy skills to actual situations, emphasizing the
relevance of these concepts in everyday life. From problem-solving exercises to discussions with
guest practitioners, this phase is designed to bridge the gap between theory and practice. As we
delve into activities that simulate real-life applications, the goal is to empower teacher trainees
with a profound understanding of how cognitive development and literacy skills are not just
academic concepts but integral tools for success in diverse real-world contexts.
❖ Summarize Key Concepts: Summarizing key concepts serves as a pivotal step in

consolidating our exploration of the interplay between cognitive development and
literacy skills. As teacher trainees reach the culmination of this learning journey, it is
essential to recapitulate and succinctly revisit the foundational principles that have
shaped our understanding. From cognitive milestones to the intricacies of literacy
acquisition, we reflect on the dynamic relationship between these domains. This
summary aims to crystallize the theoretical underpinnings, highlighting the significance
of cognitive development in shaping literacy skills and vice versa. By distilling complex
concepts into concise summaries, teacher trainees reinforce the core principles that
underscore the symbiotic nature of cognitive growth and literacy acquisition, setting the
stage for a comprehensive and integrated grasp of these interconnected realms.
❖ Highlight Connections: In emphasizing the connections between cognitive milestones
and the acquisition of literacy skills, we illuminate the intricate interplay that defines the
core of student teachers’ learning journey. The symbiotic relationship between these two
domains becomes evident as cognitive development lays the foundation for proficient
literacy. Cognitive milestones, encompassing memory, attention, and reasoning,
intricately intertwined with the processes of reading, writing, and language
comprehension. By underlining these connections, we recognize that cognitive growth
not only facilitates literacy skill development but is, in turn, enhanced by the engagement
with written and spoken language. This emphasis serves to solidify teacher trainees'
understanding of the reciprocal influence between cognitive and literacy domains,
reinforcing the notion that these aspects are interwoven threads in the fabric of
intellectual and educational advancement.
❖ Review Practical Applications: As teacher trainees delve into the review of practical
applications from the preceding phase, they embark on a journey that bridges theoretical
knowledge with real-world scenarios. By revisiting the hands-on activities, field trips,
and interactive workshops, we reinforce the transformative power of applying cognitive
development and literacy skills in tangible contexts. This retrospective examination
underscores the practical relevance of their theoretical understanding, showcasing how
the acquired knowledge manifests in everyday situations. By reinforcing these practical
applications, teacher trainees not only solidify comprehension of the subject matter but
also acknowledge the dynamic and versatile nature of cognitive and literacy skills in
diverse, real-life scenarios. This review serves as a reflective lens through which teacher
trainees appreciate the seamless integration of theory and practice, fostering a holistic
understanding of the interplay between cognitive development and literacy skills.
❖ Group Synthesis Projects: Introducing group synthesis projects marks a culminating
endeavor where teacher trainees collaborate to construct a comprehensive synthesis
encapsulating the entirety of their learning journey. These projects serve as a collective
canvas where each member contributes to weaving together the intricate threads of
cognitive development and literacy skills. By assigning this collaborative task, teacher
trainees not only foster teamwork but also encourage a shared understanding of the
subject matter. Student teachers, drawing upon their individual insights and experiences,
collectively create a mosaic that reflects the depth and breadth of our exploration.
Through these projects, the interplay between cognitive development and literacy skills is
not only comprehensively illustrated but also becomes a collaborative achievement,
showcasing the diverse perspectives that have enriched teacher trainees' collective
understanding of this dynamic interrelationship.
❖ Application Showcase: The Application Showcase stands as a pinnacle moment where
teacher trainees are provided with the platform to spotlight the practical applications they
delved into during the preceding phase. Through presentations, demonstrations, or
thoughtfully curated portfolios, each student teacher has the opportunity to illuminate
their adeptness in applying cognitive and literacy skills in real-world scenarios. This
showcase not only serves as a testament to their individual growth but also collectively
illustrates the diverse ways in which theoretical knowledge translates into tangible
actions. It becomes a dynamic celebration of applied learning, where the interplay of
cognitive development and literacy skills is vividly demonstrated through the creative
and insightful endeavors of each aspiring teacher. This showcase not only reinforces the
practical relevance of our educational journey but also accentuates the unique
contributions of each participant in comprehending and applying these crucial skills.
By reviewing key concepts, summarizing relevant theories, integrating strategies, analyzing case
studies, engaging in group work, and synthesizing their learning, student teachers can develop a
solid foundation to effectively teach early childhood learners. This phase also provides an
opportunity for reflection, consolidation of knowledge, and a celebration of the progress made
throughout the educational journey.
4.2.8 Real-world Tasks and Assignments:

This phase is designed to bridge the gap between theory and practical application, immersing
aspiring teachers in scenarios that mirror professional and everyday contexts. Through practical
writing assignments, critical reading tasks, problem-solving projects, and collaborative
endeavors with external partners, aspiring teachers will actively apply cognitive and literacy
skills to navigate challenges akin to those encountered beyond the classroom. This phase
emphasizes the importance of not just understanding concepts theoretically but also integrating
them into real-world tasks, fostering a holistic and applicable mastery of cognitive development
and literacy skills. As a tutor delves into a diverse array of hands-on assignments, the goal is to
empower aspiring teachers with the tools and insights needed to navigate and excel in real-life
scenarios.
Here are key strategies a tutor can employ in this phase:
❖ Practical Writing Assignments: Assign writing tasks that mirror real-world scenarios,
such as composing emails, reports, or project proposals. This allows aspiring teachers to
apply literacy skills in formats commonly encountered in professional settings.
❖ Critical Reading and Analysis: Provide articles or case studies that require critical
reading and analysis. Aspiring teachers can extract relevant information, analyze content,
and apply cognitive skills to comprehend complex texts.
❖ Problem-solving Projects: Present real-world problems or scenarios that require creative
problem-solving. Aspiring teachers can utilize cognitive processes and literacy skills to
develop solutions and articulate their thought processes.
❖ Communication Exercises: Implement communication exercises, such as mock
interviews or oral presentations, to enhance verbal expression and comprehension. This
cultivates effective communication skills crucial in real-life situations.
❖ Research Tasks: Assign research projects that involve exploring topics related to
cognitive development and literacy. Aspiring teachers can delve into scholarly articles,
conduct interviews, or analyze data to deepen their understanding.
❖ Professional Writing Styles: Introduce different professional writing styles, such as
crafting resumes, cover letters, or project summaries. This exposes aspiring teachers to
varied literacy demands encountered in professional environments.
❖ Collaborative Projects with External Partners: Collaborate with external partners,
such as local organizations or professionals, for projects that integrate cognitive
development and literacy skills. This provides aspiring teachers with real-world exposure
and networking opportunities.
❖ Multimodal Presentations: Encourage the creation of multimodal presentations,
combining visuals, audio, and written elements. This reflects the diverse ways in which
cognitive and literacy skills are employed in modern communication.
❖ Reflection Journals: Introduce reflection journals where aspiring teachers document
their experiences and insights from engaging in real-world tasks. This promotes
metacognition and self-awareness.
❖ Feedback and Revision: Provide constructive feedback on assignments and allow
aspiring teachers the opportunity to revise their work. This mirrors real-world processes
of continuous improvement and refinement.
By incorporating real-world tasks and assignments in this phase, the tutor ensures that aspiring
teachers actively apply cognitive development and literacy skills in contexts mirroring
professional and everyday scenarios. This approach not only reinforces theoretical knowledge
but also equips aspiring teachers with practical competencies essential for success in various
aspects of their lives.

This phase is dedicated to guiding aspiring teachers towards continuous growth, providing a
roadmap for how the acquired knowledge and skills can shape their ongoing educational and
professional journey. Through reflective discussions, goal-setting exercises, and the exploration
of potential career paths, the tutor aims to cultivate a forward-thinking mindset. This phase is not
just a conclusion but a prelude to a lifelong commitment to learning, as the tutor empowers
aspiring teachers to embrace future challenges and opportunities where cognitive development
and literacy skills will continue to play a crucial role. In anticipating the next steps, the goal is to
foster a sense of agency and curiosity, laying the foundation for a sustained and meaningful
engagement with the interwoven realms of cognitive development and literacy.
Here are key actions a tutor can take in this phase:
❖ Reflective Discussions: Engage in reflective discussions about the skills acquired and
their relevance in future educational and professional endeavors. Encourage aspiring
teachers to share insights on how the interplay between cognitive development and
literacy skills will continue to impact their learning journey.
❖ Goal Setting: Facilitate goal-setting exercises where aspiring teachers articulate specific
cognitive and literacy-related goals for their ongoing development. Discuss strategies and
resources that can support them in achieving these goals.
❖ Career Exploration: Introduce activities that encourage aspiring teachers to explore
careers where cognitive development and literacy skills play a significant role. Provide
information on potential career paths and the skills required for success.
❖ Individual Learning Plans: Assist aspiring teachers in creating individual learning plans
that outline areas for further exploration and improvement. This personalized approach
ensures that each student teacher's unique needs and aspirations are considered.
❖ Research Opportunities: Guide aspiring teachers towards potential research
opportunities or projects that delve deeper into the interplay of cognitive development
and literacy skills. This encourages a continued pursuit of knowledge in these
interconnected domains.
❖ Professional Development Resources: Share resources for ongoing professional
development, such as workshops, webinars, or online courses related to cognitive
development and literacy. Equip aspiring teachers with tools to independently continue
their educational journey.
❖ Networking Opportunities: Introduce networking opportunities with professionals or
experts in fields related to cognitive development and literacy. This expands student
teachers' perspectives and provides insights into real-world applications.
❖ Encourage Lifelong Learning: Instill the value of lifelong learning by emphasizing that
cognitive and literacy skills are continually evolving and adapting to new challenges.
Foster a mindset that embraces curiosity and a commitment to staying informed.
❖ Feedback and Improvement Plans: Provide constructive feedback on strengths and
areas for improvement based on the tasks and assignments completed. Collaborate with
aspiring teachers to develop improvement plans for ongoing development.
❖ Community Engagement: Encourage community engagement initiatives where aspiring
teachers can apply their skills in real-world settings. This fosters a sense of social
responsibility while reinforcing the practical applications of cognitive development and
literacy skills.
By engaging in this well-detailed teaching phase of anticipating next steps and future learnings,
the tutor will provide student teachers with a solid foundation in understanding and effectively
addressing the interplay of cognitive development and literacy skills in young minds. This phase
will guide the tutor on what to do during the teaching process, ultimately helping student
teachers to become more successful educators of early childhood learners.
4.3 Appendices
4.3.1 Appendix 1
Exercise 1: Memory Challenge Activity: "The Colorful Garden"
Materials: A picture book or a set of colorful images depicting a garden scene.
Procedure:
● Gather the student teachers in a comfortable reading area.

● Show them the cover of the picture book or display the set of colorful garden images.
● Briefly discuss the topic: "We're going to explore a beautiful garden today!"
Story: "The Colorful Garden"
Once upon a sunny day, in a small town, there was a magical garden bursting with colors – The
Colorful Garden. Lily, Sam, and Ben, three friends, ventured into the garden. They found red
roses, yellow daffodils, and blue forget-me-nots. Butterflies danced in the air, adding to the
beauty.
In a hidden corner, they discovered a rainbow fountain. Its water sparkled, creating a dazzling
display. Nearby, a friendly bunny named Cotton hopped around, nibbling on orange carrots.
They stumbled upon a reading nook with a tree filled with books. Lost in magical tales, time
slipped away. As the sun set, the friends left with colorful flowers, grateful for their magical day
in The Colorful Garden. The garden stood, ready to enchant more visitors with its vibrant beauty.
Story Presentation (10 minutes):

● Read a short, engaging story about a day in the colorful garden.
● Use expressive tones, gestures, and encourage students to comment on the vibrant
illustrations.
● Highlight specific details such as the colors of flowers, types of animals, or objects in the
garden.
Engagement:
● After reading, distribute individual pictures representing elements from the story.
● Alternatively, you can use a sequence of images to represent key events in the garden.
● Ask student teachers to recall specific details from the story or arrange the images in the
correct order.
● Use guiding questions such as; What color were the flowers in the story? Can you
remember which animal was in the garden? What happened first, and what happened
next?
● Encourage student teachers to share their recalled details or show how they've arranged
the images.
● Facilitate a brief discussion about their favorite parts of the story.
This sample Memory Challenge activity aims to assess memory retention and recall while
making the learning experience enjoyable and interactive for preschool to kindergarten student
teachers.
4.3.2 Appendix 2
Exercise 2: Problem-Solving Puzzles Activity: "The Mystery of the Missing Books"
Instructions for Student teachers:
● Read the given passages about the missing books in the library.
● Use the information provided in the passages to solve the puzzles.
● Apply critical thinking skills to analyze and draw conclusions based on the details in the
reading passages.
Passage 1: Book Inventory Puzzle:
In the library, there were originally 300 books on the shelves. According to the inventory, 50
books were checked out, and 25 were returned. If there are currently 225 books on the shelves,
how many books are still missing?
Passage 2: Library Visitors Puzzle:
On the day the books went missing, the library had 50 visitors. Each visitor checked out an
average of 3 books. If 30 books were checked out, how many books were still in the library, and
how many books are missing?
Passage 3: Book Return Challenge:
A student found 15 missing books and returned them to the library. If there were initially 40
missing books, how many books are still unaccounted for?
Notes for the Tutor:
● Encourage student teachers to work collaboratively or individually, fostering discussion

and critical thinking.
● Emphasize the importance of referring back to the reading passages to find relevant
information.
● Provide guidance and support as needed, promoting a positive problem-solving
environment.
● Facilitate a class discussion where student teachers share their solutions and reasoning.
● Discuss real-life situations where critical thinking is crucial, connecting it back to the
library scenario.
This sample Problem-Solving Puzzles activity combines literacy with critical thinking,
challenging student teachers to apply information from reading passages to solve a mystery. The
integration of puzzles adds an element of fun and engagement to the learning experience.
4.4 References
Azmitia, M. (1988). Peer interaction and problem solving: When are two heads better than one?
Child Development, 59, 87–96. doi: 10.2307/1130391
Cannella, G. S., Viruru, R., & Amin, S. (1995). Sociocognitive growth and the young child:
Comparisons with spatial and literacy content. Child Study Journal, 25(3), 213-231.
Bearison, D. J., Magzamen, S., & Filardo, E. K. (1986). Socio-cognitive conflict and cognitive
growth in young children. Merrill-Palmer Quarterly, 32(1), 51-72.
Berger, C., Alcalay, L., Torretti, A., & Milicic, N. (2011). Socio-emotional well-being and
academic achievement: Evidence from a multilevel approach. Psicologia: Reflexão e Crítica, 24,
344-351. doi:10.1590/S0102-79722011000200016
Blair, C. (2002). School readiness. Integrating cognition and emotion in a neurobiological

conceptualization of children’s functioning at school entry. American Psychologist, 57, 111–27.
doi: 10.1037/0003-066X.57.2.111.
Cannella, G. S. (1993). Learning through social interaction: shared cognitive experience,

negotiation strategies, and joint concept construction for young children. Early Childhood
Research Quarterly, 8, 427-444. doi: 10.1016/S0885-2006(05)80078-X
Capage, L., & Watson, A. C. (2001). Individual differences in theory of mind, aggressive
behavior, and social skills in young children. Early Education and Development, 12, 613– 628.
doi: 10.1207/s15566935eed1204_7.
Elias, M. J., & Haynes, N. M. (2008). Social competence, social support, and academic
achievement in minority, low-income, urban elementary school children. School Psychology
Quarterly, 23, 474-495. doi:10.1037/1045-3830.23.4.474.
Tsao, Y. L. (2008). Using guided play to enhance children’s conversation, creativity and
competence in literacy. Education, 128(3), 515-520.
Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young
children. Washington, DC: The National Academy Press.
Fleer, M. (2011). Kindergartens in cognitive times: Imagination as a dialectical relation between
play and learning, 245-259. doi:10.1007/sl3158-011-0044-8.
Blair, C, Raver, CC (2012) Child development in the context of adversity: Experiential

canalization of brain and behavior. American Psychologist 67: 309–318. doi: 10.1037/a0027493.
5.0 Sub Unit 4: Empowering Child Vocabulary: Techniques and Strategies
5.1 Introduction
Empowering child vocabulary is a crucial aspect of early childhood development that lays the
foundation for effective communication, cognitive skills, and academic success. This topic
explores various techniques and strategies aimed at enhancing a child's language proficiency and
verbal expression. It encompasses a range of activities, educational approaches, and interactive
methods designed to foster vocabulary growth in children. By understanding and implementing
these techniques, parents, educators, and caregivers can play a pivotal role in providing children
with the linguistic tools they need to navigate the complexities of language and communication,
ultimately contributing to their overall cognitive and academic development.
5.2 Instructional Phases for Empowering Child Vocabulary: Techniques and Strategies.
When teaching the topic "Empowering Child Vocabulary: Techniques and Strategies," a tutor
should navigate through the nine crucial instructional phases. These phases are designed to create
a comprehensive and effective learning experience, addressing the unique needs of each aspiring
teacher. From setting a positive learning environment to practical application, these steps guide
the tutor in implementing engaging, personalized, and adaptable strategies to foster vocabulary
development in a positive and meaningful way. By following these instructional phases as
discussed below, a tutor can create a structured and effective approach to empower student
teacher's vocabulary, fostering a love for language and enhancing their overall communication
skills.
5.2.1 Establishing a Supportive Learning Environment

Certainly! This phase focuses on creating a positive, engaging atmosphere that encourages
trainee educators to explore and develop their language skills with confidence. By implementing
various strategies such as positive reinforcement, interactive learning, and individualized
attention, tutors aim to build a nurturing space where aspiring teachers feel comfortable
expressing themselves and embracing the journey of vocabulary enrichment. This initial phase
sets the tone for effective teaching and lays the groundwork for a successful and enjoyable
learning experience. Here are several strategies that a tutor can employ to establish such an
environment:
❖ Encourage Open Communication: In order to create a conducive learning environment,

it is crucial to encourage open communication with the student teacher. This involves
fostering an atmosphere where they feel at ease expressing their thoughts and posing
questions related to language and vocabulary. Active listening becomes paramount,
ensuring that the student teacher's contributions are acknowledged and validated.
Additionally, constructive feedback is provided to guide and support their language
exploration, promoting a sense of confidence and openness in their communication
endeavors.
❖ Create a Comfortable Physical Environment: Creating a comfortable physical
environment is vital for effective learning. This entails ensuring that the learning space is
not only well-lit but also free from distractions, providing an optimal setting for focused
engagement. Moreover, materials and resources are thoughtfully arranged in an organized
manner to enhance accessibility, fostering a conducive atmosphere for the aspiring
teacher's vocabulary development. A comfortable and well-organized environment
contributes significantly to the student teacher's overall learning experience, promoting
concentration and a positive mindset.
❖ Individualized Attention: The principle of individualized attention is fundamental in
tailoring the learning experience to meet the specific needs of each teacher trainee. By
recognizing and addressing their unique learning styles, interests, and requirements, the
tutor ensures a more personalized and effective educational journey. Additionally,
offering one-on-one attention when necessary enables the tutor to address specific
challenges and areas of improvement, fostering a supportive and adaptive approach to
vocabulary development. This commitment to individualized attention enhances the
aspiring teacher's overall learning experience, promoting a deeper understanding and
mastery of language skills.
❖ Flexibility and Adaptability: Flexibility and adaptability are key elements in the
teaching process, emphasizing the need to adjust strategies based on the student teacher's
response, individual needs, and progress. By remaining flexible, tutors can tailor their
approach to accommodate diverse learning styles and paces. This approach creates a
dynamic learning environment that responds to the unique requirements of each aspiring
teacher, fostering a more inclusive and effective vocabulary development experience. In
embracing flexibility, educators can optimize the learning journey, ensuring that it aligns
seamlessly with the student teacher's evolving capabilities and preferences.
❖ Positive Reinforcement: Positive reinforcement plays a pivotal role in cultivating a
supportive learning atmosphere. This involves expressing praise and encouragement
when the aspiring teacher demonstrates effort or improvement in their vocabulary skills.
Additionally, celebrating achievements, regardless of size, becomes a powerful tool in
building the student teacher's confidence and sustaining their motivation. By fostering a
positive and affirming environment, tutors contribute to the trainees’ sense of
accomplishment, reinforcing the value of their linguistic progress and encouraging
continued engagement in the learning process.
❖ Promote Collaboration and Peer Support: Promoting collaboration and peer support is
integral to establishing a cohesive learning community. By encouraging collaboration and
fostering peer interaction, a sense of camaraderie is cultivated within the learning
environment. This supportive atmosphere allows aspiring teachers to not only learn from
one another but also to celebrate each other's successes. This collaborative approach not
only enhances the overall learning experience but also instills a sense of teamwork and
mutual encouragement, creating a positive and enriching environment for vocabulary
development.
Through implementing these strategies, a tutor can establish a supportive learning environment
that not only enhances vocabulary development but also nurtures a positive attitude towards
learning in general. This, in turn, contributes to the student teacher's overall language proficiency
and cognitive growth.
5.2.2 Initial Knowledge Assessment
In this phase, the tutor employs various strategies to understand the aspiring teacher's existing
language proficiency and grasp their familiarity with vocabulary. Through informal
conversations, interactive activities, and observation, the tutor assesses the student teacher's
ability to express thoughts, comprehend language, and identify words. This initial evaluation
serves as a foundation for tailoring subsequent instruction, enabling the tutor to design a
personalized approach that addresses the specific needs and strengths of the student teacher in
the realm of vocabulary development. A tutor can employ several effective strategies to
understand the student teacher's current language proficiency and tailor instruction accordingly:
1. Informal Conversations: Initiating informal conversations forms a key strategy in the

Initial Knowledge Assessment phase. By engaging the aspiring teacher in casual
dialogues, the tutor aims to gauge the student teacher's current vocabulary and
communication skills. Through these interactions, the tutor observes the student's ability
to articulate thoughts and ideas verbally, gaining insights into their expressive language
proficiency. This conversational approach provides a holistic view of the student teacher's
linguistic capabilities, laying the groundwork for a tailored and effective vocabulary
development plan.
2. Observation of Language Use: The observation of language use is a valuable strategy
during the Initial Knowledge Assessment phase. By keenly observing the aspiring teacher
in everyday contexts, such as play or interactions with peers, the tutor gains insights into
crucial aspects of their language development. This includes noting the diversity of the
student's vocabulary, their sentence structure, and overall language fluency. This
observational approach provides a comprehensive understanding of how the student
teacher naturally employs language in different situations, aiding in the assessment of
their linguistic strengths and areas for improvement. The gathered information guides the
tutor in tailoring effective vocabulary enhancement strategies to suit the student teacher's
unique linguistic needs.
3. Picture Recognition: Picture recognition is a valuable strategy employed during the
Initial Knowledge Assessment phase to evaluate an aspiring teacher's ability to identify
and name objects. Through the use of visual aids and pictures, the tutor engages the
teacher trainees in activities that prompt them to associate words with corresponding
images. This method not only assesses the student teacher's visual comprehension but
also provides insights into their ability to link linguistic concepts with visual
representations. By observing this association, the tutor gains a deeper understanding of
the student's early vocabulary skills, laying the foundation for tailored and effective
vocabulary development strategies.
4. Vocabulary Assessment Tools: Utilize age-appropriate vocabulary assessment tools or
standardized tests to measure the teacher trainee's language proficiency. These tools,
often age-appropriate and aligned with standardized tests, aid in measuring both receptive
(understanding) and expressive (speaking) vocabulary skills. Examples of such tools
include:
❖ Peabody Picture Vocabulary Test (PPVT): A widely used assessment tool that
measures a child's receptive vocabulary by having them select pictures that
correspond to spoken words.
❖ Expressive Vocabulary Test (EVT): Assesses a child's ability to verbally
express their vocabulary by naming objects, actions, and concepts.
❖ Woodcock-Johnson Tests of Achievement - III (WJ-III): A comprehensive test
battery that includes a Vocabulary subtest, evaluating a child's ability to define
words and understand their meanings.
❖ Clinical Evaluation of Language Fundamentals (CELF): Provides various
subtests, including vocabulary assessments, to measure a child's receptive and
expressive language skills.
❖ Peabody Developmental Motor Scales (PDMS): While primarily focused on
motor skills, it also includes a vocabulary subtest assessing a child's
understanding of words.
These tools contribute valuable quantitative data to complement qualitative observations,

ensuring a more comprehensive understanding of the student teacher's vocabulary
proficiency during the assessment phase.
5. Vocabulary Games and Activities: The utilization of vocabulary games and activities is
a dynamic approach within the Initial Knowledge Assessment phase. By integrating
interactive games, the tutor assesses the student teacher's familiarity with words and their
meanings in an engaging manner. These activities often include tasks such as matching,
categorizing, or identifying objects and concepts, providing valuable insights into the pre-
service teacher's grasp of vocabulary. This hands-on and playful method not only gauges
their existing knowledge but also sets an enjoyable tone for the subsequent vocabulary
development strategies, creating a positive and interactive learning experience for the
teacher trainee.
By employing these strategies, a tutor can gain a comprehensive understanding of the teacher
trainee's current vocabulary level, strengths, and areas that require improvement. This assessment
phase sets the foundation for developing a tailored and effective plan to empower the trainee's
vocabulary through targeted techniques and strategies.
Note: It is crucial to maintain a supportive and non-judgmental approach throughout this phase,
as the purpose is to assist student teachers in their growth and development as educators.
5.2.3 Defining Key Competencies

During this phase, the tutor focuses on establishing essential skills and objectives that are
fundamental for effective vocabulary development in pre-service teachers. By aligning with
curriculum standards, identifying core vocabulary, and defining a progression of skills, the tutor
aims to create a comprehensive framework that supports the diverse learning needs of each
teacher trainee. This phase lays the groundwork for tailored and effective vocabulary instruction,
emphasizing competencies that encompass both understanding and expression of language, and
fostering critical thinking skills. The defined competencies provide a roadmap for structured
learning, ensuring a systematic approach to vocabulary development that aligns with the student
teacher's developmental stage and individual abilities. A tutor can implement various strategies
to establish the essential skills and objectives for effective vocabulary development. Here are key
strategies for this phase:
❖ Curriculum Alignment: This involves harmonizing vocabulary development goals with

age-appropriate curriculum standards and benchmarks. By ensuring that the defined
competencies are closely tied to the student teacher's developmental stage, the tutor
establishes a meaningful connection between the vocabulary objectives and the broader
educational framework. This alignment not only enhances the relevance of vocabulary
goals but also ensures a seamless integration of language skills into the overall
educational journey, fostering a more holistic and purposeful approach to the student's
linguistic development.
❖ Contextual Understanding: This strategy involves defining competencies that
underscore a student teacher's grasp of vocabulary within various contexts. By
encouraging the application of words across diverse situations and scenarios, the tutor
aims to cultivate a nuanced understanding of language use. This approach not only
enriches the trainee's vocabulary but also promotes the ability to adapt and employ words
effectively in different real-life situations, fostering a more comprehensive and practical
language skill set.
❖ Cognitive and Expressive Competencies: This strategic approach involves defining
competencies that encapsulate both the receptive (understanding) and expressive
(speaking) dimensions of language skills. By ensuring a balanced focus on the trainee's
ability to comprehend vocabulary and effectively use it in communication, the tutor aims
to nurture a well-rounded linguistic proficiency. This comprehensive perspective on
cognitive and expressive competencies ensures that the teacher trainee not only
understands the meaning of words but can also articulate them confidently, laying the
groundwork for robust vocabulary development.
❖ Identification of Core Vocabulary: This method involves pinpointing a set of
fundamental vocabulary words tailored to the child's age group. The tutor prioritizes
words commonly used in everyday communication and academic contexts, forming a
basis for focused language development. By identifying this core vocabulary, the tutor
ensures that the teacher trainee acquires essential words that are not only relevant to their
daily interactions but also beneficial for their academic and social growth. This strategic
selection lays the groundwork for a targeted and impactful vocabulary development plan.
❖ Integration with Other Subjects: This approach involves identifying opportunities to
seamlessly weave vocabulary development into various subject areas. By exploring ways
to reinforce vocabulary through cross-curricular activities, the tutor aims to create a
cohesive learning experience. This strategy not only enhances the trainee's language skills
but also demonstrates the interconnectedness of vocabulary with different academic
domains, fostering a holistic understanding of language within a broader educational
context.
❖ Assessment Criteria: This involves creating clear benchmarks for evaluating the
achievement of defined competencies. By employing a combination of formative
assessments for ongoing progress monitoring and summative assessments for overall
evaluation, the tutor ensures a comprehensive and dynamic measurement of the trainee's
vocabulary development. These assessment criteria serve as a valuable tool to gauge the
student teacher's proficiency and guide instructional adjustments, contributing to a more
tailored and effective approach to fostering linguistic competencies.
By employing these strategies in the phase of Defining Key Competencies, the tutor lays a solid
foundation for structured and effective vocabulary development, ensuring that the goals and
skills identified are tailored to meet the unique needs of each teacher trainee.
5.2.4 Engaging Students in Active Participation and Experiential Learning

During this phase, the tutor focuses on creating a dynamic and participatory learning
environment to enhance vocabulary development. Employing various strategies such as
interactive games, storytelling, role-playing, and experiential activities, the goal is to actively
involve aspiring teachers in the learning process. By making vocabulary acquisition enjoyable,
practical, and connected to real-life experiences, this phase aims to instill a sense of curiosity and
engagement in student teachers, fostering a positive attitude towards language learning. This
hands-on approach seeks to empower teacher trainees by immersing them in language-rich
experiences that go beyond traditional classroom methods. Here are key approaches a tutor can
employ in this phase to enhance the learning experience:
❖ Interactive Games and Activities: Integrate vocabulary-focused games and activities

that encourage active participation. Utilize hands-on and playful methods to make
learning enjoyable, such as word puzzles, board games, or interactive online resources.
Refer to activities in 5.3.1 Appendix 1.
❖ Storytelling Sessions: Conduct storytelling sessions where the trainee actively
participates by contributing new words or expressing their understanding of the narrative.
Encourage them to use newly learned vocabulary in their own storytelling.
❖ Role-Playing Exercises: Incorporate role-playing exercises where aspiring teachers can
act out scenarios using targeted vocabulary. This experiential approach helps reinforce
vocabulary in real-life situations.
❖ Field Trips or Virtual Tours: Plan field trips or virtual tours related to language-rich
environments, such as libraries, museums, or nature walks. Allow aspiring teachers to
explore and interact with their surroundings, reinforcing vocabulary in a practical
context.
❖ Word Exploration Stations: Set up interactive stations with different word-focused
activities. Rotate the stations to keep the learning experience dynamic and engaging.
Refer to activity 1 in 5.3.1 Appendix 1.
❖ Word Journals or Blogs: Introduce word journals or blogs where aspiring teachers can
record new words, their meanings, and use them in sentences. This practice encourages
reflective thinking and active engagement with vocabulary.
❖ Collaborative Projects: Assign collaborative projects that require aspiring teachers to
work together and apply their vocabulary in creating something tangible, like a poster,
presentation, or storybook.
❖ Word Challenges or Competitions: Organize friendly word challenges or competitions
to promote healthy competition and engagement. Incorporate rewards or recognition for
achievements, fostering motivation. Refer to activity 2 in 5.3.1 Appendix 1.
❖ Incorporate Technology: Integrate technology by using educational apps, interactive
software, or multimedia resources that make learning vocabulary engaging and
interactive.
❖ Thematic Learning Units: Design thematic learning units where vocabulary is explored
within a broader context, tying it to specific themes or topics of interest. This approach
makes vocabulary more relevant and meaningful for the aspiring teachers.
❖ Outdoor Learning Activities: Take advantage of outdoor spaces for vocabulary-related
activities, such as scavenger hunts, nature walks, or garden-based word exploration.
Connecting vocabulary to the outdoors enhances the learning experience.
❖ Guest Speakers or Storytellers: Invite guest speakers or storytellers to share their
experiences and introduce new vocabulary in a captivating manner. Exposure to diverse
voices enhances the learning journey.
By employing these strategies, a tutor can actively engage aspiring teachers in the learning
process, making vocabulary acquisition an enjoyable and experiential endeavor. This phase aims
to foster a positive and dynamic environment where aspiring teachers actively participate and
immerse themselves in the world of language.
5.2.5 Facilitated Discussions and Collaborative Information Sharing in Early Childhood

Care and Education
During this phase, the tutor focuses on fostering interactive and collaborative learning
experiences among aspiring teachers. Through facilitated discussions, group activities, and
sharing of information, the goal is to create a dynamic space where teacher trainees actively
engage with vocabulary concepts. This phase encourages trainees to express their thoughts, share
insights, and collaboratively explore the richness of language. By incorporating various
discussion-based strategies, the tutor aims to deepen trainees' understanding of vocabulary in a
communal learning environment, promoting not only language development but also critical
thinking and effective communication skills. There are several Strategies," a tutor can
implement to encourage meaningful interactions and knowledge sharing.
Here are key approaches for this phase:
❖ Small Group Discussions: This approach involves creating an interactive environment

where pre-service teachers actively engage with each other in smaller groups. The tutor
assigns specific vocabulary-related tasks or challenges for each group, fostering
collaborative discussions and problem-solving. This method not only encourages peer
interaction but also allows teacher trainees to collectively explore and deepen their
understanding of vocabulary concepts. Small group discussions provide a platform for
shared insights, diverse perspectives, and collaborative learning experiences, contributing
to a richer and more engaging language development process.
❖ Vocabulary Show and Tell: This interactive strategy involves orchestrating sessions
where teacher trainees showcase items connected to specific words they've acquired.
Through this creative showcase, student teachers not only exhibit their vocabulary
prowess but also share stories and personal experiences linked to the chosen words.
These sessions provide a platform for teacher trainees to express their understanding of
vocabulary in a tangible and personalized way, fostering a collaborative environment
where language learning becomes an engaging and memorable experience.
❖ Book Club Activities: This approach entails the formation of a vocabulary book club,
where aspiring teachers engage in reading age-appropriate books and subsequently
partake in discussions regarding the encountered vocabulary. The tutor encourages
aspiring teachers to not only share their favorite words from the reading but also to
explore how these words could be incorporated into their own language use. By
integrating literature into vocabulary development, this strategy enriches the learning
experience, fostering collaborative discussions that elevate language comprehension and
application in a meaningful context.
❖ Thematic Vocabulary Circles: This involves the formation of focused vocabulary
circles where aspiring teachers delve into words associated with a particular theme or
topic. The tutor guides conversations within these circles, providing aspiring teachers the
opportunity to explore and elaborate on their understanding of the vocabulary within the
thematic context. By centering discussions around specific themes, this strategy not only
enhances vocabulary retention but also encourages collaborative exploration, allowing
student teachers to connect words with broader concepts and reinforcing their
comprehension in a meaningful way.
❖ Digital Platforms for Collaboration: By utilizing platforms such as discussion forums
or boards, aspiring teachers have the opportunity to actively participate in collaborative
discussions and share information related to interesting words or language-related topics.
This digital approach not only embraces modern technology but also fosters an
interactive and inclusive learning environment, allowing aspiring teachers to connect,
communicate, and collectively explore the diverse facets of vocabulary in a virtual
environment.
By employing these strategies, a tutor can foster an environment of active participation and
collaborative learning. This phase not only enhances vocabulary acquisition but also promotes
critical thinking, communication skills, and a sense of community among aspiring teachers as
they collectively explore and share their linguistic experiences.
Note: It is essential to adapt the teaching phase according to the specific needs and preferences
of the student teachers, considering their prior knowledge and experiences in teaching early
childhood learners.
5.2.6 Practical Applications and Interactions in Early Childhood Care and Education
In this phase, the tutor focuses on translating theoretical knowledge into practical, real-world
applications. The goal is to ensure that aspiring teachers not only grasp the meaning of words but
also actively use them in everyday scenarios. By incorporating strategies such as role-playing,
field trips, interactive apps, and community engagement projects, this phase aims to foster a deep
and practical understanding of vocabulary. Practical application enhances language acquisition,
encourages creative expression, and equips teacher trainees with the skills to effectively use and
interact with a diverse range of words in various contexts.
Here are key strategies for this phase:
❖ Real-Life Scenarios: Integrate vocabulary into discussions about real-life scenarios,

encouraging teacher trainees to use newly acquired words in everyday situations. Discuss
how the vocabulary is relevant to their experiences and interactions.
❖ Role-Playing Activities: Organize role-playing activities where teacher trainees enact
scenes using targeted vocabulary. This hands-on approach allows for practical application
and reinforces vocabulary in context.
❖ Field Trips and Experiential Learning: Plan field trips or experiential learning
opportunities where teacher trainees can apply vocabulary in different settings.
Encourage them to describe their experiences using the newly learned words.
❖ Language Games and Simulations: Introduce language games and simulations that
mimic real-world scenarios. This fosters practical application while making the learning
experience enjoyable.
❖ Interactive Vocabulary Apps: Utilize interactive vocabulary apps or online platforms
that provide practical exercises and scenarios for application. These tools often offer
engaging activities that enhance practical usage.
❖ Community Engagement Projects: Implement projects that involve community
engagement where teacher trainees can apply vocabulary in service-learning activities.
This instills a sense of social responsibility while reinforcing language skills.
❖ Collaborative Writing Projects: Assign collaborative writing projects where teacher
trainees collectively create stories, reports, or presentations using targeted vocabulary.
This collaborative effort enhances practical application and creative expression.
❖ Interviews and Conversations: Arrange opportunities for teacher trainees to conduct
interviews or engage in conversations using specific vocabulary. This real-time
interaction promotes effective communication skills.
❖ Job or Career Exploration: Explore vocabulary within the context of potential future
careers. Discuss and describe job-related terms, fostering an understanding of language in
professional settings.
❖ Cross-Curricular Integration: Integrate vocabulary learning with other subjects,
allowing teacher trainees to apply language skills in various academic contexts. Reinforce
the connection between vocabulary and broader knowledge.
❖ Journaling and Reflection: Implement journaling activities where teacher trainees can
reflect on their daily experiences using new vocabulary. Encourage self-expression and
introspection through written reflections.
❖ Debates and Discussions: Organize debates or discussions on current events or relevant
topics, incorporating targeted vocabulary. This encourages critical thinking and
application of language in meaningful debates.
By employing these strategies, the tutor ensures that vocabulary is not just memorized but
actively applied in practical situations. This phase emphasizes the integration of language skills
into everyday life, promoting a deeper understanding and mastery of vocabulary within the
broader context of practical applications and interactions.
5.2.7 Summary and Reinforcement of Empowering Child Vocabulary in ECCE

In this phase, the tutor focuses on consolidating the knowledge and skills acquired throughout
the vocabulary development journey. The goal is to help teacher trainees revisit and synthesize
the various techniques and strategies learned, reinforcing their understanding of vocabulary.
Through interactive review activities, discussions, and reflective exercises, this phase aims to
solidify the student teachers' grasp of words, foster connections between concepts, and provide
opportunities for creative application. Ultimately, the Recap and Synthesis phase ensures a
comprehensive and meaningful integration of vocabulary skills, empowering teacher trainees to
confidently use and navigate language in diverse contexts.
Here are key strategies a tutor can employ in this phase to consolidate learning and help teacher
trainees integrate their newfound vocabulary skills:
❖ Creative Writing Assignments: This involves tasking aspiring teachers with crafting
written pieces that seamlessly integrate a range of vocabulary words learned throughout
the course. By assigning these tasks, trainees are prompted to apply their acquired
vocabulary skills to construct coherent and expressive compositions. This approach not
only reinforces their understanding of the words but also nurtures creativity and linguistic
fluency, providing a platform for them to showcase their mastery of the empowered
vocabulary in a meaningful and personalized way.
❖ Synthesis Projects: This entails introducing assignments that challenge aspiring teachers
to amalgamate various vocabulary elements into a cohesive and comprehensive project.
This might involve the creation of narratives, the design of presentations, or the
development of thematic vocabulary portfolios. These projects serve as dynamic
platforms for aspiring teachers to showcase their holistic understanding of the
vocabulary, emphasizing both application and creativity. By combining multiple
elements, student teachers engage in a meaningful synthesis of their language skills,
fostering a deeper connection with the empowered vocabulary in diverse and expressive
formats.
❖ Thematic Review Sessions: This involves organizing targeted review sessions around
specific themes or topics. This strategic approach allows aspiring teachers to revisit and
reinforce their vocabulary in a contextualized manner, emphasizing the practical
application of words across different scenarios. By aligning the review process with
thematic elements, trainees not only solidify their understanding of individual words but
also gain a nuanced appreciation for how vocabulary functions within diverse contexts
and real-world situations. This thematic focus enhances the effectiveness of the review,
making the consolidation of vocabulary knowledge more engaging and purposeful.
❖ Reflective Discussions: Facilitate reflective discussions where aspiring teachers share
their experiences and insights gained during the vocabulary development process.
Encourage them to discuss challenges faced, memorable moments, and personal growth
in language skills.
❖ Review Games: This involves integrating engaging activities that quiz aspiring teachers
on vocabulary acquired throughout the course. Employing interactive methods like
flashcards, word puzzles, or quiz-style games, this approach transforms the review
process into an enjoyable and dynamic experience. These games not only serve to
reinforce previously learned vocabulary but also contribute to a more interactive and
participatory learning environment, ensuring that aspiring teachers actively engage with
and retain the empowered vocabulary in a fun and stimulating manner.
By employing these recap and synthesis strategies, the tutor reinforces the vocabulary learned,
promotes a deeper understanding, and empowers aspiring teachers to apply their language skills
in various contexts. This phase serves as a reflective and consolidative period, allowing student
teachers to internalize and solidify their grasp of the empowered vocabulary.
5.2.8 Real-World Tasks and Assignments for Empowering Child Vocabulary in ECCE
In this phase, the tutor focuses on bridging the gap between theoretical vocabulary knowledge
and its practical application in the real world. The goal is to immerse teacher trainees in tasks and
assignments that go beyond the classroom, encouraging them to apply their language skills in
authentic contexts. By engaging in real-life projects, community initiatives, and cross-cultural
communication tasks, aspiring teachers gain a deeper appreciation for the relevance and
versatility of vocabulary in various aspects of their lives. This phase aims to instill a sense of
purpose and practicality in language learning, preparing trainees to confidently navigate
language in diverse and meaningful scenarios.
Here are key strategies to employ in this phase:
❖ Real-Life Application Projects: This involves crafting projects that necessitate aspiring
teachers to apply their acquired vocabulary in authentic, real-life situations. These
projects may encompass the creation of guides, manuals, or infographics specifically
designed to utilize targeted vocabulary for distinct purposes. By engaging in such
practical endeavors, student teachers not only reinforce their language skills but also gain
valuable experience in applying vocabulary to tangible, real-world scenarios, fostering a
deeper understanding of the practical applications of language in various contexts.
❖ Cross-Cultural Communication Tasks: This involves designing assignments that
center on effective communication in diverse cultural settings. These tasks compel
aspiring teachers to utilize targeted vocabulary in cross-cultural interactions, fostering an
enriched understanding of language in global contexts. By engaging in these tasks,
trainees not only enhance their language proficiency but also develop valuable skills in
navigating and communicating across different cultural perspectives. This approach
promotes cultural sensitivity and prepares aspiring teachers for effective language use in
an interconnected and diverse world.
❖ Job or Career Exploration Assignments: Explore vocabulary within the context of
potential future careers. Assign tasks where aspiring teachers research and present
vocabulary relevant to specific professions.
❖ Language Exploration in Hobbies: Incorporating Language Exploration in Hobbies
involves motivating aspiring teachers to delve into and document vocabulary associated
with their personal hobbies or interests. This approach adds a personalized touch to the
learning experience, allowing student teachers to connect language development directly
to their passions. By exploring vocabulary within the context of their hobbies, trainees
not only deepen their understanding of language but also discover how it intricately
intertwines with their individual interests, fostering a more meaningful and enjoyable
language learning journey.
❖ Media Analysis Tasks: Incorporating Media Analysis Tasks into the "World Tasks and
Assignments" phase of teaching entails assigning aspiring teachers tasks that involve the
critical analysis of media content, such as articles or videos, with a specific focus on
vocabulary use. This approach encourages teacher trainees to scrutinize and evaluate how
language is employed across various forms of media. By engaging in media analysis,
aspiring teachers not only enhance their vocabulary skills but also develop a critical
awareness of language nuances in real-world contexts, equipping them with valuable
insights into effective communication within the media landscape.
❖ Collaborative Community Initiatives: Initiate collaborative initiatives within the
community, such as language-focused events or workshops. Student teachers can actively
participate in organizing and executing these initiatives.
❖ Business Communication Simulations: Simulate business communication scenarios
where aspiring teachers practice using professional vocabulary. Assign tasks like drafting
emails, reports, or presentations to enhance workplace language skills.
By incorporating these strategies, the tutor connects vocabulary learning to real-world
applications, fostering a practical and meaningful understanding of language. This phase
emphasizes the integration of language skills into various aspects of life, preparing aspiring
teachers for effective communication in diverse situations.
5.2.9 Anticipating Future Learning Paths and Knowledge Expansion in ECCE

It is crucial to empower trainee vocabulary through various techniques and strategies. By
enhancing their vocabulary skills, we enable them to communicate effectively, express their
thoughts and feelings, comprehend instructions, and build a strong foundation for future
academic success. Below are some well-detailed strategies and techniques for this phase of
teaching:
❖ Building on Prior Knowledge: Begin by asking student teachers to understand the

existing vocabulary knowledge of early childhood learners. Encourage them to create a
safe and supportive environment that allows children to share their experiences, stories,
and ideas. Student teachers can then use this information to scaffold new vocabulary
learning and make connections between known and new words.
❖ Contextualized Learning: Help student teachers understand the importance of using
real-life contexts to introduce new vocabulary. Encourage them to incorporate visuals,
objects, and hands-on activities to make vocabulary learning more meaningful and
relevant to children's experiences. For example, if the new vocabulary word is "apple,"
the student teacher can bring in real apples, show pictures of apple orchards, or engage
children in sensory activities such as tasting apples.
❖ Reinforcement through Repetition: Emphasize the significance of repetition in
vocabulary learning. Student teachers should be encouraged to provide multiple
exposures to new words in various contexts. They can incorporate songs, rhymes, choral
reading, and games to reinforce vocabulary learning. For example, introduce a new
vocabulary word in a song and encourage children to sing along or play memory games
where they match pictures of objects with corresponding vocabulary words.
❖ Language-Rich Environment: Teach student teachers how to create a language-rich
environment that supports vocabulary development. They should provide ample
opportunities for children to hear and use new words through storytelling, read-alouds
and meaningful conversations. Student teachers should encourage children to ask
questions, express their thoughts, and engage in discussions, providing guidance and
support to expand their vocabulary naturally.
❖ Word Learning Strategies: Guide student teachers on effective word learning strategies
to support early childhood learners. These strategies may include using context clues,
looking for word patterns, understanding word families, and practicing word association.
Encourage student teachers to model and teach these strategies explicitly, enabling
children to become independent word learners.
❖ Multiple Modalities: Teach student teachers how to engage children in activities that
integrate multiple modalities, such as auditory, visual, and kinesthetic. Incorporate
gestures, actions, and movements when introducing new vocabulary words. For example,
when teaching the word "jump," encourage children to physically jump while saying the
word aloud.
❖ Individualized Approach: Emphasize the importance of considering individual
differences and needs when teaching vocabulary to early childhood learners. Remind
student teachers to differentiate their instruction based on children's language proficiency,
cultural background, and developmental level. Provide strategies to support English
language learners, such as creating bilingual labels or using gestures to support
comprehension.
In this teaching phase, the tutor should encourage student teachers to reflect on and evaluate the
effectiveness of these strategies. By anticipating next steps and future learnings, student teachers
will be better prepared to empower child vocabulary in early childhood learners and create a
language-rich environment that facilitates their overall language development.
5.3 Appendix
5.3.1 Appendix 1
Exercise: Develop a comprehensive lesson plan focusing on vocabulary building for a specific
age group (e.g., elementary, middle school). Include engaging activities, games, and resources
that promote vocabulary development.
Objective:
Student teachers will expand their vocabulary by identifying, defining, and using new words
through interactive and engaging activities.
Materials:
● Chart paper and markers

● Word cards with various words (both familiar and challenging)
● Small whiteboards and markers for each student teacher
● Adventure-themed stickers or small prizes for motivation
Introduction:
● Begin with a brief discussion on the importance of having a rich vocabulary and how it
helps in communication and understanding.
● Introduce the theme of the lesson: "Word Explorers Adventure." Explain that students
will embark on a journey to discover new words.
Activity 1: Word Safari (20 minutes):
● Scatter word cards around the classroom or outdoor space.

● Student teachers, acting as "Word Explorers," move around and pick up a word card.
● In pairs or small groups, they discuss the meaning of the word and create a simple
sentence using it.
● Each group shares their word, definition, and sentence with the class.
Activity 2: Vocabulary Charades (15 minutes):
● Write selected words on individual cards and place them in a container.

● Student teachers take turns drawing a word and acting it out without speaking.
● The rest of the class guesses the word based on the student teacher's actions.
● After each round, discuss the meanings and correct usage of the words.
Activity 3: Vocabulary Story Building (20 minutes):
● Provide each student teacher with a small whiteboard.

● Start a collaborative story, and at different points, pause and ask student teachers to add a
word from their vocabulary cards to the story.
● Encourage creative storytelling while using the new words appropriately.
● Discuss the completed story as a class, emphasizing the effective use of vocabulary.
Assessment:
● Word Journal: Ask student teachers to write down three new words they learned during
the lesson, along with their meanings and sentences using the words.
● Participation: Assess student teachers based on their active participation in activities,
including discussions and group work.
Conclusion:
● Review the key words learned during the lesson.

● Discuss how the new words can be incorporated into their everyday language.
● Distribute adventure-themed stickers or small prizes to celebrate their accomplishments
as "Word Explorers."
This lesson plan engages student teachers in various activities to build their vocabulary while
ensuring clear learning objectives and assessments to measure their progress.
5.4 References
Beck, I. McKeown, M. & Kucan, L. (2002). Bringing Words to Life. Robust Vocabulary
Instruction. The Gilford Press: New York, London.
Marzano R. & Pickering, D. (2005). Building Academic Vocabulary. Teacher’s Manual.

Association for Supervision and Curriculum Development: Alexandria,VA
Allen, J. (1999). Words, Words, Words. Teaching Vocabulary in Grades 4-12. Stenhouse
Publishers: Portland, Maine.
Lemish, 0 ., & Rice, M. L. (1986). Television as a talking picture book: A prop for language
acquisition. Journal of Child Language, 13(2), 251-274.
Blachowicz, C. L. Z., and J. Lee (1991). Vocabulary development in the whole literacy
classroom. The Reading Teacher, 45, 188–195.
Blachowicz, C. L., & Obrochta, C. (2005). Vocabulary visits: Virtual field trips for content
vocabulary development. The Reading Teacher, 59(3), 262-268.
Gee, J. P. (2001). What is literacy? In E. Cushman, E. R. Kintgen, B. M. Kroll & R. M. (Eds.),

Literacy: A critical source book (pp. 525-544). Boston: Bedford/St. Martins.
Ohanian, S. (2006). Taking a Look at a few Sacred Cows in Teaching Vocabulary. New England
Reading Association Journal, 42(2), 12-18.
Phillips, D. C. K., C. J. Foote, and L. J. Harper. 2008. Strategies for effective vocabulary
instruction. Reading Improvement, 45(2): 62-8.
Lynn, R. (1963). Reading readiness and the perceptual abilities of young children. Educational
Research, 6, 10–28.
Biemiller, A. (2010). Words worth teaching: Closing the vocabulary gap. Columbus, OH:
McGraw-Hill SRA.
Deák, G.O. (2000). The growth of flexible problem solving: Preschool children use changing
verbal cues to infer multiple word meanings. Journal of Cognition and Development, 1(2), 157–
191. https://doi.org/10.1207/S15327647JCD010202
Paquette, K. R., & Rieg, S. A. (2008). Using music to support the literacy development of young
English language learners. Early Childhood Education Journal, 36(3), 227- 232. Doi: l 0.1007 /s l
0643-008-0277-9
Parette, H.P., Boeckmann, N. M., & Hourcade, J. J. (2008). Use of writing with Symbols 2000
software to facilitate emergent literacy development. Early Childhood Education Journal, 36(2),
161 -170. Doi: I 0.1007/sl0643-008-0270-3
Wasik, B. A. (2010). What teachers can do to promote preschoolers' vocabulary development:

Strategies from an effective language and literacy professional development-coaching model.
Reading Teacher, 63(8), 621-633. Doi: 10.1598/RT.63 .8. l
Fillmore, L. W., & Snow, C. E. (2000). What teachers need to know about language (contract
No. ED-99-CO-0008). Retrieved from Clearinghouse on Languages and Linguistics website:
http://www.utpa.edu/dept/curr _ins/faculty_ folders/guerrero _ rn/docs/links/Fillmore
Snow2000.pdf
Daniels, M. ( l 996). Seeing language: The effect over time of sign language on vocabulary
development in early childhood education. Child Study Journal, 26(3), 193-208. Uri:
http://web.ebscohost.corn.proxy.lib.uni.edu/ehost/detai1?sid=005ee82c-e370- 4e l 2-b24
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%3d%3d
Fillmore, L. W., & Snow, C. E. (2000). What teachers need to know about language (contract
No. ED-99-CO-0008). Retrieved from Clearinghouse on Languages and Linguistics website:
http://www.utpa.edu/dept/curr _ins/faculty_ folders/guerrero _ rn/docs/links/Fillmor
eSnow2000.pdf
6.0 Sub Unit 5: The Reading Development and Early Literacy: Foundations and Milestones
6.1 Introduction
This topic explores the crucial aspects of a child's journey towards becoming a proficient reader.
It delves into the foundational skills and developmental milestones that play a pivotal role in
shaping a child's ability to comprehend and engage with written language during the early stages
of life. This encompasses various aspects, including phonological awareness, vocabulary
acquisition, comprehension skills, and the importance of early exposure to literacy-rich
environments. Understanding these foundational elements is essential for educators, parents, and
caregivers to support and foster a child's literacy development, laying the groundwork for
academic success and lifelong learning. The exploration of these foundations and milestones
contributes to a comprehensive understanding of the multifaceted process of reading
development in the early years of a child's life.
By understanding the importance of phonological awareness, vocabulary building, and

comprehension abilities, educators, parents, and caregivers can actively contribute to a child's
literacy journey. Creating literacy-rich environments and fostering a love for reading from an
early age sets the stage for academic success and lifelong learning. Recognizing and supporting
the developmental milestones in reading equips stakeholders with the tools to identify potential
challenges early on and implement effective interventions. Ultimately, a holistic approach to
early literacy ensures that children not only learn to read but also develop a genuine enthusiasm
for the written word, laying the foundation for a lifetime of meaningful engagement with
literature and knowledge.
6.2 Instructional Phases for The Reading Development and Early Literacy
Teaching the topic of "Reading Development and Early Literacy: Foundations and Milestones"
involves navigating through a series of nine distinct phases as a tutor. These phases collectively
outline the process of imparting knowledge and fostering literacy skills in trainees. From
introducing foundational concepts to facilitating hands-on activities, each phase plays a crucial
role in ensuring a comprehensive and effective learning experience. The nine phases encapsulate
the key steps that a tutor undertakes to guide trainees through the intricate journey of
understanding and mastering the critical elements of reading development in the early stages of
life.
These phases collectively contribute to a well-rounded and effective approach to teaching
reading development and early literacy, ensuring that trainees acquire the foundational skills
necessary for future academic success. These can be summarized as follows:

Here, a tutor focuses on creating an atmosphere that is conducive to effective learning and fosters
a positive attitude towards literacy. This phase is crucial for establishing a solid foundation for
the entire learning process. Here are key activities a tutor may take during this phase:
❖ Introduction to the Topic: Through a comprehensive introduction, aspiring teachers are

presented with a panoramic view of the foundational concepts and developmental
milestones integral to the journey of mastering reading skills. The tutor elucidates the
profound impact that early literacy has on overall cognitive and academic growth,
emphasizing the pivotal role it plays in shaping a trainee's ability to comprehend and
engage with written language. By offering this overarching perspective, the tutor instills
an awareness of the multifaceted components that constitute the landscape of reading
development, laying the groundwork for an informed and enriching exploration of the
topic.
❖ Establishing a Supportive Atmosphere: In the crucial phase of establishing a
supportive atmosphere, the tutor places a paramount emphasis on cultivating a positive
and inclusive learning environment. Recognizing its pivotal role in fostering effective
education, the tutor endeavors to create a space where teacher trainees feel empowered
and encouraged. Through the promotion of open communication, active participation,
and mutual respect, a collaborative atmosphere is nurtured, allowing each trainee to feel
valued and heard. This approach not only enhances the overall quality of the educational
experience but also establishes a foundation for a supportive community within the
learning environment. The tutor's commitment to fostering a positive atmosphere sets the
stage for a conducive and enriching journey where aspiring teachers are motivated to
actively engage in the learning process.
❖ Setting Clear Expectations: Here, the tutor adopts a strategic approach to create a
structured and predictable learning environment. By meticulously outlining expectations
for behavior, participation, and learning outcomes, the tutor provides aspiring teachers
with a roadmap for success. This transparent communication not only establishes a clear
framework but also contributes to a sense of security among trainees, fostering an
atmosphere conducive to focused engagement and academic growth. Through this
proactive measure, the tutor aims to eliminate ambiguity, promote accountability, and
empower trainees with the confidence to navigate the educational journey with a shared
understanding of the goals and standards set forth.
❖ Cultivating a Love for Reading: In the phase dedicated to cultivating a love for reading,
tutors bring forth their genuine enthusiasm for the written word, endeavoring to ignite a
passion for literacy among aspiring teachers. Through the sharing of personal anecdotes,
favorite books, and the incorporation of engaging stories into the introduction, tutors
create an immersive and inspiring atmosphere that goes beyond the academic realm. By
weaving a narrative of their own love for reading, tutors aim to spark a genuine interest
and curiosity within each trainee, emphasizing that literature is not merely a subject to be
studied but a source of joy, discovery, and lifelong learning. This approach seeks to instill
a deep appreciation for the world of books, motivating student teachers to embrace
reading as a pleasurable and rewarding endeavor.
❖ Addressing Individual Needs: In the phase dedicated to addressing individual needs,
tutors demonstrate a keen awareness of the diverse learning landscape within the group.
Recognizing the unique strengths, challenges, and preferences of each trainee, tutors
engage in discussions about various learning styles. Emphasizing the adaptability of the
learning environment, tutors convey a commitment to supporting individual growth. By
fostering an understanding that each learner is unique, tutors create a space where
aspiring teachers feel valued and accommodated. This approach encourages a sense of
inclusivity and ensures that the educational experience is tailored to meet the distinct
requirements of each trainee, ultimately promoting a more effective and enriching
learning journey.
By investing time and effort in the "Setting the Stage and Building a Positive Environment"
phase, tutors lay the groundwork for a successful and enjoyable learning journey in the realm of
reading development and early literacy. This positive foundation sets the tone for engagement,
curiosity, and sustained interest in the subject matter.
In this phase the tutor focuses on evaluating the existing understanding and skills of the aspiring
teachers. The primary objectives of this phase are to gauge the trainees' familiarity with
foundational literacy concepts and identify areas that may require additional attention. The tutor
typically employs various assessment methods as follows:
❖ Pre-Assessment Tools: Administering pre-assessment tools, such as quizzes, surveys, or

informal discussions, to gather insights into the teacher trainees' prior knowledge and
experiences related to reading development and early literacy.
❖ Reading Level Assessment: Evaluating the trainees' current reading levels to ascertain
their proficiency in decoding and comprehending written text, allowing for differentiation
in instructional strategies.
❖ Phonological Awareness Check: Assessing phonological awareness through activities
that involve recognizing and manipulating sounds, identifying rhymes, and understanding
the relationship between spoken and written words.
❖ Vocabulary Assessment: Examining the student teachers' vocabulary skills by using
assessments that measure their word recognition, understanding of context clues, and
ability to express ideas using a diverse range of words.
❖ Comprehension Evaluation: Employing comprehension exercises or discussions to
assess the trainees' ability to understand and interpret written material, including their
capacity to infer meaning, make predictions, and summarize content.
❖ Writing Proficiency Evaluation: Assessing basic writing skills, including letter
formation, spelling, and the ability to express thoughts coherently, to gain insights into
the trainees' overall language development.
❖ Informal Observations: Making informal observations during classroom interactions to
understand individual learning styles, preferences, and potential challenges that may
impact the learning process.
❖ Student Input and Reflection: Encouraging aspiring teachers to reflect on their own
strengths and areas for improvement in relation to reading and literacy, fostering self-
awareness and ownership of their learning journey.
By conducting an initial knowledge assessment, tutors can tailor their instruction to meet the
specific needs of the trainees, ensuring that the content is appropriately challenging and
supportive. This phase serves as a foundational step in designing a customized and effective
learning experience for each aspiring teacher.

In this phase the tutor focuses on identifying and articulating the essential skills and
competencies that teacher trainees should acquire during the course. This phase involves
clarifying learning objectives and outlining the key milestones that contribute to overall literacy
development. Here are the actions a tutor may take during this phase:
❖ Identification of Core Concepts: Clearly defining the core concepts and foundational
principles that form the basis of reading development and early literacy. This includes
understanding phonological awareness, vocabulary acquisition, comprehension skills, and
the importance of a literacy-rich environment.
❖ Alignment with Educational Standards: Ensuring that the identified competencies
align with relevant educational standards and curriculum guidelines. This step helps to
provide a structured and recognized framework for the learning objectives.
❖ Setting Specific Learning Goals: Breaking down the overarching competencies into
specific, measurable, and achievable learning goals. This involves defining what trainees
should be able to do or understand by the end of the instructional period.
❖ Sequencing Learning Progression: Organizing the identified competencies in a logical
sequence that reflects the developmental progression of reading skills. This sequencing
helps teacher trainees build upon their knowledge incrementally.
❖ Differentiating Instructional Approaches: Recognizing the diversity of teacher trainees
and defining key competencies in a way that accommodates various learning styles. This
may involve differentiating instructional approaches to meet the needs of visual, auditory,
and kinesthetic learners.
❖ Incorporating Multimodal Learning: Recognizing that trainees may benefit from a
variety of instructional modalities, tutors may define competencies that include activities
such as reading, listening, writing, and interactive experiences to cater to different
learning preferences.
❖ Emphasizing Critical Thinking Skills: Integrating competencies that foster critical
thinking skills, encouraging teacher trainees not only to decode and comprehend text but
also to analyze, synthesize, and evaluate information.
❖ Aligning with Real-World Applications: Ensuring that the defined competencies have
relevance to real-world applications, emphasizing the practical and lifelong aspects of
reading and literacy development.
❖ Communication of Learning Objectives: Clearly communicating the defined key
competencies and learning objectives to student teachers, fostering transparency and
providing a roadmap for their educational journey.
By thoroughly defining key competencies, tutors create a framework that guides instruction,
assessment, and trainee engagement throughout the course, ultimately contributing to a more
effective and purposeful learning experience in reading development and early literacy.

In this phase the tutor focuses on creating an engaging and dynamic learning environment that
encourages teacher trainees to actively participate in the learning process. This phase involves
hands-on experiences, interactive activities, and practical applications to reinforce key concepts.
Here are the activities a tutor may take during this phase:
❖ Interactive Reading Sessions: Interactive reading sessions serve as a cornerstone in the

tutor's instructional approach, involving aspiring teachers in dynamic and participatory
learning experiences. Through these sessions, trainees are not passive recipients of
information but active contributors to the exploration of texts. As they engage in
discussions, pose questions, and share their interpretations of the material, the learning
process becomes a collaborative endeavor. This interactive approach not only cultivates a
lively and inclusive classroom atmosphere but also stimulates critical thinking and
deepens comprehension skills. By encouraging pre-service teachers to actively
participate, tutors create an environment where diverse perspectives are valued, fostering
a deeper understanding of the nuances within the text and promoting a lifelong
appreciation for the art of reading. Refer to activity 1 in 6.3.1 Appendix 1.
❖ Vocabulary Building Exercises: Within the instructional framework, vocabulary-
building exercises play a pivotal role as tutors integrate dynamic and engaging
approaches to enhance trainees' lexicon. By incorporating word games, exploring context
clues, and fostering discussions on the meanings and applications of new words, these
exercises transform vocabulary acquisition into an experiential and interactive process.
This multifaceted approach not only ensures the internalization of new terms but also
encourages aspiring teachers to apply their expanded vocabulary in practical contexts.
Through such experiential learning, trainees not only memorize words but also grasp
their nuances, usage, and relationships within different contexts, fostering a more
profound and adaptable command of language. This immersive method not only enriches
trainees' language skills but also instills a genuine enthusiasm for discovering and
employing new words, contributing to their overall language proficiency and
communication abilities. Refer to activity 2 in 6.3.2 Appendix 2.
❖ Literacy-Rich Environments: The intentional establishment of literacy-rich
environments within the classroom serves as a cornerstone in cultivating a vibrant and
immersive learning space. This includes the creation of inviting book corners, cozy
reading nooks, and visually engaging displays that showcase the literary creations of
student teachers. Such intentional design not only transforms the physical space but also
contributes to the development of a culture centered around the appreciation and
exploration of literacy. Student teachers are not only surrounded by a diverse array of
books but are also inspired to create and showcase their own literary works. This
immersive environment not only promotes a love for reading but also encourages creative
expression and fosters a sense of ownership and pride in trainees' literary
accomplishments. The literacy-rich atmosphere becomes a catalyst for curiosity,
exploration, and a lifelong love for the written word, laying the foundation for a positive
and enduring relationship with literacy.
❖ Literacy-Enhanced Projects: The incorporation of literacy-enhanced projects represents
a dynamic and integral facet of the tutor's instructional strategy, providing aspiring
teachers with opportunities to actively apply their understanding of foundational literacy
concepts in meaningful and creative contexts. Through projects that entail story creation,
poetry writing, and the development of various literacy-enhanced creative works, teacher
trainees are not only encouraged to showcase their comprehension but also to harness
their imagination and linguistic skills. These projects serve as platforms for trainees to
synthesize their learning, fostering a deeper connection with the subject matter. By
actively engaging in the process of crafting narratives and expressing themselves through
written forms, aspiring teachers not only refine their literacy skills but also cultivate a
sense of accomplishment, creativity, and a heightened appreciation for the power of
words in conveying ideas and emotions. This experiential learning approach transforms
literacy from a theoretical concept into a tangible and personally meaningful endeavor for
each trainee.
❖ Role-Playing and Storytelling: The integration of role-playing activities and storytelling
sessions emerges as a dynamic instructional strategy, placing student teachers at the
forefront of narrative creation and imaginative expression. By facilitating these
interactive sessions, pre-service teachers actively engage in the collaborative construction
of narratives, fostering not only language development but also enhancing creativity.
Through role-playing, they embody characters and scenarios, promoting linguistic
dexterity and a deeper understanding of storytelling elements. Simultaneously,
storytelling sessions encourage aspiring teachers to articulate their thoughts coherently,
building both oral and written communication skills. This approach instills not only a
practical grasp of language but also an appreciation for storytelling as a fundamental and
enriching aspect of literacy. As aspiring teachers immerse themselves in these creative
endeavors, they not only refine their language abilities but also cultivate a lasting
enthusiasm for the art of storytelling within the broader context of literacy development.
❖ Field Trips to Libraries or Literary Events: The orchestration of field trips to libraries
or literary events stands as a strategic initiative, designed to broaden teacher trainees'
exposure to the vast literary landscape and instill a profound sense of community
engagement. Through these excursions, trainees are not only afforded the opportunity to
explore the extensive resources of libraries but are also immersed in the vibrant
atmosphere of literary events. Such experiences provide a tangible connection between
classroom learning and real-world applications of reading and literacy. By engaging with
authors, literary works, and diverse literary communities, student teachers gain insights
into the multifaceted nature of literature and its impact on society. These field trips not
only serve as educational ventures but also foster a sense of curiosity, cultural awareness,
and a deeper understanding of the relevance and significance of literacy beyond the
confines of the classroom.
By actively involving teacher trainees in experiential learning activities, tutors not only reinforce
foundational literacy skills but also create an environment where trainees can apply their
knowledge in meaningful ways, fostering a deeper and more enduring understanding of reading
development and early literacy.

During this stage, the tutor fosters a dynamic learning environment by guiding discussions and
sharing relevant information with aspiring teachers. This phase is characterized by interactive
conversations that delve into key concepts, encouraging trainees to actively participate, ask
questions, and exchange ideas. By facilitating critical thinking, addressing inquiries, and
connecting theoretical knowledge to practical applications, the tutor aims to deepen trainees'
understanding of foundational literacy concepts. This collaborative approach not only promotes
knowledge-sharing among peers but also creates a space for the exchange of diverse
perspectives, fostering a comprehensive and enriched learning experience in the realm of reading
development and early literacy.
Here are the ways a tutor may take to promotes knowledge-sharing during this phase:
❖ Guiding Discussions on Key Concepts: The tutor facilitates discussions on critical

concepts related to reading development and early literacy, encouraging aspiring teachers
to share their thoughts, insights, and questions. This dialogue helps deepen understanding
and allows for the exploration of diverse perspectives.
❖ Sharing Relevant Information: The tutor shares pertinent information, research
findings, and examples that enhance the understanding of foundational literacy concepts.
This information may be presented through multimedia resources, articles, or real-world
examples to enrich the learning experience.
❖ Encouraging Critical Thinking: The tutor stimulates critical thinking by posing
thought-provoking questions and encouraging teacher trainees to analyze and evaluate
information. This approach promotes a deeper level of engagement and encourages
trainees to connect theoretical concepts to real-life scenarios.
❖ Fostering Peer-to-Peer Interaction: Creating opportunities for aspiring teachers to
interact with each other through pair or group discussions. This peer-to-peer interaction
facilitates knowledge-sharing, collaborative problem-solving, and the development of a
supportive learning community.
❖ Addressing Questions and Concerns: Actively addressing trainees' questions, concerns,
and misconceptions. This ensures clarity and provides a forum for teacher trainees to seek
additional explanations or clarification on complex topics related to reading development
and early literacy.
❖ Connecting Theory to Practice: Facilitating discussions that bridge theoretical concepts
to practical applications. This connection helps pre-service teachers understand how
foundational literacy skills are applied in real-world scenarios and reinforces the
relevance of the knowledge they are acquiring.
❖ Adapting to Different Learning Styles: Recognizing and accommodating different
learning styles within the group. The tutor may employ varied instructional approaches to
cater to visual, auditory, and kinesthetic learners, ensuring a more inclusive and effective
learning experience.
❖ Promoting Active Participation: Encouraging active participation by creating a
supportive environment where every trainee feels comfortable expressing their opinions
and contributing to discussions. This fosters a sense of ownership and engagement in the
learning process.
By facilitating discussions and information sharing, the tutor transforms the learning experience
into a dynamic and collaborative endeavor. This phase encourages teacher trainees to actively
participate in the exploration of key concepts, share their perspectives, and collectively deepen
their understanding of the intricate dynamics of reading development and early literacy.
Overall, this teaching phase should aim to equip student teachers with a deep understanding of
reading development and early literacy as well as practical strategies and techniques to
effectively teach early childhood learners.
In this phase the tutor focuses on translating theoretical knowledge into real-world scenarios.
This phase focuses on providing a hands-on experience to help student teachers understand the
foundations and milestones of early literacy. The goal is to equip them with practical strategies to
engage young learners in reading and promote their literacy skills.
Here are the key actions a tutor may undertake during this phase:
❖ Hands-On Activities: Designing and implementing hands-on activities that allow

aspiring teachers to directly apply foundational literacy concepts. These activities could
include reading exercises, phonics games, and interactive projects.
❖ Reading Workshops: Organizing reading workshops where teacher trainees actively
engage with texts, practice decoding skills, and work on comprehension strategies. This
practical application reinforces the connection between theory and practice.
❖ Phonics Practice: Incorporating phonics exercises and drills to reinforce sound-letter
relationships. Practical phonics applications help teacher trainees develop decoding skills
essential for reading fluency.
❖ Vocabulary Building Exercises: Implementing vocabulary-building exercises that
encourage student teachers to use new words in context. This interaction with vocabulary
enhances their ability to comprehend and use a diverse range of words.
❖ Reading Aloud Sessions: Facilitating reading aloud sessions where aspiring teachers can
practice fluency, expression, and interpretation. This interactive approach not only
enhances oral language skills but also promotes a deeper understanding of written text.
❖ Literacy-Based Projects: Assigning projects that require aspiring teachers to apply their
literacy skills in creative ways, such as creating their own stories, poems, or multimedia
presentations. These projects reinforce the practical relevance of literacy in various
forms.
❖ Interactive Writing Exercises: Engaging aspiring teachers in interactive writing
exercises that focus on sentence construction, paragraph development, and coherent
expression. This hands-on approach reinforces writing skills as an integral component of
literacy.
❖ Literacy in Everyday Scenarios: Discussing and exploring how literacy is utilized in
everyday scenarios, connecting theoretical concepts to practical applications in real-life
situations. This contextualization helps aspiring teachers recognize the relevance of their
literacy skills beyond the classroom.
❖ Peer Collaborations: Encouraging peer collaborations and group activities that allow
aspiring teachers to interact and learn from each other. This fosters a collaborative
learning environment and provides opportunities for shared insights and experiences.
❖ Adapting to Individual Needs: Tailoring practical applications to cater to individual
learning needs, recognizing the diverse strengths and challenges within the trainee group.
This personalized approach ensures that each aspiring teacher can actively engage and
benefit from the activities.
By emphasizing practical applications and interactions, the tutor helps aspiring teachers bridge
the gap between theory and real-world literacy scenarios, reinforcing the foundational skills
crucial for reading development and early literacy. This phase encourages active engagement,
critical thinking, and a deeper understanding of the practical implications of the concepts being
taught.

This phase aims to help student teachers review and consolidate their knowledge and
understanding of the foundational concepts and milestones related to reading development and
early literacy. During this phase, the tutor plays a vital role in guiding student teachers through
the following steps:
❖ Reviewing Key Concepts. The first step in the Recap and Synthesis phase is to ensure
that student teachers have a firm grasp of the key concepts related to reading
development and early literacy. This includes reviewing concepts such as phonemic
awareness, phonics, vocabulary, reading comprehension, and fluency. The tutor should
lead a discussion to elicit student teachers' prior knowledge and address any
misconceptions or gaps in understanding.
❖ Sharing Experiences and Insights. To enhance the Recap and Synthesis phase, student
teachers can benefit from sharing their own experiences and insights related to reading
development and early literacy. The tutor should encourage open dialogue, providing
prompts and questions to stimulate discussions and reflections. Student teachers can
discuss observations from their field experiences, personal experiences with reading and
literacy, or any relevant research they have encountered.
❖ Consolidating Learning. The next step is to guide student teachers in consolidating their
learning. The tutor should provide various activities, such as case studies, group
discussions, or practical assignments, that require student teachers to apply their
knowledge to real-life scenarios. These activities should be designed to challenge their
critical thinking skills and encourage them to analyze, evaluate, and synthesize the
information they have acquired.
❖ Problem-Solving and Critical Thinking. During this phase, student teachers should
sharpen their problem-solving and critical thinking skills to prepare for real-life
classroom situations. The tutor can present scenarios or case studies that require student
teachers to identify potential challenges in reading development and early literacy and
propose effective strategies to address them. This helps student teachers develop their
ability to think critically and creatively, promoting a deeper understanding of the subject
matter.
❖ Reflecting on Learning. At the end of the Recap and Synthesis phase, it is essential for
student teachers to engage in reflection. The tutor should encourage student teachers to
reflect on their learning journey, acknowledging personal growth, areas of improvement,
and the development of new insights. Student teachers should also be encouraged to set
goals for further development and formulate action plans that support their continuous
learning in the field of reading development and early literacy.
Throughout this teaching phase, the tutor should foster a supportive and inclusive learning
environment, encouraging active participation and collaboration among student teachers. By
engaging in recap and synthesis activities, student teachers can solidify their understanding of
reading development and early literacy, thereby equipping them with the necessary knowledge
and skills to effectively teach early childhood learners.

In this phase the tutor incorporates tasks and assignments that connect literacy skills to real-life
situations. This phase aims to equip student teachers with a deep understanding of the
foundations and milestones of reading development, as well as the skills necessary for effective
literacy instruction in the early childhood classroom. Below is a well-detailed guide on what to
do in this teaching phase:
❖ Practical Reading Assignments: Assigning reading tasks that involve real-world texts
such as articles, newspapers, or age-appropriate literature. This exposes aspiring teachers
to diverse writing styles and enhances their ability to comprehend and analyze
information encountered in daily life.
❖ Everyday Writing Exercises: Introducing writing exercises that simulate real-world
scenarios, such as composing emails, letters, or short narratives. This practical writing
application reinforces communication skills applicable in various personal and
professional contexts.
❖ Functional Vocabulary Tasks: Designing vocabulary assignments that focus on words
commonly used in everyday life, work, or specific fields of interest. This enhances
trainees' ability to understand and use practical vocabulary relevant to their experiences.
❖ Literacy in Technology: Integrating technology-related literacy tasks, including online
research, navigating digital texts, and creating multimedia presentations. This prepares
aspiring teachers for the literacy demands in an increasingly digital and information-
driven world.
❖ Reading for Information: Assigning tasks that require aspiring teachers to read for
information, extract key details, and apply critical thinking skills. This mirrors the skills
needed for information literacy in real-world settings.
❖ Application of Comprehension Strategies: Encouraging the application of
comprehension strategies, such as summarization and inference, in analyzing real-world
texts. This hones trainees' ability to extract meaning from various written materials.
❖ Literacy in Career Contexts: Discussing and assigning tasks related to literacy skills
applicable to specific careers or fields of study. This exposes aspiring teachers to the
diverse ways literacy is utilized in different professional settings.
❖ Collaborative Projects with Community Engagement: Engaging aspiring teachers in
collaborative projects that involve the community, such as creating materials for local
organizations or conducting literacy outreach activities. This instills a sense of social
responsibility and highlights the practical impact of literacy skills in community contexts.
❖ Reflective Journals: Incorporating reflective journaling where aspiring teachers connect
their literacy experiences in the classroom to their daily lives. This encourages self-
awareness and a deeper understanding of the role of literacy in personal development.
❖ Real-life Reading Challenges: Presenting reading challenges that mirror real-life
situations, such as solving problems or making decisions based on information found in
written materials. This strengthens critical thinking and problem-solving skills.
By embedding literacy skills within real-world tasks and assignments, the tutor ensures that
aspiring teachers not only acquire foundational reading and early literacy skills but also
understand how these skills are directly applicable in their daily lives and future endeavors. This
practical application reinforces the relevance and importance of literacy beyond the classroom
setting.

In this phase the tutor shifts the focus towards preparing aspiring teachers for the ongoing
trajectory of their literacy journey. This stage involves reflection on current achievements,
setting personalized learning goals, and introducing aspiring teachers to advanced concepts and
future challenges they may encounter. By fostering a forward-looking perspective, the tutor aims
to instill a sense of proactive engagement in the learning process and cultivate a love for lifelong
literacy development. This phase serves as a pivotal transition, guiding aspiring teachers towards
future literacy goals, broader exposure to literary genres, and an awareness of potential career
paths related to literacy skills. A tutor focuses on preparing aspiring teachers for ongoing
learning and the progression of their literacy journey.
Here are the key actions a tutor may take during this phase:
❖ Reflection on Progress: Encouraging aspiring teachers to reflect on their progress in
acquiring foundational literacy skills. This involves self-assessment and acknowledgment
of achievements, fostering a sense of accomplishment and motivation.
❖ Setting Personal Learning Goals: Guiding aspiring teachers in setting personal learning
goals for their ongoing literacy development. This involves identifying areas for
improvement and establishing targets for further growth, promoting a proactive approach
to learning.
❖ Introduction to Advanced Concepts: Offering a glimpse into more advanced literacy
concepts and skills that aspiring teachers will encounter in the future. This may include
introducing higher-level reading comprehension strategies, advanced vocabulary
building, and more intricate writing techniques.
❖ Individualized Learning Plans: Collaborating with aspiring teachers to create
individualized learning plans that cater to their specific needs and interests. This
personalized approach ensures that trainees are equipped with the tools necessary for
their unique literacy journey.
❖ Introduction to Literary Genres and Styles: Introducing aspiring teachers to different
literary genres, styles, and diverse types of written materials. This broadens their
exposure to various forms of literature, setting the stage for a more nuanced and
comprehensive understanding of literacy.
❖ Discussion of Reading Challenges: Discussing potential challenges aspiring teachers
might face in their future literacy development and providing strategies for overcoming
these challenges. This proactive discussion helps trainees develop resilience and
problem-solving skills.
❖ Exploration of Additional Resources: Guiding aspiring teachers in exploring additional
resources beyond the classroom, such as libraries, online databases, and literary events.
This promotes a lifelong learning mindset and encourages independent exploration of
literary topics.
❖ Introduction to Literacy-related Careers: Discussing careers and professions related to
literacy, such as writing, editing, teaching, and librarianship. This broadens trainees'
awareness of potential career paths and highlights the diverse applications of strong
literacy skills.
❖ Promoting a Love for Lifelong Learning: Instilling a love for lifelong learning by
emphasizing the ongoing nature of literacy development. This encourages aspiring
teachers to view literacy not as a static skill but as a dynamic and evolving aspect of
personal and intellectual growth.
❖ Facilitating Peer Learning: Encouraging peer collaboration and learning by having
aspiring teachers share their experiences, challenges, and successes. This creates a
supportive community where aspiring teachers learn from each other and celebrate
collective achievements.
By anticipating next steps and future learnings, the tutor empowers aspiring teachers to take
ownership of their literacy journey, fostering a mindset of continuous improvement and a deep
appreciation for the lifelong pursuit of knowledge and literacy skills. This phase sets the
foundation for aspiring teachers to navigate future challenges and pursue advanced literacy goals
with confidence and enthusiasm.
6.3 Appendices
6.3.1 Appendix 1
Activity 1: Case Study Activity: Understanding and Addressing Reading Challenges
Suggested Time: 30 minutes
Objective:
To identify potential factors influencing the child's literacy skills, and propose evidence-based
strategies for intervention.
Materials Needed:
● Copies of the case study (Sarah's Reading Journey) for each student teacher.
● Whiteboard, markers, or flip chart for group discussions.
● Access to relevant research articles and resources for evidence-based intervention
strategies.
Case Study: Sarah's Reading Journey

Background:
Sarah, a third-grade student, is struggling with reading compared to her peers. She exhibits
difficulty decoding words, has a limited sight word vocabulary, and shows signs of frustration
during reading activities. Her parents have expressed concerns about her progress and are
seeking support.
Instructions to student teachers:
● Read the provided case study of Sarah's reading challenges.

● Identify and list potential factors that may be influencing Sarah's literacy skills.
● Engage in a group discussion to share and compare your identified factors.
● Based on the identified factors, propose evidence-based intervention strategies to
address Sarah's reading challenges.
● Prepare a brief presentation outlining the proposed intervention strategies.
● Each group will present their recommendations, emphasizing the evidence
supporting their choices and how the strategies align with foundational principles
in early literacy development.
Note:
This activity encourages student teachers to critically analyze a case study, collaborate with
peers, and apply evidence-based strategies for addressing reading challenges. It also fosters
reflection on the complexities of supporting struggling readers and the importance of
individualized interventions.
6.3.2 Appendix 2
Activity 2: Letter Treasure Hunt
Materials Needed:
● Large paper or cardboard

● Markers or crayons
● Small objects or pictures that start with different letters (e.g., apple, ball, cat, etc.)
● Small treasure box or bag
Instructions:
● Cut the large paper or cardboard into individual letter shapes (one for each letter
of the alphabet).
● Write one letter on each shape using markers or crayons.
● Hide small objects or pictures around the room that correspond to the letters of the
alphabet. For example, hide an apple for the letter 'A,' a ball for the letter 'B,' and
so on.
● Let the student teachers know that they are going on a letter treasure hunt.
● Show them the letter shapes you've created and explain that each shape represents
a letter of the alphabet.
● Give each student teacher a letter shape and explain that they need to find a small
object or picture that starts with the letter on their shape.
● As they find each item, encourage them to say the letter and the corresponding
word.
This activity not only introduces letter recognition through a fun and interactive treasure hunt but
also incorporates a tactile element with letter tracing. It engages children in a multisensory
experience that helps reinforce their understanding of letters and their associated sounds.
6.4 References
Dickinson, D. K., & Neuman, S. B. (Eds.). (2006). Handbook of early literacy research (Vol. 2).
New York, NY: Guilford Press.
Droop, M. & Verhoeven, L. (2003) Language Proficiency and Reading Ability in First and
Second Language Learners. Reading Research Quarterly 38:1, 78-103.
Holdaway, D. (1979). The foundations of literacy. Gosford, New South Wales, Australia:
Scholastic.
Shanahan, T., & Lonigan, C.J. (Eds.). (2013). Literacy in preschool and kindergarten children:
The National Early Literacy Panel and beyond. Baltimore: Brookes Publishing.
Pikulski, J. J., & Chard, D. J. (2005). Fluency: Bridge between decoding and reading
comprehension. The Reading Teacher, 58, 510–519.
Meyer, M. S. & Felton, R. H. (1999). Repeated reading to enhance fluency: Old approaches and
new directions. Annals of Dyslexia, 49, 283–306.
Bredekamp, S & Copple, C, eds, 1997, Developmentally Appropriate Practice in Early

Childhood Programs, NAEYC, Washington DC, USA
Fleer, M & Raban, B, 2007, Early childhood literacy and numeracy: Building Good Practice,
Commonwealth of Australia
Milne, R., 1994, Emerging literacy in the first five years, National Language and Literacy
Institute of Australia (3 January).
Cambourne, B. (1995). Toward an educationally relevant theory of literacy learning: Twenty

years of inquiry. The Reading Teacher, 49(3), 182-190.
Gentile, L., & Hoot, J. (1983). Kindergarten play: The foundation of reading. The Reading
Teacher, 36, 436-439.
Giles, R. M., & Wellhousen, K. (2005). Reading, writing, and running: Literacy learning on the
playground. The Reading Teacher, 59(3), 383-385.
Hall, N. (2000). Literacy, Play, and Authentic Experience. In K. Roskos & J. Christie (Eds.),
Play and literacy in early childhood: Research from multiple perspectives (pp.189-204). New
Jersey: Erlbaum.
Armbruster, B. B., Lehr, F., & Osborn, J. (2003). Put reading first: The research building blocks
for teaching children to read. Kindergarten through grade 3. (2nd ed.). Jessup, MD: ED Pubs.
Retrieved March 10, 2008, from
http://www.nifl.gov/partnershipforreading/publications/PFRbookletBW.pdf
Burns, M. S., Griffin, P., & Snow, C. E. (1998). Starting Out Right: A Guide to Promoting
Children’s Reading Success. National Academy of Sciences.
Ballantyne, K. G., Sanderman, A. R., & McLaughlin, N. (2008). Dual language learners in the
early years: Getting ready to succeed in school. Washington, DC: National Clearinghouse for
English Language Acquisition.
Ehri, L. C. (2005). Learning to read new words: Theory, findings, and issues. Scientific Studies
of Reading, 9, 167–188.
Gately, S.E. (2004). Developing Concept of Word: The Work of Emergent Readers. Teaching
Exceptional Children. 36(6). pp. 16-22.
Annie E. Casey Foundation. 2010. “EARLY WARNING! Why Reading by the End of Third-
grade Matters” A KIDS COUNT Special Report from the Annie E. Casey Foundation.
Baltimore, MD. Annie E. Casey Foundation.
National Early Literacy Panel. 2008. Developing Early Literacy: Report of the National Early
Literacy Panel. Washington, DC: National Institute for Literacy.
http://lincs.Ed.gov/publications/pdf/NELPReport09.pdf
World Bank (2005) In Their Own Language, Education for All. Washington, D.C.: The World
Bank. On WWW at: http://siteresources.worldbank.org/EDUCATION/Resources/Education-
Notes/EdNotes_ Lang_of_Instruct.pdf
7.0 Sub Unit 6: The Role of Parents and Caregivers in Language and Literacy
Development
7.1 Introduction
Language and literacy development in early childhood is a multifaceted process that lays the
foundation for a child's overall cognitive and academic growth. While formal education plays a
pivotal role, the significance of the home environment, particularly the involvement of parents
and caregivers, cannot be overstated. The interactions, activities, and communication patterns
within the family setting have a profound impact on a child's language acquisition and literacy
skills.
This topic delves into the influential role that parents and caregivers play in shaping a child's
linguistic and literacy abilities during the critical early years of development. From the moment a
child is born, the environment they are exposed to at home becomes a crucial determinant in
fostering a love for language, reading, and effective communication.
The intricate interplay between parents, caregivers, and children in daily routines, such as
storytelling, conversations, and shared reading experiences, serves as a powerful catalyst for
language development. These interactions not only contribute to the expansion of vocabulary but
also enhance the child's comprehension skills and cognitive abilities.
Moreover, the emotional and social support provided by parents and caregivers creates a
nurturing environment that encourages a positive attitude towards learning. A strong bond
between the child and their primary caregivers fosters a sense of security, promoting the child's
confidence in expressing themselves through language and engaging with literacy materials.
This exploration will further examine the strategies employed by parents and caregivers to
promote language and literacy development, emphasizing the significance of early interventions.
Additionally, it will discuss the potential challenges faced by families and ways to overcome
them, ensuring that every child has the opportunity to develop strong language and literacy skills
that serve as a cornerstone for their future educational success. In essence, understanding the role
of parents and caregivers in language and literacy development is essential for creating a
supportive foundation that empowers children on their journey to becoming proficient
communicators and lifelong learners.
7.2 Instructional Phases for The Role of Caregivers in Language Development in Early
Childhood Education
Teaching a topic effectively involves navigating through a series of phases that not only enhance
the learning experience but also ensure comprehensive understanding. A tutor's journey
encompasses nine distinct phases, each playing a crucial role in facilitating successful knowledge
transfer. From initial preparation and assessing learner needs to fostering engagement, providing
feedback, and evaluating outcomes, these phases form a systematic approach to delivering
impactful and meaningful education. In this exploration, we will explore each of these nine
phases, shedding light on the essential elements that contribute to a tutor's effectiveness in
guiding learners through the process of mastering a given topic.

This phase is dedicated to setting the stage and establishing a positive atmosphere that
encourages engagement and open communication. By emphasizing relevance, clarifying
objectives, promoting inclusivity, and fostering collaboration, the tutor lays the foundation for a
successful exploration of the topic. This introduction highlights the importance of cultivating a
supportive learning environment to enhance understanding and appreciation of the critical role
parents and caregivers play in language and literacy development. Therefore, a tutor can
establish a welcoming atmosphere by:
1. Creating a Supportive Atmosphere: In the pursuit of creating a supportive atmosphere,

the tutor endeavors to cultivate an environment where trainee educators feel at ease
sharing their experiences and perspectives on the topic of parents and caregivers in
language and literacy development. This involves actively encouraging open
communication and fostering a culture of participation, aiming to establish a setting that
values each trainee educator's input and promotes a sense of comfort in expressing
thoughts and insights.
2. Icebreaker Activity: Start with an icebreaker activity that encourages engagement and
active participation from the trainee educators. This could be a short discussion or game
related to children's language and literacy development. For example, you may ask them
to share a childhood memory related to reading or language learning.
3. Highlighting Relevance: Underlining the significance of the topic, the tutor strives to
illustrate its real-world relevance by connecting it to practical scenarios. This involves
emphasizing the importance of understanding the role of parents and caregivers in
language and literacy development, aiming to demonstrate the tangible implications of
this knowledge in everyday life. By doing so, trainee educators are guided to recognize
the practical value and application of the subject matter, fostering a deeper understanding
of its relevance within the broader context of their experiences and future endeavors.
4. Clarifying Objectives: In the process of guiding the learning journey, the tutor places
emphasis on clearly delineating the session's objectives, offering a comprehensive
roadmap for what trainee educators can anticipate gaining through the exploration of the
topic. This strategic approach serves to set explicit expectations and directs attention
toward key concepts, ensuring that aspiring teachers grasp the purpose and scope of the
session. By providing a clear framework, the tutor aids in cultivating a focused and
purposeful learning experience, where aspiring teachers can align their efforts with the
overarching goals of the lesson.
5. Promoting Inclusivity: In the pursuit of fostering an inclusive learning environment, the
tutor actively recognizes and respects diverse perspectives and experiences associated
with parenting and caregiving. This involves cultivating an atmosphere that appreciates
various family structures and cultural backgrounds, aiming to create a space where every
aspiring teacher feels acknowledged and valued. By promoting inclusivity, the tutor not
only acknowledges the richness of diverse experiences but also encourages a
collaborative learning environment that benefits from the varied insights and
backgrounds of the participants.
6. Establishing a Positive Tone: Here, the tutor prioritizes setting a positive and
encouraging tone, fostering an atmosphere conducive to engagement and exploration.
This involves acknowledging the inherent value of each trainee educator's contribution
and creating an environment that nurtures curiosity. By establishing a positive tone, the
tutor encourages active participation, ensuring that trainee educators feel motivated and
empowered to delve into the material with enthusiasm. This approach aims to cultivate a
positive learning experience where every contribution is recognized and the collective
curiosity of the group is sparked.
7. Addressing Challenges: Acknowledge that every child and family is unique, and
therefore, student teachers may encounter challenges when interacting with parents and
caregivers. Discuss common barriers to parental involvement, such as lack of time or
resources, language barriers, and cultural differences. Suggest strategies for overcoming
these challenges, such as providing translated materials, conducting workshops about the
benefits of parental involvement, or adapting strategies to fit cultural preferences.
By focusing on these aspects during the initial phase, a tutor can lay the groundwork for a
positive and inclusive learning environment, fostering a conducive space for exploring the role of
parents and caregivers in language and literacy development.

In this crucial stage, the tutor focuses on gauging the aspiring teachers' baseline understanding
and perceptions related to the topic. Through pre-assessment activities, open-ended discussions,
and diagnostic tools, the tutor aims to uncover the diverse experiences and knowledge within the
group. This assessment serves as a foundation for tailoring the teaching approach, addressing
specific needs, and ensuring a targeted and engaging learning experience. The insights gained
during this phase pave the way for a more informed and personalized exploration of the vital role
parents and caregivers play in language and literacy development, as a result, a tutor can
implement the following strategies in this phase:
1. Pre-Assessment Activities: In the initial phase of knowledge assessment, the tutor

employs pre-assessment activities to discern the aspiring teachers' current understanding,
beliefs, and perspectives concerning the topic. These activities may encompass the
distribution of surveys, encouraging reflective exercises, or administering concise
quizzes. By engaging student teachers in these tasks, the tutor seeks to uncover the
diverse range of knowledge and opinions within the group, laying the groundwork for a
more tailored and effective instructional approach. The insights gained from these
assessments guide the tutor in customizing the learning experience to address specific
needs and facilitating a more targeted exploration of the role of parents and caregivers in
language and literacy development.
2. Open-Ended Discussions: In the phase of open-ended discussions, the tutor fosters an
environment for aspiring teachers to freely express their initial thoughts and experiences
regarding the role of parents and caregivers in language and literacy development. By
encouraging open dialogue, the aim is to uncover a spectrum of diverse perspectives
within the group. This approach not only allows for a more nuanced understanding of
individual viewpoints but also lays the groundwork for a collaborative learning
environment where aspiring teachers can benefit from the richness of varied experiences
and insights.
3. Diagnostic Tools: Here, the tutor employs various assessments to pinpoint specific
strengths or challenges in aspiring teachers' comprehension of the topic. These tools serve
as valuable indicators, offering insights that guide the tutor in customizing the
instructional approach to cater to the diverse needs of the aspiring teachers. By
strategically identifying areas of proficiency or difficulty, the tutor can adapt teaching
methods, ensuring a more targeted and effective learning experience for each aspiring
teacher.
4. Reviewing Prior Learning: Encouraging a reflective approach, the tutor prompts
aspiring teachers to recollect and share pertinent concepts or information from previous
coursework or personal experiences. This intentional recall serves as a foundation upon
which new knowledge can be built. By drawing on their existing understanding, trainee
educators not only solidify connections to prior learning but also establish a framework
for assimilating and comprehending the upcoming material. This strategy fosters an
inclusive learning environment that values the diverse backgrounds and experiences of
the aspiring teachers while promoting a deeper integration of knowledge.
5. Interactive Activities: In the interactive activities phase, the tutor actively involves
aspiring teachers in dynamic learning experiences, such as group discussions or small
group tasks, fostering an environment where they can openly share their initial insights
and learn from one another's perspectives. By encouraging active participation and
collaborative exploration, this approach not only amplifies individual contributions but
also cultivates a shared understanding of the topic. Through these interactive endeavors,
aspiring teachers gain the opportunity to engage with diverse viewpoints, promoting a
collaborative learning atmosphere that enhances their comprehension of the role of
parents and caregivers in language and literacy development.
By conducting an initial knowledge assessment, the tutor gains valuable insights into the student
teachers' starting point, tailoring subsequent instruction to address specific gaps, and ensuring a
more personalized and effective learning experience.

This phase involves clarifying the key competencies that pre-service teachers should acquire,
emphasizing the specific abilities and knowledge areas critical for grasping the nuances of
parental influence on language and literacy development. By outlining these competencies, the
tutor sets the stage for targeted skill development, ensuring that learners are equipped with the
necessary tools to engage with the subject matter effectively. The following steps and activities
can guide tutors on what to do during this teaching phase:
➢ Identification of Core Concepts: Clarify and emphasize central concepts, theories, and
principles associated with the role of parents and caregivers in language and literacy
development, providing pre-service teachers with a foundational understanding of the
topic.
➢ Communication Proficiency: Prioritize the development of effective communication
skills, encompassing the ability to express ideas articulately and actively listen to others,
as this proficiency is crucial for understanding and articulating complex concepts related
to language and literacy development.
➢ Reflective Practices: Encourage reflective practices, prompting pre-service teachers to
consider their own experiences and beliefs regarding parental roles in language and
literacy development. This self-reflection enhances personal understanding and
connection to the subject matter.
➢ Information Synthesis: Assist pre-service teachers in synthesizing information from
various sources, including academic literature, case studies, and personal experiences, to
develop a holistic understanding of the role parents and caregivers play in language and
➢ Application of Knowledge: Guide pre-service teachers in applying theoretical
knowledge to real-world scenarios. This can involve hands-on activities and practice
sessions, case studies, practical examples, or discussions on how the concepts learned are
observed in everyday life.
➢ Assessment of Learning Objectives: In the ongoing process of assessing learning
objectives, the tutor consistently evaluates and revisits the defined goals to ensure pre-
service teachers are making progress in acquiring the key competencies associated with
the role of parents and caregivers in language and literacy development. This iterative
approach allows for ongoing adjustments in teaching strategies as needed, ensuring a
dynamic and responsive instructional environment that effectively supports pre-service
teachers in their learning journey.
These competencies will prepare student teachers to confidently and skillfully facilitate language
and literacy growth in early childhood learners, leading to enhanced educational outcomes.

This phase aims to engage the pre-service teachers in hands-on experiences and active learning,
enabling them to understand the significance of parental involvement in fostering language and
literacy skills among young children.The following steps and activities can guide tutors on what
to do during this teaching phase:
1. Introduction and Exploration: The tutor begins the phase by introducing the topic of
parents and caregivers' role in language and literacy development. This introduction may
include discussing the importance of language and literacy skills for lifelong learning and
academic success.The tutor then encourages the student teachers to share their personal
experiences and observations related to parental involvement in language and literacy
development.
2. Sharing Research and Theories: Next, the tutor presents current research findings and
theories that demonstrate the positive impact of parental involvement on children's
language and literacy skills. This may include highlighting studies that show how
parental engagement correlates with enhanced vocabulary, reading comprehension, and
overall academic achievement. The tutor also explains relevant learning theories, such as
Vygotsky's socio-cultural theory, that emphasize the crucial role of social interactions and
relationships in language and literacy development.
3. Guided Reflection and Discussion: The tutor facilitates a reflective discussion among
the student teachers, urging them to analyze their personal experiences and beliefs about
the role of parents and caregivers in language and literacy development. The tutor
prompts questions to stimulate critical thinking, such as;
➔ "How can parental involvement foster a child's language and literacy skills?" or
➔ "What are the potential challenges faced by parents and caregivers in promoting
language and literacy development?"
4. Case Studies and Examples: To deepen the student teachers' understanding, the tutor
provides real-life case studies and examples. These case studies can showcase different
scenarios where parents and caregivers have effectively supported language and literacy
development. The student teacher will then analyze these examples, identify successful
strategies used by parents, and discuss how these strategies can be applied in their future
classrooms.
Provide student teachers with practical strategies they can share with parents and
caregivers to create a language-rich environment at home. These strategies may include:
❖ Reading aloud: Emphasize the benefits of reading aloud to young children, the
importance of choosing age-appropriate books, and how to make the reading
experience interactive and enjoyable..
❖ Conversations and storytelling: Explain the importance of engaging in
conversations with children and encourage student teachers to demonstrate ways
to promote dialogue and storytelling, such as posing open-ended questions and
actively listening to children's responses.
❖ Writing and drawing: Discuss the significance of developing early writing and
drawing skills and suggest activities that parents and caregivers can incorporate
into daily routines to encourage these skills, such as providing materials for
drawing, playing games that involve letter recognition, or creating a shared
journal for writing and drawing.
❖ Creating a print-rich environment: Guide student teachers on ways to create a
print-rich environment at home, such as labeling objects, setting up a cozy reading
corner, and displaying children's artwork and writing samples. Refer to activity 2
in 7.3.2 Appendix 2
5. Hands-on Activities: This phase also includes practical hands-on activities to help
student teachers experience the impact of active participation and experiential learning.
The tutor may design tasks that simulate parental involvement scenarios, such as
providing students with materials to create interactive literacy-based activities or
engaging in role-playing exercises that imitate conversations between parents and
children during shared reading experiences. These activities allow student teachers to
grasp the hands-on nature of supporting language and literacy development as parents or
caregivers.
6. Collaborative Learning: Throughout this phase, the tutor encourages collaboration
among the student teachers. Group discussions, brainstorming sessions, and small group
activities provide opportunities for exchanging ideas, strategies, and perspectives on
parental involvement in language and literacy development. The tutor may also assign
group projects focusing on designing family-engagement plans or creating resources that
promote language and literacy at home. Refer to activity 1 in 7.3.1 Appendix 1
7. Reflection and Action Planning: To conclude this phase, the tutor leads a reflective
discussion where student teachers share their insights, reflections, and action plans. They
reflect on the strategies and activities discussed throughout the session and identify how
they can implement these ideas in their future teaching practices. The tutor may also
encourage the student teachers to set personal goals for involving parents and caregivers
in language and literacy development and create an action plan outlining steps to achieve
these goals.
By engaging in active participation and experiential learning during this teaching phase, student
teachers gain a deeper understanding of the crucial role parents and caregivers play in fostering
language and literacy development. They develop the skills and strategies necessary to
effectively engage and collaborate with parents and caregivers, enhancing language and literacy
skills among early childhood learners.

In this phase, the tutor facilitates engaging discussions and encourages the exchange of valuable
insights among students. By fostering an interactive environment, learners have the opportunity
to share diverse perspectives, inquire about nuanced aspects of the topic, and collectively deepen
their understanding. This phase underscores the collaborative nature of the learning process,
emphasizing the significance of informed discussions and shared information in unraveling the
complexities surrounding parental roles in language and literacy. The following steps and
activities can guide tutors on what to do during this teaching phase:
1. Pre-Workshop Reflection:
❖ Ask the pre-service teachers to take a few moments to reflect on their own
experiences with parents and caregivers involved in language and literacy
development.
❖ Encourage them to think about any challenges or successes they have witnessed
or experienced.
❖ Request them to jot down their thoughts and be prepared to discuss them during
the facilitated discussions.
2. Facilitated Discussions:
❖ Ask the pre-service teachers to share their personal reflections.
❖ Create a safe and inclusive learning environment where everyone's opinions and
experiences are valued.
❖ Encourage the student teachers to discuss the various roles parents and caregivers
play in language and literacy development. Examples may include reading to
children, fostering a print-rich home environment, engaging in conversation and
storytelling, and providing access to books and educational resources.
❖ Pose open-ended questions to stimulate critical thinking and promote a deeper
understanding of the topic. For instance:
➔ How can parents and caregivers create a supportive home environment for
language and literacy development?
➔ What strategies have you observed that are effective in encouraging parents and
caregivers to engage in language and literacy activities with their children?
➔ How can student teachers effectively communicate with parents and caregivers to
emphasize the importance of their involvement in language and literacy
development ?
3. Sharing Research and Best Practices:
❖ Share research studies and literature related to the role of parents and caregivers
in language and literacy development. Provide summaries or key findings from
these sources.
❖ Present practical examples and best practices that have been successful in
engaging parents and caregivers in fostering language and literacy skills in early
childhood learners.
❖ Encourage aspiring teachers to ask questions, seek clarification, and share their
own knowledge and experiences related to the topic.
4. Collaborative Learning Activities:
❖ Divide the aspiring teachers into small groups and assign each group a specific
focus or aspect of parent and caregiver involvement in language and literacy
development.
❖ Instruct the groups to collectively brainstorm strategies, activities, and resources
that can support and enhance the role of parents and caregivers in each respective
area.
❖ Provide a guiding prompt or question for each group to ensure a productive
discussion. For instance:
➔ How can parents and caregivers be encouraged to incorporate reading into their
daily routines?
➔ What resources or tools can be shared with parents and caregivers to support
language and literacy development during everyday activities?
➔ How can aspiring teachers collaborate with parents and caregivers to ensure
consistency between home and school language and literacy practices?
5. Group Presentations and Discussion:
❖ Allocate time for each group to present their findings and ideas to the larger
group.
❖ Encourage all aspiring teachers to actively listen, take notes, and engage in
respectful and constructive feedback.
❖ Promote an open dialogue where everyone feels comfortable sharing their
thoughts and suggestions.
❖ Facilitate a discussion after each presentation to explore deeper into the strategies
and activities proposed by each group.
❖ Prompt the student teachers to share additional ideas or alternatives they may
have.
6. Conclusion and Reflection:
❖ Wrap up the session by summarizing the main points discussed during the
facilitated discussions and information sharing.
❖ Encourage trainee educators to reflect on their own learning and consider how
they can integrate the knowledge gained into their future teaching practices.
❖ Emphasize the importance of ongoing collaboration and effective communication
with parents and caregivers for the holistic development of early childhood
learners' language and literacy skills.

This crucial stage moves beyond theoretical understanding, immersing teacher candidates in
hands-on experiences and interactive scenarios. The tutor strategically incorporates practical
applications, encouraging teacher candidates to engage in real-world simulations, workshops,
and collaborative projects. By doing so, this phase aims to bridge the gap between theory and
practice, empowering aspiring teachers with the skills and insights needed to navigate the
complexities of parental roles in language and literacy development. Through dynamic
interactions and experiential learning, aspiring teachers gain a deeper appreciation of how
theoretical knowledge translates into effective strategies and initiatives, fostering a well-rounded
understanding of the subject matter. Through this phase, a tutor can implement several effective
strategies:
1. Real-life Scenarios: Integrating real-life scenarios into the learning environment serves
as a valuable strategy to demonstrate practical applications of the discussed concepts,
facilitating a meaningful connection between theoretical knowledge and everyday
situations. By presenting relatable examples, student teachers are provided with tangible
contexts that enhance their understanding of the role of parents and caregivers in
language and literacy development. This approach not only reinforces theoretical
principles but also equips aspiring teachers with a more nuanced and applicable
comprehension of the subject matter, fostering a deeper engagement with the material.
2. Role-playing Exercises: Engage trainee educators in role-playing activities that simulate
various scenarios involving parents and caregivers in language and literacy development.
This hands-on approach allows for a deeper exploration of potential challenges and
effective strategies. Aspiring teachers can be divided into small groups, with each group
assigned a specific scenario. For instance, one group could simulate a parent-teacher
conference where a teacher discusses a child's literacy progress with the parents. Aspiring
teachers within this group take on the roles of both parents and teachers, navigating the
dynamics of effective communication, addressing concerns, and collaboratively
developing strategies to support the child's literacy growth. This hands-on approach
allows student teachers to explore the challenges and nuances involved in such
interactions, while also emphasizing the importance of effective communication and
partnership between parents and educators in fostering literacy development.
3. Interactive Workshops: Conduct interactive workshops where aspiring teachers actively
participate in activities such as designing literacy programs, creating educational
materials, or planning effective communication strategies for parents.
4. Field Observations: Arrange field visits or virtual observations to educational settings
actively implementing parental involvement in language and literacy development. This
hands-on experience offers trainee educators the opportunity to directly witness and
engage with practical applications within real-world contexts, providing a valuable bridge
between theory and actual implementation. Such field observations enhance student
teachers' understanding by offering a firsthand look at the dynamics of parental roles in
language and literacy development, fostering a comprehensive and applicable grasp of
the subject matter.
5. Simulation Games: Incorporate simulation games or interactive activities that replicate
decision-making scenarios linked to parental roles, fostering a gamified approach that
heightens engagement among student teachers. This innovative method not only
captivates trainees but also enables them to apply theoretical knowledge dynamically
within a simulated environment. By navigating these gamified decision-making
situations, student teachers gain a practical understanding of the complexities associated
with parental roles in language and literacy development, enhancing both their critical
thinking skills and practical application of learned concepts.
Through these strategies, the tutor ensures that aspiring teachers not only grasp theoretical
concepts but also gain practical insights and skills that can be applied to real-world situations
involving the role of parents and caregivers in language and literacy development.
Note: Throughout the teaching phase, make sure to provide ample opportunities for student
teachers to ask questions, contribute their ideas, and share their experiences.
In the "Recap and Synthesis" phase when teaching "The Role of Parents and Caregivers in
Language and Literacy Development," a tutor can implement the following strategies:
❖ Summarize Key Concepts: Provide a concise summary of the key concepts, theories,
and principles discussed throughout the learning journey. This can be done through
providing visual aids, such as charts or slides, to reinforce these concepts and make them
more memorable. This recap helps reinforce fundamental ideas and ensures that pre-
service teachers have a clear understanding of the core content.
❖ Facilitate Group Discussions: Encourage group discussions where pre-service teachers
can share their insights, ask questions, and engage in collaborative reflection. This fosters
a collective synthesis of knowledge as student teachers exchange perspectives and
contribute to a shared understanding of the topic.
Guide the discussion by asking open-ended questions, such as:
➔ What were some common misconceptions or concerns raised by parents and

caregivers?
➔ How did you address those misconceptions or concerns?
➔ What strategies did you find most effective in engaging parents and caregivers in
supporting their child's language and literacy development?
❖ Integration of Practical Experiences: Connect theoretical knowledge to practical
experiences by revisiting the insights gained from field observations, role-playing
exercises, and other hands-on activities. Emphasize the importance of creating a
language-rich environment at home, including daily read-aloud activities, interactive
conversations, and exposure to diverse vocabulary. This reinforces the applicability of
learned concepts in real-world scenarios.
❖ Encourage Peer Teaching: Promote peer teaching by having pre-service teachers share
their individual learnings or insights with their classmates. Encourage student teachers to
share any additional strategies or resources they have come across or developed during
their teaching experiences. This collaborative approach reinforces understanding and
allows pre-service teachers to learn from one another.
❖ Review Learning Objectives: Revisit the initial learning objectives set at the beginning
of the instructional journey. Evaluate and discuss how well these objectives have been
achieved, encouraging pre-service teachers to reflect on their own progress and growth.
❖ Conclusion: Encourage student teachers to reflect on their own experiences and
perspectives, and discuss how they plan to incorporate these strategies and concepts into
their future teaching practice. Reiterate the importance of ongoing professional
development and seeking resources and support to continue enhancing their
understanding of the role of parents and caregivers in language and literacy development.
By following this well-detailed teaching phase, the tutor can effectively guide student teachers in
understanding and applying the role of parents and caregivers in language and literacy
development in early childhood learners. The recap and synthesis activities will enhance their
knowledge and equip them with practical strategies for engaging parents and caregivers in
supporting children's language and literacy development.
In this phase, the tutor directs aspiring teachers to apply their acquired knowledge through
practical, real-world tasks and assignments. By engaging in hands-on activities, learners are
encouraged to translate theoretical insights into tangible initiatives and solutions. These
assignments aim to bridge the gap between academic understanding and practical
implementation, empowering students to actively contribute to the enhancement of language and
literacy development through meaningful, real-world applications. This phase not only solidifies
their comprehension but also equips them with the skills needed for effective engagement in
educational and community contexts. Through this phase, a tutor can implement several effective
strategies:
❖ Case Study Analysis: Assign case studies that present real-world scenarios involving
parental roles in language and literacy development. Aspiring teachers can analyze these
cases, identify challenges, and propose practical solutions based on the knowledge
acquired.
❖ Parental Involvement Plans: Have aspiring teachers develop comprehensive parental
involvement plans for a hypothetical educational setting. This could include strategies for
effective communication, literacy activities, and collaborative initiatives between parents,
caregivers, and educators.
❖ Community Outreach Projects: Encourage student teachers to design and implement
community outreach projects that promote parental engagement in language and literacy
development. This practical assignment allows them to apply theoretical concepts in a
real-world context.
❖ Interviews and Surveys: Have trainee educators conduct interviews or surveys with
parents and caregivers to gather insights on their perspectives and experiences related to
language and literacy development. This hands-on approach enhances their understanding
through direct interaction.
❖ Literature Review and Policy Analysis: Assign tasks where trainee educators review
relevant literature on parental roles in language and literacy development. Additionally,
they can analyze existing educational policies and propose recommendations for
enhancing parental involvement.
❖ Resource Creation: Task aspiring teachers with creating educational resources, such as
pamphlets, guides, or workshops, that can be utilized by parents and caregivers to support
language and literacy development at home.
❖ Educational Program Design: Have pre-service teachers design a comprehensive
educational program that involves parents and caregivers in literacy development
initiatives. This could include workshops, reading events, and collaborative learning
activities.
❖ Reflective Portfolios: Ask pre-service teachers to create reflective portfolios
summarizing their learning journey, highlighting key insights, challenges faced, and
personal growth in understanding the roles of parents and caregivers in language and
By integrating real-world tasks and assignments, the tutor provides aspiring teachers with
opportunities to practically apply their knowledge, fostering a deeper understanding of the topic
and preparing them for future engagements in the field of education and literacy.
Furthermore, they will be equipped with the knowledge and resources to support and guide
parents in fostering their child's literacy skills. The teaching phase empowers student teachers to
recognize the influential role of external factors in early childhood learners' language and literacy
development, ensuring a comprehensive approach to education.

This phase is characterized by activities and discussions that go beyond the immediate content
being taught, aiming to connect current knowledge to future concepts, applications, and
challenges. It involves encouraging reflection, posing thought-provoking questions, introducing
advanced concepts, and providing resources that allow aspiring teachers to anticipate what lies
ahead in their learning journey. The goal is to inspire curiosity, set learning goals, and establish a
foundation for continued exploration and engagement with the subject. In essence, this phase
seeks to foster a proactive mindset, empowering aspiring teachers to approach their studies with
a sense of purpose and readiness for what comes next. A tutor can engage in several key
activities to enhance the learning experience and prepare student teachers for future insights.
❖ Facilitate Reflection: Promote a moment of self-reflection among pre-service teachers

by urging them to assess their current comprehension of the topic and draw connections
to their existing knowledge. Invite contemplation on the lessons learned thus far and
encourage an exploration of how these insights interlink with their pre-existing
understanding. This exercise aims to enhance metacognition, allowing aspiring teachers
to gauge their progress and recognize the integration of new information within the
framework of their prior knowledge.
❖ Connect to Previous Knowledge: Guide student teachers in establishing meaningful
connections between the present subject matter and their prior learning experiences.
Assist them in recognizing the interrelation between the current topic and previously
acquired knowledge or concepts. By doing so, you enable the construction of a
comprehensive framework that facilitates understanding and seamless integration of new
information. This approach fosters a cohesive learning experience, allowing trainee
educators to build upon their existing knowledge base and appreciate the continuity of
❖ Pose Thoughtful Questions: Engage trainee educators in active cognitive exploration by
presenting them with thought-provoking, open-ended questions that stimulate critical
thinking in relation to the material. Encourage vibrant discussions that delve into the
potential challenges, practical applications, and broader implications associated with the
role of parents and caregivers in language and literacy development. This approach aims
to foster a deeper understanding of the subject matter while promoting analytical thinking
and the exploration of diverse perspectives within the classroom setting.
❖ Encourage Independent Exploration: Motivate student teachers to embark on
independent research journeys, exploring topics or areas of personal interest within the
expansive domain of language and literacy development. By fostering self-directed
learning, this encouragement empowers pre-service teachers to take initiative in
expanding their comprehension of the subject. This approach not only cultivates a sense
of autonomy but also nurtures a deeper and more nuanced understanding as student
teachers delve into areas that resonate with their individual curiosity and academic
inclinations.
❖ Provide Additional Resources: Enhance student teachers' understanding of the role of
parents and caregivers in language and literacy development by providing supplementary
resources, including articles, books, or videos that offer in-depth insights. This curated
collection empowers student teachers to delve into the subject matter at an advanced
level, facilitating a more comprehensive exploration of the intricacies and nuances
associated with the topic. By offering diverse and supplementary materials, this approach
encourages independent learning and provides trainee educators with the tools to deepen
their comprehension and engage with the material on a more profound level.
❖ Preview Assessment Criteria: Promote clarity and strategic learning by transparently
communicating the assessment criteria that will be employed to evaluate student teachers'
comprehension of the topic in upcoming assessments. By sharing these criteria, aspiring
teachers gain valuable insights into the specific expectations and benchmarks against
which their understanding will be measured. This transparency not only fosters a sense of
direction but also enables student teachers to align their efforts with the anticipated
outcomes, facilitating a purposeful and targeted approach to their studies.
By engaging in these activities, a tutor can foster a proactive and forward-thinking approach to
learning, helping aspiring teachers to anticipate and prepare for future lessons on the role of
parents and caregivers in language and literacy development. Equipped with strategies,
communication plans, and solutions for potential challenges, these student teachers will be better
prepared to establish effective partnerships with parents and create a language-rich environment,
positively impacting the language and literacy skills of their students.
7.3 Appendices
7.3.1 Appendix 1
Activity 1: Interviews with Parents
Exercise:
Conduct interviews with parents or caregivers to gather firsthand experiences regarding their
involvement in their child's language and literacy development. Summarize the findings and
draw conclusions about effective strategies.
7.3.2 Appendix 2
Activity 2: Create Parental Engagement Materials
Exercise
Develop informational materials (flyers, brochures, or handouts) for parents and caregivers,
highlighting the importance of their role in language and literacy development. Ensure that the
materials are clear, visually appealing, and informative.
These tasks will not only enhance the student teachers' understanding of the role of parents and
caregivers in language and literacy development but also provide them with practical tools and
strategies to implement in their future teaching careers.
7.4 References
Lawrence, L. (1998). Montessori read and write: A parent’s guide to literacy for children. New
York, NY: Three Rivers Press.
Fudala JB, England G, & Ganoung L.(1972). Utilisation of parents in a speech correction
programme. Exceptional Children;30: 407–412.
Cole, M. (2008). The Importance of Parental Involvement in Language Acquisition and
Activities and Techniques to Enhance the Home School Connection. Washington School of
Medicine.
Brown, S., & Attardo, S. (2005). Understanding Language Structure, Interaction, And Variation:
An Introduction to Applied Linguistics and Sociolinguistics for Non Specialists (2nd Ed). United
States of America: University of Michigan Press.
Farouk, S. R., & Aya, S. (2014). Effect of Parent Interaction on Language Development in
Children. The Egyptian Journal of Otolaryngology, (30: 3), 255- 263.
Fernald, A. (1985). Four-Month-Old Infants Prefer to Listen To Motherese. The University Of

Oregon.
Lemonda, C. T. S. & Rodriguez, E. T. (2009). Parent’s Role in Fostering Young Children’s

Learning and Language Development. New York University.
Evans M.A, & Shaw D. (2008). Home grown for reading: parental contributors to young
children’s emergent literacy and word recognition. Canadian Psychol; 49:89–95.
Neuman S.B, Kohls, Dwyer J. Chello: the child/home environmental language and literacy
observation. Early Child Res Q 2008; 23:159–172.
Glascoe F.P, & Leew S. Parenting behaviors, perceptions, and psychosocial risk: impacts on
young children’s development. Pediatrics 2010; 125:313–319.
Forutan, A & Mehrpour, S. (2015). Theories of First Language Acquisition. Journal of

Language, Linguistics and Literature, 1(2), 30- 40.
Gallaway, R. J. (1994). Input and Interaction Language Acquisition. Cambridge University

Press.
Liao, S. Y. (2012). The Application of Piaget and Bruner’s Cognitive Development Theory in
Children’s Dance Teaching. National Taiwan University of Art.
Tempel A.B, Wagner S.M, & McNeil C.B. (2008). Parent–child interaction therapy and
language facilitation: the role of parent-training on language development. J Speech Lang Pathol
Appl Behav Anal; 3:78–94.
Anderson C.E, & Marinac J.V. (2007). Using an observational framework to investigate adult
language input to young children in a naturalistic environment. Child Lang Teach Ther 2007;
23:307–324.
Umek M.L, Podlesek A, & Fekonja U. (2005). Assessing the home literacy environment:
relationships to child language comprehension and expression. Eur J Psychol Assess; 21:271–
281.
Harden B.J, & Whittaker J.V. (2011). The early home environment and developmental outcome
for young children in the child Welfare system. Child Youth Serv Rev; 33:1392–1403.
Pinto A.I, Pessanha. M, & Aguiarc. C. (2013). Effect of home environment and center based
child care quality on children’s language, communication, and literacy outcomes. Early Child
Res Q; 28:94–101.
Ruhm C.J. (2004). Parental employment and child cognitive development. J Hum
Resour;39:155–192.
Hoff. E. (2003). The speciſ city of environmental influence: socioeconomic status affects early
vocabulary development via maternal speech. Child Dev; 74:1368–1378.
Hoff. E, & Tian C. (2005). Socioeconomic status and cultural influences on language. J Commun
Disord; 38:271–278.
Rannard. A, Lyons. C, & Glenn S.(2004). Children with speciſ c language impairment: parental
accounts of the early years. J Child Health Care; 8:165–176.
8.0 Sub Unit 7: Educational and Speech Therapy Interventions for Language Delays
8.1 Introduction.
Educational and speech therapy interventions for language delays are specialized approaches
designed to address difficulties in language development among individuals, typically children.
Language delays can manifest in various forms, including expressive and receptive language
skills, phonological processing, and speech articulation. These interventions aim to assess,
diagnose, and provide tailored strategies to support language development and improve
communication abilities.
Educational interventions often involve structured activities and teaching methods implemented
in educational settings, such as schools or specialized language development programs. These
may include targeted instruction in phonics, vocabulary building, grammar, and comprehension
skills, tailored to the individual's needs and developmental level. Additionally, educational
interventions may incorporate techniques to enhance social communication, such as peer
interactions and group activities.
Overall, educational and speech therapy interventions for language delays play a crucial role in
supporting individuals with communication challenges to reach their full potential and
participate more effectively in academic, social, and everyday activities. Early identification and
intervention are key in maximizing outcomes and promoting successful language development.
During this phase the tutor should focus on creating an atmosphere that is conducive to learning,
understanding, and growth. Here are some key actions a tutor should take during this phase:
❖ Establish rapport: Begin by building a positive relationship with the teacher trainees.
Show empathy, warmth, and patience. Make them feel comfortable and valued.
❖ Assess prior knowledge: Determine the trainee's existing understanding of language
delays and interventions. This helps tailor the teaching approach to their level of
comprehension.
❖ Provide context: Explain the importance of addressing language delays and the impact
they can have on a person's life. Help the teacher trainee understand that there are
effective interventions available to support language development.
❖ Set clear goals: Define specific learning objectives for the session or course.
Communicate these goals to the teacher trainee to provide direction and motivation.
❖ Create a supportive environment: Foster a safe and non-judgmental space where the
aspiring teachers feel encouraged to participate, ask questions, and express themselves
freely. Emphasize the importance of effort and progress over perfection.
❖ Use positive reinforcement: Acknowledge and celebrate the trainee's achievements, no
matter how small. Positive feedback boosts confidence and encourages continued effort.
❖ Utilize engaging teaching methods: Incorporate interactive activities, visuals, and real-
life examples to make the material more accessible and relatable. Consider the trainee's
learning style and preferences.
❖ Encourage collaboration: Emphasize the importance of teamwork and collaboration
among the aspiring teachers, their family members, educators, and speech therapists.
Highlight the benefits of a multidisciplinary approach to intervention.
❖ Address concerns: Be open to addressing any questions, concerns, or misconceptions
the teacher trainee may have about language delays and interventions. Offer reassurance
and provide accurate information based on current research and best practices.
❖ Promote self-advocacy: Empower the aspiring teachers to advocate for their own needs
and seek support when necessary. Encourage them to communicate openly about their
experiences with language delays and their preferences for intervention strategies.
By focusing on these actions, a tutor can lay a strong foundation for effective learning and
collaboration when teaching about educational and speech therapy interventions for language
delays.

During this phase, the tutor focuses on evaluating the trainee's existing understanding,
awareness, and skills related to the subject matter. By conducting assessments, reviewing
background information, and encouraging dialogue, the tutor gains valuable insights into the
trainee's knowledge level, identifies areas of strength and weakness, and tailors the teaching
approach accordingly. This phase sets the stage for personalized instruction, ensuring that the
trainee's learning needs and goals are effectively addressed throughout the educational journey.
Here's what a tutor should do during this phase:
❖ Establish a baseline: Begin by asking open-ended questions to gauge the trainee's

familiarity with language delays and speech therapy interventions. This helps identify any
preconceptions, misconceptions, or gaps in understanding.
❖ Review background information: Provide a brief overview of language delays,
including their causes, symptoms, and potential impact on communication and academic
development. Ensure the teacher trainee has a foundational understanding of the topic
before delving into specific interventions.
❖ Assess prior experiences: Encourage the aspiring teachers to share any personal
experiences they may have had with language delays, either firsthand or through
interactions with others. This can provide valuable insights into their perspectives and
motivations for learning about interventions.
❖ Administer informal assessments: Use informal assessment tools, such as observation,
conversation, or simple tasks, to evaluate the trainee's language skills and identify areas
of difficulty. This may include assessing expressive and receptive language abilities,
articulation, phonological awareness, and comprehension.
❖ Review existing knowledge: Review any relevant materials or resources aspiring
teachers may have already encountered, such as articles, videos, or textbooks, to
determine their existing knowledge base. This helps tailor the teaching approach to build
upon what the trainee already knows.
❖ Encourage questions: Encourage pre-service teachers to ask questions and seek
clarification on any concepts or terms they find confusing or unfamiliar. Create a
supportive environment where the educator feels comfortable expressing their curiosity
and seeking assistance.
❖ Use diagnostic tools: If available, use standardized assessments or screening tools
designed to identify language delays and assess the severity of impairment. These tools
can provide objective data to inform intervention planning and track progress over time.
❖ Document findings: Keep detailed records of the educator's responses, observations, and
assessment results to inform future instruction and monitor progress. This information
serves as a baseline for measuring growth and identifying areas for targeted intervention.
By conducting a thorough initial knowledge assessment, a tutor can tailor their teaching
approach to meet the educator's specific needs and ensure a solid foundation for learning about
educational and speech therapy interventions for language delays.

During this phase the tutor should focus on identifying the essential skills and knowledge areas
that students need to acquire to understand and address language delays effectively. Here's what
a tutor should do during this phase:
❖ Identify core concepts: Determine the fundamental concepts and principles related to
language delays and speech therapy interventions. These may include understanding the
nature of language delays, the role of speech therapy, and various intervention
approaches.
❖ Clarify terminology: Define key terms and terminology associated with language delays
and speech therapy interventions. This helps ensure that teacher trainees have a common
understanding of the language used in discussions and materials related to the topic.
❖ Outline learning objectives: Define clear and specific learning objectives that outline
the competencies teacher trainees are expected to achieve. These objectives should be
measurable and aligned with the overall goals of the teaching curriculum.
❖ Prioritize skills: Identify the most critical skills and competencies that teacher trainees
need to develop to effectively address language delays. This may include skills such as
assessment, intervention planning, communication strategies, and collaboration with
other professionals.
❖ Establish benchmarks: Set benchmarks or milestones to track educators' progress in
acquiring key competencies throughout the teaching process. These benchmarks help
monitor student growth and adjust instruction as needed.
❖ Tailor instruction: Customize instruction to target the specific competencies identified
for each aspiring teacher or group of trainees. Adapt teaching methods, materials, and
activities to address individual learning styles, preferences, and needs.
❖ Provide resources: Offer resources and materials that support the development of key
competencies, such as textbooks, articles, case studies, simulations, and hands-on
activities. Encourage teacher trainees to explore these resources to deepen their
understanding of the topic.
❖ Encourage reflection: Prompt teacher trainees to reflect on their learning progress and
identify areas for improvement related to key competencies. Encourage self-assessment
and goal-setting to foster continuous growth and development.
❖ Facilitate practice: Provide opportunities for teacher trainees to practice and apply key
competencies in real-world contexts. This may include role-playing scenarios, case
studies, clinical simulations, and collaborative projects.
❖ Offer feedback: Provide constructive feedback and guidance to help teacher trainees
refine their skills and address areas of weakness. Encourage a growth mindset and
persistence in the face of challenges.
By defining key competencies and focusing on targeted skill development, tutors can effectively
prepare teacher trainees to understand and address language delays through educational and
speech therapy interventions. This phase lays the groundwork for meaningful learning
experiences and positive outcomes in supporting individuals with language delays.

The phase of Active Participation and Experiential Learning is a dynamic and hands-on
approach. During this phase, the focus shifts from passive reception of information to active
engagement and practical application of concepts. Through experiential learning activities such
as role-playing, case studies, and simulations, teacher trainees are encouraged to immerse
themselves in real-world scenarios related to language delays and interventions. This phase
fosters deeper understanding, critical thinking, and skill development, preparing teacher trainees
to effectively address language delays in educational and therapeutic settings. Here's what a tutor
should do during this phase:
❖ Utilize interactive exercises: Incorporate activities that encourage active participation,

such as role-playing scenarios, group discussions, and problem-solving tasks. These
activities provide opportunities for teacher trainees to engage with the material and apply
concepts in practical contexts. Refer to activity 1 in 8.3.1 Appendix 1.
❖ Facilitate experiential learning: Provide opportunities for teacher trainees to gain
firsthand experience with educational and speech therapy interventions for language
delays. This may include observing therapy sessions, participating in case studies, or
engaging in simulated assessments and interventions.
❖ Encourage reflection: Prompt teacher trainees to reflect on their experiences and
observations during experiential learning activities. Encourage them to identify key
insights, challenges encountered, and lessons learned that deepen their understanding of
language delays and interventions.
❖ Promote collaboration: Foster collaborative learning environments where teacher
trainees can work together to solve problems, share perspectives, and exchange ideas.
Collaboration enhances engagement and encourages peer-to-peer learning.
❖ Offer hands-on practice: Provide opportunities for teacher trainees to practice
implementing educational and speech therapy interventions for language delays in
simulated or real-world settings. This may involve creating mock therapy sessions,
developing intervention plans, or conducting assessments under supervision.
❖ Use case studies: Present case studies that illustrate real-life scenarios involving
individuals with language delays. Encourage teacher trainees to analyze the case studies,
identify relevant factors, and propose appropriate intervention strategies based on
evidence-based practices. Refer to activity 1 in 8.3.1 Appendix 1.
❖ Integrate technology: Incorporate technology tools and resources that enhance active
participation and experiential learning. This may include virtual simulations, interactive
apps, and multimedia presentations that simulate therapy sessions or provide interactive
learning experiences.
❖ Provide feedback: Offer constructive feedback and guidance to teacher trainees as they
engage in active participation and experiential learning activities. Encourage reflection on
strengths and areas for improvement, and provide support to help teacher trainees achieve
their learning goals.
❖ Adapt activities to individual needs: Tailor learning activities to accommodate diverse
learning styles, preferences, and abilities. Provide alternative modes of participation and
support for teacher trainees who may require additional assistance or accommodations.
❖ Encourage application of learning: Prompt teacher trainees to apply knowledge and
skills gained through active participation and experiential learning to real-world
situations. Encourage them to reflect on how they can integrate their learning into their
future practice as educators or speech therapists.
By emphasizing active participation and experiential learning, tutors can create engaging and
dynamic learning experiences that deepen trainees' understanding of educational and speech
therapy interventions for language delays. This phase fosters the development of essential skills
and competencies necessary for effective intervention and support for individuals with language
delays.

During this phase the tutor should focus on fostering meaningful conversations, exchanging
ideas, and sharing relevant information to deepen understanding and promote collaborative
learning. Here's what a tutor should do during this phase:
❖ Set clear objectives: Define specific learning objectives for the facilitated discussions to
ensure that the conversation remains focused and purposeful. These objectives should
align with the overall goals of the teaching curriculum.
❖ Select discussion topics: Choose relevant topics related to educational and speech
therapy interventions for language delays that encourage critical thinking and exploration
of key concepts. Consider including case studies, research findings, current trends, and
emerging practices in the field.
❖ Create a supportive environment: Establish a safe and respectful space where teacher
trainees feel comfortable sharing their thoughts, asking questions, and expressing diverse
perspectives. Encourage active participation from all teacher trainees and foster a culture
of open communication.
❖ Provide background information: Offer background information or introductory
materials to provide context for the discussion topics and ensure that all teacher trainees
have a basic understanding of the concepts being discussed.
❖ Facilitate discussions: Guide the discussion by posing thought-provoking questions,
encouraging deeper exploration of ideas, and facilitating exchanges among teacher
trainees. Use active listening techniques to engage with trainees' contributions and
promote meaningful dialogue.
❖ Encourage critical thinking: Prompt teacher trainees to critically analyze the
information presented, evaluate different viewpoints, and draw connections between
theory and practice. Encourage them to challenge assumptions and explore alternative
perspectives.
❖ Share relevant resources: Share relevant resources such as articles, case studies, videos,
and research papers to enrich the discussion and provide additional insights into
educational and speech therapy interventions for language delays.
❖ Encourage information sharing: Encourage teacher trainees to share their own
experiences, insights, and perspectives related to language delays and interventions. This
may include personal anecdotes, observations from clinical experiences, or reflections on
relevant literature.
❖ Promote collaboration: Foster collaborative learning by encouraging teacher trainees to
work together to solve problems, generate ideas, and explore solutions to challenges
related to language delays and interventions.
❖ Summarize key points: Summarize key takeaways from the discussion and highlight
important concepts or insights that emerged. Clarify any misconceptions and reinforce
key learning objectives.
By facilitating discussions and information sharing, tutors can create opportunities for teacher
trainees to deepen their understanding of educational and speech therapy interventions for
language delays, exchange ideas, and engage in collaborative learning experiences. This phase
promotes active engagement, critical thinking, and knowledge sharing, ultimately enhancing
trainees' ability to address language delays effectively in practice.

During this phase the tutor should focus on providing opportunities for teacher trainees to apply
theoretical knowledge to real-world scenarios and engage in interactive activities that simulate
practical experiences. Here's what a tutor should do during this phase:
❖ Design hands-on activities: Develop interactive activities that allow teacher trainees to
practice applying educational and speech therapy interventions for language delays in
simulated or real-life settings. This may include role-playing exercises, case studies, or
interactive simulations.
❖ Provide authentic scenarios: Present real-world scenarios or case studies that require
teacher trainees to analyze information, make decisions, and develop intervention plans
for individuals with language delays. These scenarios should reflect the complexity and
variability of language delay cases encountered in practice.
❖ Facilitate group discussions: Encourage teacher trainees to discuss their approaches,
share insights, and collaborate with peers to solve problems and explore solutions related
to language delays and interventions. Group discussions foster peer-to-peer learning and
provide opportunities for diverse perspectives to emerge.
❖ Utilize multimedia resources: Incorporate multimedia resources such as videos, audio
recordings, and interactive presentations that showcase real therapy sessions, intervention
techniques, or success stories related to language delays. These resources enhance
engagement and provide visual examples of interventions in action.
❖ Role-play therapy sessions: Organize role-playing activities where teacher trainees take
on the roles of speech-language pathologists, educators, or individuals with language
delays. This allows teacher trainees to practice conducting assessments, developing
treatment plans, and implementing intervention strategies in a simulated setting.
❖ Engage in collaborative projects: Assign collaborative projects that require teacher
trainees to work together to design comprehensive intervention plans for individuals with
language delays. This may involve conducting assessments, setting goals, implementing
strategies, and monitoring progress over time.
❖ Encourage reflection: Prompt teacher trainees to reflect on their experiences and
observations during practical applications and interactions. Encourage them to identify
challenges encountered, lessons learned, and areas for further development in their
understanding and application of interventions for language delays.
❖ Provide constructive feedback: Offer constructive feedback and guidance to teacher
trainees as they engage in practical applications and interactions. Encourage self-
assessment and peer feedback to promote continuous improvement and skill
development.
❖ Tailor activities to individual needs: Adapt practical applications and interactions to
accommodate diverse learning styles, preferences, and abilities. Provide additional
support or alternative activities for teacher trainees who may require it to ensure equitable
participation and learning outcomes.
❖ Link theory to practice: Help teacher trainees connect theoretical concepts learned in
previous phases to practical applications and interactions. Emphasize the importance of
evidence-based practice and critical thinking in selecting and implementing interventions
for language delays.
By focusing on practical applications and interactions, tutors can create meaningful learning
experiences that allow teacher trainees to develop the knowledge, skills, and confidence needed
to effectively address language delays through educational and speech therapy interventions.
This phase bridges the gap between theory and practice, preparing teacher trainees for success in
their future roles as educators, speech-language pathologists, or other professionals working with
individuals with language delays.

During the phase of Recap and Synthesis when teaching the topic of Educational and Speech
Therapy Interventions for Language Delays, a tutor should focus on consolidating key concepts,
reviewing important information, and facilitating synthesis of learning. Here's what a tutor
should do during this phase:
❖ Review learning objectives: Begin by revisiting the learning objectives established at

the beginning of the teaching session or course. Remind teacher trainees of the specific
competencies and knowledge areas targeted for learning.
❖ Recap key concepts: Provide a brief overview of the essential concepts, principles, and
theories covered throughout the teaching process. Summarize key points to refresh
trainees' memory and reinforce understanding.
❖ Highlight important information: Identify and emphasize critical information, research
findings, best practices, and evidence-based interventions relevant to addressing language
delays in educational and speech therapy settings.
❖ Facilitate synthesis: Encourage teacher trainees to integrate and synthesize their learning
from different sources, including lectures, readings, discussions, and practical
applications. Prompt them to make connections between theory and practice and identify
overarching themes or patterns.
❖ Engage in reflection: Prompt teacher trainees to reflect on their learning journey and
personal growth throughout the teaching process. Encourage them to consider how their
understanding of educational and speech therapy interventions for language delays has
evolved and how they can apply this knowledge in their future practice.
❖ Encourage discussion: Foster open discussion and dialogue among teacher trainees to
exchange insights, share experiences, and ask clarifying questions. Encourage active
participation and collaboration to deepen understanding and address any lingering
uncertainties.
❖ Clarify misconceptions: Address any misconceptions or misunderstandings that may
have arisen during the teaching process. Provide clarification and additional explanations
to ensure that teacher trainees have a clear and accurate understanding of the topic.
❖ Provide opportunities for feedback: Invite teacher trainees to provide feedback on the
teaching process, course content, and learning experiences. Encourage them to share
suggestions for improvement and areas where they would like further exploration.
❖ Link to real-world application: Reinforce the relevance of the concepts learned to real-
world practice in educational and speech therapy settings. Discuss how the knowledge
and skills acquired can be applied to effectively support individuals with language delays
in various contexts.
❖ Conclude with a summary: Wrap up the session or course with a concise summary of
the main takeaways, insights gained, and actionable next steps. Encourage teacher
trainees to continue their learning journey and apply their knowledge in their professional
or academic endeavors.
By engaging in recap and synthesis activities, tutors can help teacher trainees consolidate their
learning, reinforce understanding, and prepare for successful application of educational and
speech therapy interventions for language delays in practice. This phase serves as a valuable
opportunity for reflection, integration, and preparation for future learning and professional
growth.
During this phase the tutor should focus on providing opportunities for students to apply their
knowledge and skills to authentic, real-world tasks and assignments. Here's what a tutor should
do during this phase:
❖ Assign practical projects: Provide teacher trainees with real-world tasks and
assignments that simulate scenarios they may encounter in educational or clinical
settings. For example, teacher trainees could develop individualized education plans
(IEPs) for teacher trainees with language delays or create treatment plans for speech
therapy clients.
❖ Use case studies: Present case studies that require teacher trainees to analyze and assess
individuals with language delays, identify intervention strategies, and develop
comprehensive plans for addressing their needs. Case studies provide practical, problem-
solving opportunities that mirror professional practice.
❖ Encourage fieldwork: Facilitate opportunities for teacher trainees to observe and
participate in real-world settings where educational and speech therapy interventions for
language delays are implemented. This could include shadowing professionals in schools,
clinics, or community organizations.
❖ Incorporate clinical experiences: Integrate clinical experiences or practicum placements
into the curriculum, allowing teacher trainees to apply their knowledge and skills under
the supervision of experienced professionals. This hands-on experience provides valuable
exposure to real-world practice and enhances skill development.
❖ Promote interdisciplinary collaboration: Encourage collaboration between teacher
trainees from different disciplines, such as education, speech-language pathology,
psychology, and social work. Assign interdisciplinary projects that require collaboration
to address the complex needs of individuals with language delays.
❖ Provide authentic assessment tasks: Assign assessment tasks that require teacher
trainees to evaluate individuals with language delays using standardized assessment tools,
conduct informal assessments, and interpret assessment results to inform intervention
planning.
❖ Facilitate reflective practice: Encourage teacher trainees to reflect on their experiences,
challenges, and successes as they engage in real-world tasks and assignments. Reflection
promotes critical thinking, self-awareness, and professional growth.
❖ Offer feedback and guidance: Provide constructive feedback and guidance to teacher
trainees as they work on real-world tasks and assignments. Offer support, clarification,
and suggestions for improvement to help teacher trainees navigate challenges and achieve
success.
❖ Encourage evidence-based practice: Emphasize the importance of using evidence-
based practices and research to inform decision-making and intervention planning.
Encourage teacher trainees to critically evaluate research literature and apply findings to
their real-world assignments.
❖ Promote professional development: Encourage teacher trainees to view real-world
tasks and assignments as opportunities for professional development and skill-building.
Encourage them to seek out additional learning resources, attend professional
development workshops, and engage in lifelong learning to enhance their expertise in the
field.
By incorporating real-world tasks and assignments into the teaching process, tutors can provide
teacher trainees with valuable opportunities to apply their knowledge, develop practical skills,
and prepare for successful careers in educational and speech therapy interventions for language
delays. This phase bridges the gap between theory and practice, fostering meaningful learning
experiences that prepare students for professional success.

During this phase the tutor should focus on guiding teacher trainees in reflecting on their
learning journey, identifying areas for further exploration, and preparing for future learning
opportunities. Here's what a tutor should do during this phase:
❖ Reflect on current knowledge: Encourage teacher trainees to reflect on their current

understanding of educational and speech therapy interventions for language delays.
Prompt them to consider what they have learned, any insights gained, and how their
perspectives may have evolved throughout the teaching process.
❖ Identify gaps and areas for improvement: Guide teacher trainees in identifying any
gaps in their understanding or areas where they feel they need further development.
Encourage self-assessment and reflection on strengths and weaknesses related to
addressing language delays.
❖ Discuss emerging topics: Introduce teacher trainees to emerging topics, trends, and
research findings in the field of language development and intervention. Discuss current
debates, controversies, and advancements that may impact future practices and
approaches to addressing language delays.
❖ Explore advanced concepts: Introduce teacher trainees to advanced concepts and
specialized areas of study within educational and speech therapy interventions for
language delays. This may include topics such as bilingualism, augmentative and
alternative communication (AAC), or specialized interventions for specific populations.
❖ Provide guidance on further learning: Offer guidance and resources for teacher
trainees who wish to continue their learning journey beyond the current course or session.
Recommend additional readings, online courses, workshops, conferences, or professional
development opportunities related to language delays and interventions.
❖ Encourage interdisciplinary learning: Emphasize the importance of interdisciplinary
collaboration and encourage teacher trainees to explore related fields such as psychology,
neuroscience, linguistics, and special education. Highlight the value of integrating
knowledge and perspectives from multiple disciplines in addressing complex issues
related to language delays.
❖ Promote lifelong learning: Foster a culture of lifelong learning by encouraging teacher
trainees to maintain curiosity, seek out new information, and stay updated on
advancements in the field. Emphasize the importance of staying engaged with research
literature, professional communities, and continuing education opportunities.
❖ Set goals for future learning: Assist teacher trainees in setting specific, achievable goals
for their future learning and professional development related to educational and speech
therapy interventions for language delays. Encourage them to create action plans and
timelines for pursuing their goals.
❖ Facilitate networking opportunities: Provide opportunities for teacher trainees to
connect with professionals, researchers, and peers in the field of language development
and intervention. Encourage networking through professional organizations, conferences,
and online communities.
❖ Celebrate progress and achievements: Acknowledge and celebrate trainees' progress
and achievements throughout the teaching process. Encourage them to recognize their
growth and accomplishments, and motivate them to continue striving for excellence in
their future endeavors.
By anticipating next steps and future learnings, tutors can empower teacher trainees to take
ownership of their learning journey, continue expanding their knowledge and skills, and make
meaningful contributions to the field of educational and speech therapy interventions for
language delays. This phase lays the groundwork for ongoing growth, development, and success
in addressing the needs of individuals with language delays.
8.3 Appendices
8.3.1 Appendix 1
Design a language-focused activity suitable for early childhood education. Ensure that the
activity is engaging, developmentally appropriate, and aligned with evidence-based practices for
addressing language delays. Present your activity plan, including goals and expected outcomes.
Example
Activity Title: "Storytelling with Feelings"
Objective:
● Develop and enhance language skills, including vocabulary, comprehension, and

expressive language.
● Foster emotional awareness and expression.
● Promote social interaction and communication among children.
Materials Needed:
● Picture cards depicting various emotions (happy, sad, surprised, angry, etc.).
● Storybook with simple, age-appropriate narratives.
● Whiteboard or flipchart.
● Markers.
● Open space for group interaction.
Instructions:
Begin by discussing different emotions with the student teachers. Use the picture cards to
illustrate each emotion, encouraging the student teachers to express how they feel when
they experience each emotion.
Main Activity - Storytelling (20 minutes):

1. Select a storybook that incorporates a range of emotions and has a simple narrative suitable for
early childhood.
Read the story aloud, pausing at key points to discuss the characters' feelings and emotions.
Use the picture cards to reinforce the emotional vocabulary.
Encourage active participation by asking open-ended questions. For example, "How do you
think the character feels right now?" or "Can you share a time when you felt like this?"
As a group, create a simple chart on the whiteboard or flipchart to track the emotions
experienced by the characters throughout the story.
Extension Activity - Expressive Drawing (15 minutes):
2. Provide each student teacher with a sheet of paper and markers.
Ask the student teachers to choose a specific part of the story where a character felt a strong
emotion.
Instruct them to draw a picture representing that emotion and share their drawings with the
group.
Encourage student teachers to use descriptive language when explaining their drawings,
fostering expressive language skills.
3. Conclude the activity by revisiting the emotions discussed and asking each student teacher to
share one thing they learned or enjoyed during the storytelling and drawing exercises.
Reinforce the importance of expressing and understanding emotions in both storytelling and
everyday life.
Expected Outcomes:
● Improved vocabulary related to emotions.

● Enhanced comprehension skills through discussion of story elements.
● Increased ability to express and communicate feelings.
● Strengthened social interaction and group communication skills.
These tasks will help early childhood student teachers understand the collaborative efforts
required to address language delays and equip them with practical strategies to support children
with language delays effectively.
8.4 References
Law, J., Lee, W., Roulstone, S., Wren, Y., Zeng, B., & Lindsay, G. (2012). “What works”:
Interventions for children and young people with speech, language and communication needs.
London: DfE.
Almost D, Rosenbaum P. (1998). Effectiveness of speech intervention for phonological

disorders: a randomised controlled trial. Developmental Medicine and Child Neurology;40:319–
325.
Dixon G, Joffe B, Bench RJ. (2001). The efficacy of visualising and verbalising: are we asking
too much?. Child Language Teaching and Therapy;17(2):127–141.
Gibbard D.(1994). Parental-based intervention with pre-school language delayed children (Study
2). European Journal of Disorders of Communication;29:131–150.
Department for Education and Skills (2001). Special educational needs: Code of practice.
London: DfES.
Byng, S. and Black, S. (1995). What makes a therapy? Some parameters of therapeutic
intervention in aphasia. European Journal of Disorders of Communication 30(3): 303- 316.
Bercow, J. (2008). The Bercow Report: A review of services for children and young people (0-
19) with speech, language and communication needs. Nottingham: DCSF.
Courtwright JA, Courtwright IC. (1979). Imitative modeling as a language intervention strategy:
the effects of two mediating variables. Journal of Speech and Hearing Research;22:366–388.
Lancaster G. (1991). The effectiveness of parent administered input training for children with
phonological disorders [unpublished MSc thesis]. London: City University.
Girolametto L, Steig Pearce P, & Weitzman E.(1996). Interactive focused stimulation for
toddlers with expressive vocabulary delays. Journal of Speech and Hearing Research;39:1274–
1283.
Dockrell JE, Lindsay G, Letchford B and Mackie C (2006). Educational provision for children
with specific speech and language difficulties: Perspectives of speech and language therapy
managers. International Journal of Language and Communication Disorders, 41, 423-440
Law J, Boyle J, Harris F, Harkness A and Nye C (1998) Screening for speech and language
delay: A systematic review of the literature, Health Technology Assessment 2(9).
Lindsay G., Soloff N, Law J., Band S., Peacey N., Gascoigne M. & Radford J. (2002). Speech
and language therapy services to education in England and Wales. International Journal of
Language and Communication Disorders, 37(3): 273-288.
Lindsay, G, Dockrell, J. E, Mackie, C. & Letchford, B. (2005) The role of specialist provision
for children with specific speech and language difficulties in England and Wales: A model for
inclusion? Journal of Research in Special Educational Needs 5: 88-96.
Lindsay, G., Desforges, M., Dockrell, J., Law, J., Peacey, N., & Beecham, J. (2008). Effective
and efficient use of resources in services for children and young people with speech, language
and communication needs. DCSF-RW053. Nottingham: DCSF.
http://www.dcsf.gov.uk/research/data/uploadfiles/DCSF-RW053.pdf
Lindsay, G., Dockrell, J.E., Desforges, M., Law, J., & Peacey, N. (2010) Meeting the needs of
children with speech, language and communication difficulties. International Journal of
Language and Communication Disorders. 45, 448-460.
Kelly, A. (1997). Talkabout: a social communication skills package. Speechmark Publishing Ltd.
McCauley R. J. & Fey M. E. (2006) Treatment of language disorders in children. London: Paul
Brookes Publishing Co.
Malcomess, K. (2005). The Care Aims model. In C. Anderson & A. van der Gaag (Eds pp 43-
71). Speech and language therapy: Issues in professional practice. Chichester: Wiley.
Robertson SA. (1997). The effects of treatment on the linguistic and social skills of late talkers
[unpublished dissertation]. Wisconsin: University of Wisconsin-Madison.
World Education Forum (2015); Framework for Action Education 2030: Towards inclusive and
equitable quality education and lifelong learning for all URL:
http://www.unprme.org/resourcedocs/draftframeworkforaction.pdf /visited on 13.11.2017/
https://www.education.gov.uk/publications/eOrderingDownload/Better_Communication.pdf
Wilcox MJ, Kouri TA, & Caswell SB.(1991). Early language intervention: a comparison of
classroom and individual treatment. American Journal of Speech-Language Pathology;1(1):49–
61.
9.0 Sub Unit 8: The Impact of Digital Media on Early Childhood Literacy and Language
Skills
9.1 Introduction
The emergence of digital media has transformed the landscape of early childhood education,
introducing both opportunities and challenges in shaping the literacy and language skills of
young learners. In this tutor guide, we delve into the multifaceted realm of "The Impact of
Digital Media on Early Childhood Literacy and Language Skills." As technology becomes an
integral part of children's lives, it is crucial to explore how interactive platforms, educational
apps, and digital storytelling can influence language development positively. However, the guide
also addresses concerns such as screen time limits, content quality, and the need for a balanced
approach that incorporates both digital and traditional methods. Tutors will navigate through the
intricacies of fostering healthy digital media use while nurturing essential language skills during
this critical period of early childhood development.
Navigating the intricacies of reading development and early literacy in the digital age requires a
systematic and comprehensive approach. The instructional phases outlined in this guide are
designed to provide a structured framework for tutors to delve into the impact of digital media on
early childhood literacy and language skills. Each phase builds upon the previous one, ensuring a
progressive exploration of key concepts. Let's dive into the instructional phases dedicated to
Reading Development and Early Literacy:
Here, the tutor focuses on establishing a foundation for effective learning and creating an
environment conducive to positive interactions. This phase is crucial as it sets the tone for the
exploration of the topic and lays the groundwork for subsequent discussions. Here's what
happens during this instructional phase:
1. Introducing the topic. Begin by capturing the attention of the student teachers through
an engaging and interactive introduction. You could start with a short video clip on the
use of digital media in early childhood education, or share an anecdote to highlight the
importance of the topic.
Clearly state the objective of the lesson, emphasizing the significance of understanding
the impact of digital media on early childhood literacy and language skills.
2. Create a positive learning environment: Establish a welcoming atmosphere by

encouraging open communication and active participation. Invite questions and
comments from the student teachers, and ensure that their inputs are valued and
respected. Moreover, emphasize the importance of empathy, respect, and understanding
when working with them in order to create a safe and inclusive learning space.
3. Present the impact of digital media on early childhood literacy and language skills:
● Introduce the student teachers to the various forms of digital media commonly used in
early childhood education, such as educational apps, e-books, interactive websites, and
multimedia resources.
● Explain the potential benefits of digital media on early literacy and language skills, such
as enhancing engagement, providing interactive learning experiences, and increasing
access to diverse reading materials.
● Discuss the potential challenges and risks associated with excessive or inappropriate use
of digital media, including reduced interaction with physical books, potential distraction,
and the need for appropriate supervision.
4. Engage in discussions and activities:
● Divide the student teachers into small groups and assign them specific questions or
guiding prompts related to the impact of digital media on early childhood literacy and
language skills.
● Facilitate group discussions where student teachers can share their thoughts, experiences,
and insights on the topic.
● Incorporate hands-on activities, such as interactive demos of educational apps or
websites, to provide a practical understanding of how digital media can be utilized
effectively for early literacy and language development.
5. Conclude the instructional phase:
● Summarize the key points discussed during the teaching phase, highlighting the potential
benefits and risks of digital media on early childhood literacy and language skills.
● Emphasize the importance of maintaining a balanced approach to the use of digital
media, ensuring that it complements and enhances traditional teaching methods.
● Provide additional resources, such as recommended readings, research papers, or online
platforms, where student teachers can further explore the topic after the instructional
phase.
This instructional phase aims to create a positive and engaging learning environment, ensuring
that student teachers feel comfortable, motivated, and ready to delve into the complexities of the
impact of digital media on early childhood literacy and language skills.

The objective of this teaching phase is to assess the knowledge and understanding of student
teachers regarding the impact of digital media on early childhood literacy and language skills.
This phase will enable tutors to identify any knowledge gaps and tailor subsequent instruction to
the needs of the student teachers.
a. Introduction:
➢ Begin the teaching phase by providing an overview of the topic, "The Impact of Digital
Media on Early Childhood Literacy and Language Skills."
➢ Explain the importance of understanding this topic for student teachers who will be
teaching early childhood learners.
➢ Emphasize the need to have a foundation of knowledge on this subject to effectively
utilize digital media in the classroom while supporting literacy and language
development.
b. Identifying Prior Knowledge: Assess student teachers' prior knowledge by asking open-
ended questions related to early childhood literacy and language development.
Example questions:
➔ What are some essential skills involved in early childhood literacy development?
➔ How do children acquire language skills during their early years?
➔ What are some traditional methods used to promote literacy and language skills in early
childhood education?
c. Present Core Concepts: Provide a structured presentation on the impact of digital media
on early childhood literacy and language skills.
Topics to cover:
➔ Definition and types of digital media relevant to early childhood education.

➔ Benefits and challenges associated with integrating digital media into early childhood
education.
➔ Research-based evidence on the impact of digital media on literacy and language
development in young children.
➔ Strategies to effectively use digital media to support early childhood literacy and
language skills.
d. Customizing Instruction: This involves tailoring the teaching approach to meet the
specific needs, preferences, and learning styles of the individual student. Here are some
strategies a tutor can employ to create a more personalized and effective learning
experience, ensuring that the student teachers not only grasps the content but also finds it
relevant and engaging:
➢ Learning Style Assessment: Initiating the learning process involves an exploration of
the student teacher's preferred learning style, encompassing visual, auditory, kinesthetic,
and other modalities. Through a comprehensive assessment, the tutor gains insights into
the most effective ways the student teacher absorbs and processes information.
Subsequently, instructional materials and activities are thoughtfully adapted to harmonize
with the identified learning style. This tailored approach not only maximizes the student
teacher's comprehension and retention but also ensures a more engaging and personalized
educational experience that resonates with their unique cognitive preferences.
➢ Individualized Learning Plans: The creation of individualized learning plans involves a
collaborative effort between the tutor and the student teacher to tailor the educational
experience. By considering the student's goals, prior knowledge, and specific areas of
interest within the broader topic, the tutor ensures a personalized and meaningful learning
journey. Within this framework, achievable milestones and objectives are set, taking into
account the unique pace and abilities of the student. This approach not only fosters a
sense of ownership and motivation but also provides a roadmap for targeted progress,
allowing the student teacher to navigate the educational landscape in a way that aligns
with their individual aspirations and capabilities.
➢ Flexible Content Delivery: Flexibility in content delivery is a cornerstone of effective
teaching, and the tutor employs a diverse range of mediums to convey information. This
encompasses written materials, videos, interactive simulations, and discussions. By
offering such a varied array, the tutor caters to different learning preferences and engages
the student teacher through multiple sensory channels. Moreover, recognizing the
significance of individualized learning, the tutor encourages student teachers to actively
participate in shaping their learning experience by allowing them to choose or suggest
content formats that align with their personal preferences. This approach not only
enriches the learning process but also empowers student teachers to take an active role in
➢ Real-Life Examples: The integration of real-life examples plays a pivotal role in
enhancing the relevance and applicability of educational content. The tutor strategically
incorporates scenarios and examples that directly resonate with the student teacher's
experiences or personal interests. By establishing connections between digital media
concepts and practical, real-world situations, the tutor ensures that the learning process
becomes more relatable and accessible for the student teacher. This approach not only
fosters a deeper understanding of the subject matter but also reinforces the practical
implications of the discussed concepts in the context of the student teacher's own life.
➢ Flexible Pace: Acknowledging and adapting to the individual pace of learning is integral
to effective education. The tutor recognizes that student teachers vary in their preferred
speed of comprehension; some may thrive with a deliberate, slower approach, while
others may prefer a more accelerated pace. By fostering flexibility in the schedule, the
tutor ensures that student teachers have the freedom to delve deeper into concepts at their
own pace, promoting a learning environment that caters to the unique needs and
preferences of each student teacher. This adaptable approach not only facilitates a
comprehensive understanding of the subject matter but also cultivates a more
personalized and accommodating learning experience.
➢ Interactive Activities: Incorporating interactive elements into the learning process is
crucial for engaging diverse learning modalities. The tutor seamlessly integrates hands-on
activities, experiments, and interactive exercises to cater to various learning preferences.
Additionally, the inclusion of digital tools, educational apps, and gamified elements adds
an extra layer of interactivity, transforming the learning experience into an enjoyable and
dynamic venture. By embracing these methods, the tutor not only enhances
comprehension but also fosters a more immersive and participatory educational
environment.
➢ Varied Assessment Methods: Embracing diverse assessment methods is pivotal in
gauging a student teacher's comprehension effectively. The tutor employs a range of
evaluative tools, encompassing quizzes, projects, presentations, and discussions, to
holistically assess the student teacher's understanding of the subject matter. This
multifaceted approach not only provides a comprehensive overview but also
accommodates varied learning styles. Furthermore, recognizing the importance of
individual strengths and preferences, the tutor encourages the student teacher to actively
participate in the assessment process by choosing formats that resonate with their
aptitudes and personal inclinations. This not only fosters a sense of autonomy but also
ensures a more accurate and insightful evaluation of the student teacher's knowledge and
skills.
➢ Scaffolded Learning: This involves systematically deconstructing complex ideas into
more digestible and manageable components, enabling the student teacher to grasp
fundamental aspects before progressing to more advanced elements. As the student
teacher gains confidence and a solid understanding of the foundational principles, the
tutor incrementally introduces tasks of increasing complexity. This methodical
progression not only supports the gradual development of the student teacher's skills but
also ensures a smooth and confidence-building learning journey.
➢ Cultural Relevance: It is essential to carefully consider the student teacher's cultural
background and life experiences when choosing examples or delving into discussions
about the influence of digital media. By incorporating elements that resonate with the
student teacher's cultural context, the tutor can significantly enhance the relevance of the
topic and foster increased engagement. This approach not only acknowledges the
diversity of perspectives but also ensures that the learning experience is more meaningful
and relatable for the individual student.
e. Engage in Discussion:
➢ Encourage student teachers to share their thoughts and experiences related to using digital
media in early childhood education.
➢ Guide a discussion on the potential advantages and disadvantages of incorporating digital
media into the classroom.
➢ Facilitate a conversation on the importance of balancing screen time with other activities
and considerations for implementing digital media in early childhood settings.
f. Assess Understanding:
➢ Administer a formative assessment to gauge student teachers' understanding of the core
concepts discussed.
Possible assessment methods:
➔ Multiple-choice or short-answer questions

➔ Group discussions or debates on specific topics
➔ Case studies or scenarios requiring application of knowledge
g. Provide Feedback and Clarification:
➢ Provide immediate feedback on the formative assessment, highlighting correct answers
and explaining any misconceptions.
➢ Answer any questions student teachers may have and address any areas of confusion or
need for further clarification.
➢ Offer additional examples or resources to deepen their understanding of the topic.
Note: It is important to adapt this teaching phase to the specific needs and prior knowledge of
the student teachers, ensuring that the instruction provided aligns with their existing
understanding and challenges them to expand their knowledge on the impact of digital media on
early childhood literacy and language skills.

In the process of identifying core concepts, the tutor collaborates with the student teachers to
gain a comprehensive understanding of key elements pertaining to early childhood literacy,
language skills, and the influence of digital media. Through this collaborative exploration, the
tutor ensures that fundamental concepts are not only recognized but also broken down into
manageable components to enhance clarity and establish a strong foundational understanding.
This phase aims to provide the student teacher with a clear and concise grasp of the essential
principles that form the basis for studying the interplay between digital media and early
childhood literacy and language skills.
Here are specific actions a tutor can take during this phase:
➢ Define Learning Objectives: Through collaborative efforts with the student teacher, the
tutor works to define precise learning objectives tailored to the identified competencies
within the scope of early childhood literacy, language skills, and the impact of digital
media. This joint endeavor aims to create a set of measurable goals intricately aligned
with the broader topic, ensuring a focused and targeted approach to the learning process.
By establishing clear objectives, the student teacher gains a roadmap for their educational
journey, facilitating a structured and purposeful approach towards mastering the key
competencies in the subject matter.
➢ Explore Research and Literature: In the exploration of research and literature, the tutor
provides guidance to the student teacher in delving into pertinent studies and written
works that elucidate the impact of digital media on early childhood literacy. This
collaborative effort involves delving into seminal studies, theories, and empirical
findings. Through discussions, the tutor ensures a comprehensive understanding of the
topic, allowing the student teacher to assimilate insights from existing research and
scholarly discourse. This approach not only enriches the student teacher's knowledge base
but also encourages critical thinking by engaging with established theories and evidence
in the field.
➢ Critical Analysis: To nurture critical thinking skills, the tutor motivates the student
teacher to engage in a thorough analysis of diverse perspectives regarding the influence
of digital media. Through this process, the student teacher is encouraged to explore the
potential advantages and drawbacks associated with digital media's impact on early
childhood literacy. By delving into varied viewpoints, the student teacher gains the ability
to form well-informed opinions. This approach not only fosters a deeper understanding of
the complexities surrounding the topic but also cultivates the essential skill of critically
evaluating information from multiple angles, contributing to a more comprehensive and
nuanced perspective.
➢ Application of Knowledge: This involves creating a learning environment where
theoretical knowledge about the impact of digital media on early childhood literacy is
actively applied. Real-world examples are explored to vividly illustrate how these
concepts and competencies manifest in practical situations. By facilitating this
experiential learning approach, the student teacher not only gains a deeper appreciation
for the subject matter but also hones the ability to translate theoretical insights into real-
world applications effectively.
➢ Integration of Technology: Here, the tutor guides the exploration and discussion of
diverse digital media platforms, tools, and applications commonly employed in early
childhood education. This collaborative effort delves into the examination of how these
technologies can exert both positive and negative influences on early childhood literacy
and language skills. By fostering this exploration, the tutor ensures that the student
teacher gains a comprehensive understanding of the dynamic interplay between
technology and educational outcomes, encouraging critical analysis and informed
perspectives on the impact of digital media within the context of early childhood
learning.
➢ Skill Development: In the realm of skill development, the tutor identifies particular skills
pertinent to the influence of digital media on early childhood literacy and language
proficiency. This involves a targeted exploration to pinpoint skills crucial for navigating
the digital landscape. Subsequently, the tutor formulates tailored strategies and exercises,
encompassing areas like media literacy, language development activities, and interactive
storytelling. By taking this approach, the tutor ensures a focused and practical
development path, equipping the student teacher with the necessary tools to navigate and
thrive in the intersection of digital media and early childhood language and literacy
domains.
➢ Application in Educational Settings: In considering the application of identified
competencies, the tutor engages in discussions with the student teachers about their
practical implementation in educational settings. This includes exploring avenues such as
designing digital literacy programs and integrating technology seamlessly into early
childhood classrooms. By delving into these applications, the tutor ensures that the
student teacher comprehends not only the theoretical aspects of the impact of digital
media on early childhood literacy but also how these competencies can be actively
utilized to enhance educational practices. This practical perspective encourages the
student teacher to envision and contribute to the effective integration of digital media
within the dynamic landscape of early childhood education.
➢ Stay Updated: In the endeavor to stay updated, the tutor actively shares the latest
research findings, emerging trends, and developments in the dynamic field of digital
media and early childhood literacy with the student teacher. Engaging in regular
discussions about these updates, the tutor emphasizes the importance of staying informed
as a means to continually enhance competence in the subject. By cultivating this
awareness, the student teacher not only gains a deeper understanding of evolving
concepts but also hones the skills necessary to adapt to the ever-changing landscape of
digital media and its impact on early childhood literacy, fostering a commitment to
lifelong learning and professional development.
By following this teaching phase, student teachers will gain a comprehensive understanding of
the impact of digital media on early childhood literacy and language skills. They will also
develop the necessary competencies to effectively incorporate digital media into their instruction,
ensuring optimal learning outcomes for their early childhood learners.

The phase of Active Participation and Experiential Learning in the exploration of "The Impact of
Digital Media on Early Childhood Literacy and Language Skills" signifies a dynamic shift from
theoretical understanding to hands-on engagement. In this phase, the tutor orchestrates
opportunities for student teachers to actively participate in discussions, immersive activities, and
real-world scenarios. The emphasis is on experiential learning, encouraging student teachers to
apply theoretical knowledge to practical situations, explore digital media tools, and gain insights
from interactive experiences. This approach aims to deepen comprehension, foster critical
thinking, and equip student teachers with the skills needed to navigate the complexities of
integrating digital media into early childhood education effectively.
The following are the strategies a tutor can employ in this phase:
a. Interactive Discussions: To cultivate a dynamic and engaging learning environment, the

tutor actively promotes interactive discussions, fostering a participatory atmosphere.
Through these discussions, student teachers are encouraged to openly share their
thoughts, experiences, and unique perspectives regarding the influence of digital media
on early childhood literacy. This collaborative approach not only enhances the depth of
understanding but also allows for a rich exchange of ideas among student teachers,
contributing to a comprehensive exploration of the subject matter. Refer to activity 1 in
8.3.1 Appendix 1
b. Case Studies: Utilizing a practical and applied approach, the tutor introduces case
studies that illuminate real-world scenarios within the realm of the impact of digital
media on early childhood literacy. These case studies serve as dynamic examples,
offering insights into both successful and less effective implementations of digital media
in early childhood literacy programs. Through in-depth discussions, student teachers
explore the nuances of these scenarios, gaining a nuanced understanding of the factors
that contribute to the effectiveness or ineffectiveness of digital media integration in the
context of early childhood education.
c. Role-Playing Exercises: Incorporating an interactive and immersive dimension into the
learning process, the tutor involves student teachers in role-playing exercises designed to
simulate scenarios where educators are faced with decisions concerning the utilization of
digital media in early childhood education. This experiential approach aims to deepen the
student teachers' understanding of the practical challenges inherent in making informed
decisions about incorporating digital tools. By actively participating in these role-playing
exercises, student teachers gain valuable insights into the complexities of real-world
situations, enhancing their ability to navigate and address challenges related to the
integration of digital media in early childhood education settings.
Here's an example of a role-playing exercise related to the impact of digital media on early
childhood literacy:
Scenario: Designing a Digital Storytelling Program
Roles:
Educator (Student teacher A): Responsible for integrating digital storytelling tools into an
early childhood literacy program.
Parent (Student teacher B): Represents the concerns and expectations of parents regarding
the use of digital media in early childhood education.
Objective:
The role-playing exercise revolves around the educator (Student teacher A) proposing the
implementation of a digital storytelling program in an early childhood education setting to the
parent (Student teacher B). The educator needs to address potential concerns, outline the benefits
of the program, and consider ways to involve parents in the digital literacy journey.
Discussion Points:
Benefits and Educational Value: The educator should highlight how the digital storytelling
program enhances literacy skills, creativity, and engagement among young learners.
Parental Concerns: The parent may express concerns about screen time, potential
distractions, and the impact on traditional storytelling methods. The educator must
address these concerns and provide reassurance.
Parental Involvement: Discuss strategies for involving parents in the digital storytelling
program, such as workshops, informational sessions, and collaborative projects.
Adaptations for Individual Needs: Explore how the program can be adapted to
accommodate different learning styles and the varying comfort levels of parents and
children with digital media.
d. Field Visits: Arrange immersive field visits for student teachers to early childhood
education centers or institutions that actively incorporate digital media in their teaching
methodologies. These firsthand experiences provide student teachers with a unique
opportunity to observe and engage with the practical implementation of various digital
tools within real educational settings. By witnessing these applications in action, student
teachers can gain valuable insights into how digital media is seamlessly integrated into
early childhood education, fostering a deeper understanding of the challenges and
benefits associated with such implementations.
e. Collaborative Projects: Promote collaborative learning by assigning projects that
necessitate student teachers to collaboratively design and execute digital literacy
programs tailored for early childhood education. This approach not only fosters
teamwork but also encourages the practical application of theoretical knowledge.
Through these projects, student teachers engage in hands-on experiences, grappling with
the complexities of integrating digital media into educational programs for young
learners. The collaborative nature of the projects cultivates a holistic understanding of the
subject matter, emphasizing both the theoretical underpinnings and the pragmatic
considerations involved in designing effective digital literacy initiatives for early
childhood education. Refer to activity 2 in 8.3.2 Appendix 2.
f. Simulations: Incorporate interactive simulations that replicate digital media interactions
within the context of early childhood education. These simulated scenarios serve as
valuable tools for student teachers to navigate decision-making processes and
comprehend potential outcomes associated with the integration of digital media. By
engaging in these simulations, student teachers gain practical experience in making
informed choices, addressing challenges, and exploring the dynamic implications of
incorporating digital tools in educational settings for young children. This hands-on
approach allows for a deeper understanding of the decision-making nuances and
consequences associated with the use of digital media in early childhood education.
g. Guest Speakers and Practitioners: Enrich the learning experience by inviting guest
speakers or practitioners from the field to share their first-hand experiences and insights
on the integration of digital media in early childhood literacy programs. This
collaborative approach offers student teachers valuable real-world perspectives, allowing
them to gain practical insights into the challenges, successes, and evolving trends within
the intersection of digital media and early childhood education. Through direct
interactions with these experts, student teachers can better understand the nuanced
applications of digital tools in educational settings and grasp the broader implications for
effective integration.
h. Reflection Activities: Integrate reflective practices into the learning journey by
incorporating activities that prompt student teachers to articulate and analyze their
personal experiences and insights derived from active engagement in discussions,
exercises, and projects. Through these reflection activities, student teachers are
encouraged to express their thoughts and examine the impact of their participation on
their evolving understanding of the role of digital media in early childhood literacy. This
introspective approach not only enhances self-awareness but also cultivates a deeper
connection between theoretical concepts and real-world applications, fostering a more
comprehensive grasp of the subject matter.
i. Feedback and Iterative Learning: Facilitate an effective feedback loop by offering
constructive feedback on student teacher’s contributions and performance throughout
experiential learning activities. This approach aims to guide student teachers in refining
their understanding and application of concepts. Encouraging an iterative learning
process, student teachers are prompted to revise and enhance their approaches based on
received feedback. This dynamic cycle fosters continuous improvement, allowing student
teachers to not only learn from their experiences but also actively apply feedback to
refine their skills and deepen their comprehension of the impact of digital media on early
childhood literacy.
j. Current Events Analysis: Engage student teachers in discussions that analyze current
events and news pertaining to the dynamic evolution of digital media and its influence on
early childhood literacy. Encouraging a critical examination of these events, student
teachers are prompted to assess the implications and relevance of emerging trends. This
approach not only keeps the learning content contemporary but also cultivates student
teachers' ability to think critically about the ongoing changes in the intersection of digital
media and early childhood education. By connecting theoretical knowledge to real-world
developments, student teachers gain a more nuanced understanding of the ever-changing
landscape within this field.
k. Conclusion and Resources: Provide additional resources, such as articles, research
papers, and websites, for the student teachers to explore and deepen their understanding
of the topic.
By fostering active participation and experiential learning, the tutor ensures that student teachers
not only grasp theoretical concepts but also develop practical skills and insights that are crucial
for navigating the complex intersection of digital media and early childhood literacy.

In this phase, the tutor guides student teachers through dynamic discussions and sharing pertinent
information. The aim is to create an interactive and collaborative learning environment where
student teachers engage in thoughtful conversations, analyze relevant resources, and gain
insights into the complex relationship between digital media and early childhood development.
Through guided discussions, case studies, and information sharing, the tutor encourages critical
thinking, diverse perspectives, and the application of theoretical knowledge to practical
scenarios. This phase serves as a platform for student teachers to deepen their comprehension
and actively contribute to the ongoing discourse on this evolving educational landscape. Here are
the strategies to be employed by the tutor:
➢ Topic Introduction: Initiate the discussion by introducing the topic of the impact of
digital media on early childhood literacy and language skills. Provide a concise overview
of key concepts and outline the objectives that will guide the ensuing conversation. This
introductory step aims to set the stage for a focused and purposeful exploration, ensuring
that student teachers grasp the core themes and goals of the discussion.
➢ Resource Sharing: Facilitate the learning process by disseminating pertinent resources
encompassing articles, research papers, and multimedia content that provide valuable
insights into the topic. The tutor ensures the availability of a diverse range of materials,
catering to various learning preferences among student teachers. This resource-sharing
approach aims to enrich the understanding of the impact of digital media on early
childhood literacy and language skills, offering a comprehensive and accessible
collection of information that student teachers can explore and analyze during the
learning journey.
➢ Discussion Framing: Guide discussions by framing them with thought-provoking
questions or prompts designed to stimulate critical thinking and active engagement. It is
essential to ensure that these discussions align seamlessly with the predetermined
learning objectives of the session. This approach not only fosters a dynamic and
participatory environment but also directs the conversation towards specific educational
goals, facilitating a focused exploration of the impact of digital media on early childhood
literacy and language skills.
➢ Encouraging Participation: Promote active engagement by consistently encouraging all
student teachers to participate in discussions, emphasizing the inclusion of diverse
perspectives. The tutor strives to create a supportive and open environment that fosters
comfort, enabling student teachers to freely share their thoughts and personal
experiences. This approach aims to cultivate a collaborative learning atmosphere where
every student's contribution is valued, enriching the discourse on the impact of digital
media on early childhood literacy and language skills.
➢ Clarifying Concepts: In the midst of discussions, the tutor actively addresses any
emerging misunderstandings or misconceptions, offering clear clarifications and
additional explanations. This proactive approach aims to ensure a comprehensive and
accurate understanding of complex concepts related to the impact of digital media on
early childhood literacy. By providing context-specific examples and elucidations, the
tutor promotes a robust comprehension of the subject matter, cultivating an environment
where student teachers can confidently engage with and grasp intricate aspects of the
topic.
➢ Case Studies: Incorporate case studies or authentic real-world examples into the
discussion to contextualize the topic of the impact of digital media on early childhood
literacy. These cases serve as catalysts for stimulating discussion and prompt students to
apply theoretical knowledge to practical scenarios. By delving into specific instances, the
tutor provides a tangible framework for exploring the complexities of the subject matter,
fostering a connection between theory and real-world applications within the context of
early childhood education and digital media.
➢ Debates or Panel Discussions: Facilitate dynamic learning experiences by organizing
debates or panel discussions that center around controversial or debatable facets of the
impact of digital media. This interactive approach encourages student teachers to
critically analyze various perspectives, fostering a deeper exploration of diverse
viewpoints within the context of early childhood literacy. Through structured debates or
insightful panel discussions, student teachers engage in a dynamic exchange of ideas,
honing their critical thinking skills and gaining a nuanced understanding of the
complexities inherent in the relationship between digital media and early childhood
education.
➢ Synthesizing Information: Direct student teachers in the process of synthesizing
information by guiding them to amalgamate insights from diverse sources and
perspectives. Encourage the drawing of connections between theoretical concepts and
their practical implications within the realm of the impact of digital media on early
childhood literacy. This approach fosters a holistic understanding, empowering student
teachers to integrate theoretical knowledge with real-world applications and explore the
nuanced interplay between digital media and early childhood development.
➢ Open Questions & Answers: Wrap up discussions with an inclusive open question-and-
answer session, providing student teachers with the opportunity to seek clarification on
any lingering doubts or issues. This approach ensures a comprehensive understanding of
the impact of digital media on early childhood literacy, allowing student teachers to
actively engage in the clarification of concepts and fostering a collaborative learning
environment.
By actively facilitating discussions and sharing relevant information, the tutor creates an
interactive and collaborative learning environment where student teachers can deepen their
understanding of the impact of digital media on early childhood literacy and language skills.
9.2.6 Practical Applications and Interactions
In this phase, the tutor shifts the focus from theoretical understanding to hands-on experiences
and real-world applications. By introducing practical activities, interactive simulations, and
collaborative projects, the aim is to immerse student teachers in the dynamic realm of digital
media within early childhood education. This phase encourages the application of theoretical
knowledge, fostering creativity, problem-solving, and strategic thinking. Through hands-on
interactions, student teachers gain a deeper understanding of the complexities involved in
integrating digital media, paving the way for a more comprehensive grasp of the subject matter.
Here are specific actions a tutor can take during this phase:
➢ Hands-On Activities: Enrich the learning experience by incorporating hands-on
activities that provide student teachers with direct interaction with digital media tools
employed in early childhood literacy programs. These activities encompass exploration
of educational apps, interactive storytelling platforms, and various digital resources.
Through these experiential engagements, student teachers gain practical insights into the
functionalities and applications of digital media within the context of early childhood
education, fostering a deeper understanding of the tools and technologies that play a role
in enhancing literacy and language skills.
➢ Interactive Simulations: Enrich the learning experience by incorporating interactive
simulations that replicate digital media interactions within early childhood education.
These simulations create a virtual environment for student teachers to navigate practical
challenges and make informed decisions. By immersing themselves in these interactive
scenarios, student teachers gain valuable hands-on experience, allowing them to apply
theoretical knowledge to real-world situations. This approach fosters a dynamic and
engaging learning environment, enabling students to develop critical decision-making
skills in the context of utilizing digital media for early childhood literacy and language
development.
➢ Digital Storytelling Projects: Facilitate experiential learning through the assignment of
digital storytelling projects, tasking student teachers with the creation and
implementation of their own digital literacy programs tailored for early childhood
education. This hands-on approach not only stimulates creativity but also fosters strategic
thinking as student teachers navigate the design and execution of digital initiatives. By
actively engaging in the entire process, from conceptualization to implementation,
student teachers gain practical insights into the complexities of integrating digital media
into early childhood literacy programs, enhancing their ability to innovate and apply
theoretical knowledge in a real-world context.
➢ Problem-Solving Scenarios: Engage student teachers in dynamic problem-solving
scenarios that revolve around the utilization of digital media in early childhood literacy.
Through collaborative efforts, student teachers are encouraged to strategize and devise
solutions, applying their theoretical knowledge to address practical challenges. This
approach not only enhances critical thinking skills but also allows student teachers to
actively apply their understanding of the impact of digital media on early childhood
literacy in a problem-solving context.
➢ Peer Feedback Sessions: Promote a collaborative learning environment by encouraging
peer feedback sessions, providing student teachers with the opportunity to share their
practical applications with one another. Through this interactive review process, student
teachers engage in a collaborative exchange of insights, offering constructive feedback
and facilitating shared learning experiences. This approach not only enhances
communication and teamwork but also fosters a community of learners where diverse
perspectives contribute to a more comprehensive understanding of the practical
applications of digital media in early childhood literacy and language development.
➢ Interactive Discussions on Applications: Facilitate interactive discussions centered
explicitly on the practical applications of digital media in early childhood literacy,
providing student teachers with a platform to articulate their experiences and share
insights. This tailored approach encourages student teachers to communicate their
individual perspectives, fostering a collaborative learning environment where participants
can learn from each other's diverse approaches. By actively engaging in these
discussions, student teachers not only refine their ability to articulate their practical
experiences but also benefit from the collective wisdom of the group, contributing to a
richer understanding of the nuanced applications of digital media in early childhood
education.
By emphasizing practical applications and interactive experiences, the tutor ensures that student
teachers not only understand the theoretical concepts but also develop the skills and insights
needed to navigate the challenges and opportunities in integrating digital media into early
childhood literacy and language programs.

In this phase the tutor plays a crucial role in summarizing key insights, reinforcing learning
outcomes, and facilitating a synthesis of the entire learning experience. Here are specific actions
a tutor can take during this phase:
➢ Summary Recap: Conclude the instructional phase by delivering a succinct summary

recap that encapsulates the core concepts, discussions, and practical applications explored
throughout the learning journey. It can be done through the use of visual aids, such as
slides or handouts, to provide a concise overview of the main points. This recap serves as
a focused reinforcement of fundamental ideas, fostering a shared understanding among
student teachers. By distilling key insights and highlighting the practical relevance of
digital media in early childhood literacy, this summary empowers student teachers with a
clear and cohesive overview of the essential takeaways, enhancing their ability to apply
this knowledge in real-world contexts.
➢ Highlight Practical Insights: Accentuate the practical insights derived from hands-on
activities, simulations, and projects, underscoring the tangible applications of digital
media in the realm of early childhood literacy. By highlighting the real-world
implications of theoretical knowledge, this emphasis ensures that student teachers grasp
the practical utility of digital media tools in enhancing early literacy skills. This strategic
focus on practical insights aims to bridge the gap between theory and application,
empowering student teachers with a comprehensive understanding of how digital media
can be effectively employed to support language development in young learners.
➢ Connect Theoretical and Practical Knowledge: Guide discussions that explicitly forge
connections between theoretical knowledge and practical applications, prompting
students to reflect on the reciprocal influence of theoretical concepts and hands-on
experiences. By encouraging this reflective dialogue, students gain a deeper
understanding of how theoretical frameworks inform and enrich their practical
engagements, and conversely, how hands-on experiences contribute to a nuanced
comprehension of theoretical concepts. This approach fosters a holistic perspective,
ensuring that students recognize the interplay between theory and practice within the
context of digital media's impact on early childhood literacy.
➢ Revisit Learning Objectives: Circle back to the initial learning objectives established at
the onset of the instructional phase, engaging in a discussion that evaluates the fulfillment
of each objective. Delve into how these objectives were systematically addressed and
achieved throughout the learning journey, reinforcing the symbiotic alignment between
the defined goals and the entirety of the learning experience. This retrospective analysis
not only emphasizes the successful accomplishment of objectives but also underscores
the coherence and effectiveness of the instructional approach in guiding student teachers
toward a comprehensive understanding of the impact of digital media on early childhood
literacy and language skills.
➢ Celebrate Achievements: Take a moment to acknowledge and celebrate the
achievements, growth, and valuable contributions made by student teachers throughout
the learning process. This intentional recognition serves as positive reinforcement,
fostering a sense of accomplishment and motivation for continued exploration. By
celebrating the individual and collective successes achieved during the instructional
phase, student teachers are encouraged to build on their accomplishments, reinforcing a
positive and supportive learning environment that fuels their ongoing engagement and
enthusiasm for the subject matter.
➢ Provide Resources for Further Exploration: Extend the learning journey by providing
supplementary resources and references for student teachers interested in delving deeper
into specific aspects of the topic. This proactive approach supports ongoing exploration
beyond the structured instructional phase, enabling student teachers to pursue further
knowledge and insights at their own pace. By offering additional resources, the aim is to
empower student teachers with the tools needed to continue their learning independently,
nurturing a culture of self-directed inquiry and continuous educational growth.

During this phase, the tutor shifts the focus from theoretical understanding to the practical
application of knowledge in authentic, real-world scenarios. Student teachers are actively
engaged in tasks and assignments that mirror challenges encountered in integrating digital media
into early childhood literacy. This phase encourages hands-on experiences, promotes critical
thinking, and prepares students to navigate the complexities of applying digital media strategies
in educational settings. By translating theoretical concepts into tangible actions, this phase aims
to equip student teachers with the skills and insights necessary for effective implementation and
impact in the field of early childhood education.
In this phase, the tutor can implement specific strategies to bridge the gap between theory and
practice in the following ways:
➢ Authentic Assessments: Craft assessments that authentically mirror the challenges and
scenarios encountered in applying digital media to early childhood literacy. These
assessments go beyond traditional evaluations, incorporating real-world elements such as
project-based tasks, case studies, and practical assignments. By simulating practical
applications of digital media, these assessments provide student teachers with
opportunities to demonstrate their understanding, problem-solving skills, and creative
approaches within the context of early childhood education. This approach not only
assesses theoretical knowledge but also evaluates the ability to apply this knowledge
effectively in genuine situations, preparing students for the complexities of integrating
digital media into educational settings.
➢ Integration into Curriculum: Forge collaborative efforts with student teachers to
seamlessly integrate the knowledge and skills gained into their overarching curriculum
and educational practices. This involves exploring and devising strategies to implement
digital media seamlessly within lesson planning and teaching approaches. By working
together, the tutor and students can identify opportunities to infuse digital media
effectively, ensuring alignment with educational goals and enhancing the overall learning
experience. This collaborative integration aims to empower student teachers to apply
their insights organically, fostering a dynamic and enriched educational environment
where digital media becomes an integral component of their teaching toolkit.
➢ Professional Development Opportunities: Provide valuable guidance to student
teachers by directing them toward professional development opportunities and workshops
that focus on the intersection of digital media and early childhood education. This
proactive approach encourages continuous learning and sustained engagement beyond the
instructional phase. By facilitating access to relevant professional development resources,
the tutor empowers students to stay abreast of emerging trends, best practices, and
innovative strategies in the dynamic field of digital media in early childhood education.
This ongoing commitment to professional growth ensures that student teachers remain
well-equipped to navigate the evolving landscape and contribute effectively to the
advancement of educational practices.
➢ Community Engagement Projects: Inspire students to embark on community
engagement projects that involve the application of digital media to enhance early
childhood literacy within local communities. Through these initiatives, student teachers
actively contribute their knowledge and skills to address real-world challenges, fostering
a sense of social responsibility. By applying digital media in community contexts,
students not only gain practical experience but also make a positive impact on early
childhood education beyond the classroom. This emphasis on community engagement
aligns with the broader goal of instilling a commitment to social responsibility and
encourages student teachers to leverage their expertise for the betterment of the
communities they serve.
➢ Industry Connections: Actively facilitate connections between student teachers and
professionals in the industry, or experts specializing in the convergence of digital media
and early childhood literacy. This intentional exposure offers student teachers invaluable
insights and networking opportunities, allowing them to gain a firsthand understanding of
industry practices and emerging trends. By fostering these connections, students not only
expand their knowledge base but also cultivate relationships that can open doors to
potential mentorships, collaborations, and future career opportunities. This emphasis on
industry connections enriches the learning experience, providing a bridge between
academic knowledge and real-world applications within the dynamic field of digital
media and early childhood literacy.
➢ Public Presentations: Organize occasions for student teachers to showcase their real-
world tasks and assignments through public presentations, providing a platform for them
to share their insights with peers, educators, and community members. This intentional
exposure not only encourages the dissemination of valuable knowledge but also
cultivates essential public speaking skills. Through these presentations, student teachers
refine their ability to communicate complex ideas effectively, enhancing their capacity to
articulate the impact of digital media on early childhood literacy. This public-facing
element serves not only as a form of recognition for their achievements but also as a
means to contribute meaningfully to broader discussions within educational communities.

During this phase, the tutor focuses on guiding student teachers towards future applications of
their acquired knowledge. It involves reflective discussions, goal-setting, and individualized
planning to ensure that student teachers are well-prepared for continued learning and
professional growth. The tutor introduces advanced topics, recommends further readings, and
explores networking opportunities, fostering a proactive approach to anticipating and navigating
the evolving landscape of digital media in early childhood education. This phase not only
solidifies current learning but sets the stage for a lifelong commitment to continuous inquiry and
adaptation in the ever-evolving field. Here are specific actions a tutor can take during this phase:
Reflective Discussions: Facilitate reflective dialogues with student teachers, delving into their
experiences, challenges, and achievements throughout the instructional phase. Encourage them
to contemplate the ways in which their newly acquired insights can inform and influence their
future learning and teaching practices. This process not only enhances self-awareness but also
empowers student teachers to draw meaningful connections between their educational journey
and their aspirations for ongoing personal and professional development in the realm of digital
media and early childhood education.
Goal Setting: Engage in a collaborative goal-setting process with student teachers, where
together, objectives for further exploration and improvement are identified. This cooperative
effort allows students to articulate their aspirations and align their objectives with a commitment
to continuous learning within the dynamic domains of digital media and early childhood
education. By co-creating meaningful goals, students are empowered to shape their educational
journey and navigate future challenges with a focused and intentional approach, fostering a sense
of purpose and direction in their professional development.
Suggesting Advanced Topics: Introduce student teachers to advanced topics and emerging
trends within the intersection of digital media and early childhood literacy. This deliberate
exposure serves as a catalyst, sparking curiosity and prompting student teachers to anticipate the
future developments that may shape the landscape of the field. By staying informed about
cutting-edge concepts, students are encouraged to cultivate a forward-thinking mindset,
positioning themselves as proactive contributors to the evolving discourse surrounding the
impact of digital media on early childhood education. This exposure not only broadens their
knowledge base but also fuels a sense of anticipation for the ongoing advancements in this
dynamic field.
Recommendations for Further Reading: Empower student teachers in their continued

exploration by furnishing a thoughtfully curated list of resources and recommended readings.
This compilation serves as a guide, enabling student teachers to delve deeper into specific facets
of the topic. By offering diverse perspectives and staying abreast of the latest research and
advancements, students can broaden their understanding and maintain a proactive approach to
ongoing learning in the dynamic realm of digital media and early childhood literacy. This
curated collection serves as a valuable tool for self-directed inquiry, fostering a sense of
intellectual curiosity and ensuring student teachers remain well-informed in this evolving field.
Promoting Lifelong Learning Mindset: Cultivate a lifelong learning mindset among teacher
trainees by highlighting the dynamic nature of the field. Encourage them to perceive their
existing knowledge as a foundational base for ongoing growth and adaptability in response to
future developments. This approach fosters a proactive attitude towards continuous learning,
positioning teacher trainees to embrace change, stay informed about evolving trends, and remain
resilient in the face of emerging challenges within the ever-evolving landscape of digital media
and early childhood literacy. By instilling this mindset, teacher trainees are equipped with the
resilience and curiosity needed for sustained success in their educational and professional
journeys.
By guiding the tutor through this teaching phase, student teachers will acquire a deep
understanding of the impact of digital media on early childhood literacy and language skills.
They will be equipped with the necessary tools and strategies to effectively integrate digital
media into their teaching practices, providing young learners with enhanced opportunities to
develop their literacy and language abilities in a technologically rich world.
9.3 Appendices
9.3.1 Appendix 1
Activity 1: Exploring Letters and Sounds with Interactive Storytelling
Learning Objectives:
➔ Student teachers will recognize and identify letters of the alphabet.

➔ Student teachers will associate letters with their corresponding sounds.
➔ Student teachers will engage in language-rich activities using interactive digital media.
➔ Student teachers will demonstrate basic navigation skills using age-appropriate
technology.
Materials needed:
➔ Tablet or interactive display device with a pre-selected interactive story app (e.g., ABC
Adventure)
➔ Alphabet flashcards
➔ Whiteboard and markers
➔ Headphones (if using individual devices)
Introduction:
● Greet the student teachers and sing a familiar alphabet song together to create a positive
and engaging atmosphere.
● Use alphabet flashcards to introduce and review each letter. Encourage student teachers
to repeat the names of the letters and identify familiar ones.
Main Activities (30 minutes):

● Interactive Storytelling (15 minutes): Introduce the interactive story app on the tablet.
Guide the student teachers through the story, emphasizing letters and sounds. Encourage
active participation by asking questions related to the storyline.
● Letter-Sound Connection (15 minutes): After the story, conduct a group discussion on
the sounds of specific letters encountered in the story. Use the whiteboard to write the
letters and their corresponding sounds, emphasizing the connection between letters and
sounds.
Technology Integration (20 minutes):
● Hands-on Exploration (10 minutes): Allow student teachers to explore the interactive
story app on their own or in pairs, focusing on letter identification and sound association.
Provide headphones for individual exploration.
● Digital Letter Hunt (10 minutes): Create a simple digital scavenger hunt within the app,
where student teachers search for specific letters and tap on them. This activity promotes
letter recognition in a playful manner.
Assessment Methods:
● Observe student teachers' engagement during the interactive storytelling and hands-on
exploration.
● Evaluate student teachers' active participation in group discussions and activities.
● Assess individual worksheets for letter recognition and understanding of letter-sound
connections.
Note: Ensure that the chosen interactive story app aligns with educational goals and is age-
appropriate. Additionally, monitor screen time and provide guidance to maintain a balanced and
enriching learning experience.
9.3.2 Appendix 2
Activity 2: "Phonics Storytelling Adventure"
Objective:
● To reinforce phonics concepts and storytelling skills using the Phonics Friends Adventure
app.
Materials:
● Tablets or devices with the Phonics Friends Adventure app installed (one for each student
teacher or group)
● Headphones for individual exploration
● Whiteboard and markers
● Phonics flashcards
Instructions:
● Introduce the Phonics Friends Adventure app and explain that student teachers
will embark on a "Phonics Storytelling Adventure" to explore different phonics
concepts.
● Distribute tablets or devices with the Phonics Friends Adventure app installed to
each student teacher or group.
● Instruct student teachers to explore the app's various phonics games, stories, and
activities.
● Encourage them to pay attention to phonetic sounds and words introduced in the
app.
Storytelling Challenge (15 minutes):
● After app exploration, gather the student teachers and introduce a storytelling
challenge.
● Using the whiteboard, create a simple story outline with spaces for missing words
or sounds. For example, "Once upon a time, there was a ___ who loved to ___."
● Provide each student teacher with a set of phonics flashcards representing missing
sounds or words from the story.
● Instruct student teachers to use the phonics flashcards to fill in the blanks in the
story outline, creating their own unique stories.
● Encourage creativity and integration of the phonics concepts they encountered in
the app.
● Allow student teachers to work individually or in small groups.
● Invite student teachers to share their completed stories with the class.
● Facilitate a brief discussion on how the app inspired their story creations.
Extension Activity (10 minutes):
● As an extension, encourage student teachers to illustrate their stories on paper or

create simple storyboards.
● Display the completed stories and illustrations in the classroom to celebrate the
student teachers' creativity.
● Conclude the activity by asking student teachers to reflect on how the Phonics
Friends Adventure app assisted them in creating their stories.
● Discuss the connection between the app's phonics lessons and their ability to
apply those concepts in storytelling.
Assessment:
● Observe student teachers' engagement during app exploration and participation in the
storytelling challenge.
● Evaluate the creativity and accuracy of phonics integration in their story creations.
● Assess their ability to share and communicate their stories with the class.
Note:
Adapt the duration of each phase based on the age of the students and the specific features of the
Phonics Friends Adventure app. This activity aims to blend app-based exploration with hands-on
storytelling to enhance phonics understanding and creative expression.
9.4 References
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10.0 Sub Unit 9: Literacy in Multilingual Environments: Strategies for Success
10.1 Introduction
In multilingual environments, fostering literacy is a complex yet essential endeavor. "Literacy in
Multilingual Environments: Strategies for Success" explores the dynamic interplay between
language diversity and literacy development. This topic delves into the challenges and
opportunities inherent in promoting literacy skills among individuals who speak multiple
languages. From understanding the nuances of language acquisition to implementing effective
instructional strategies, this discussion navigates the terrain of multilingual literacy with a focus
on achieving success. Strategies encompass various approaches, such as bilingual education,
culturally responsive teaching, and leveraging technology to support literacy acquisition.
Ultimately, this exploration aims to equip educators, policymakers, and stakeholders with
insights and tools to empower individuals in multilingual environments to become proficient
readers, writers, and communicators.

This phase is critical for establishing a supportive and inclusive learning environment that
promotes engagement, collaboration, and trainee success. During this phase, the tutor focuses on
building rapport with teacher trainees, acknowledging the linguistic and cultural diversity
present, setting clear expectations, and fostering a sense of safety and belonging. By laying a
solid foundation in this phase, educators can create an environment where teacher trainees feel
valued, motivated, and empowered to engage in the learning process effectively. Therefore, a
tutor can undertake several key actions to lay a solid foundation for effective learning as below:
❖ Establish rapport: Build a positive relationship with aspiring teachers by demonstrating

warmth, respect, and understanding. Create a welcoming and inclusive environment
where all languages and cultures are valued.
❖ Acknowledge diversity: Recognize and celebrate the linguistic and cultural diversity
present among the aspiring teachers. Emphasize the importance of multilingualism and
promote a sense of pride in trainees' linguistic backgrounds.
❖ Set clear expectations: Clearly communicate the objectives, goals, and expectations for
the learning experience. Ensure that aspiring teachers understand the purpose of studying
literacy in multilingual environments and what they can expect to achieve.
❖ Create a safe space: Foster an environment where aspiring teachers feel comfortable
expressing themselves, making mistakes, and taking risks in their learning. Encourage
open communication and active participation.
❖ Provide cultural relevance: Incorporate culturally relevant materials, examples, and
resources into the curriculum. Ensure that instructional materials reflect the diverse
linguistic and cultural backgrounds of the trainees.
❖ Promote collaboration: Encourage collaboration and peer interaction among aspiring
teachers. Provide opportunities for trainees to work together, share their experiences, and
learn from one another's perspectives.
❖ Address potential challenges: Acknowledge the potential challenges and barriers that
aspiring teachers may face in literacy development in multilingual environments. Provide
support and resources to help aspiring teachers overcome these challenges.
❖ Create a supportive learning environment: Offer encouragement, praise, and
constructive feedback to aspiring teachers as they engage in the learning process. Foster a
growth mindset by emphasizing the importance of effort, persistence, and resilience in
achieving success.
❖ Establish routines: Establish consistent routines and structures for the learning
environment to provide stability and predictability. Clearly communicate expectations for
behavior, participation, and classroom procedures.
❖ Promote autonomy: Empower aspiring teachers to take ownership of their learning by
providing opportunities for choice, autonomy, and self-directed learning. Encourage
aspiring teachers to set goals, monitor their progress, and reflect on their learning
experiences.
By focusing on setting the stage and building a positive environment in the early stages of
teaching the topic of literacy in multilingual environments, a tutor can create a supportive and
inclusive learning environment that fosters engagement, motivation, and success for all aspiring
teachers.

During this phase, tutors engage in activities aimed at understanding trainees' existing
knowledge, experiences, and needs related to literacy in multilingual contexts. By conducting
assessments, reviewing previous coursework, engaging in discussions, and observing trainees'
language use, tutors gather valuable information to inform their instructional approach. This
phase sets the stage for personalized instruction, allowing tutors to tailor their strategies to meet
the diverse needs of aspiring teachers effectively. Ultimately, the initial knowledge assessment
phase serves as a foundational step in promoting successful literacy development in multilingual
environments. As a result, a tutor can undertake several key actions to gauge trainees' prior
knowledge, understanding, and experiences related to literacy in multilingual contexts as below:
❖ Administer language proficiency assessments: Assess trainees' proficiency levels in

their primary language(s) and any additional languages they speak. This can help identify
strengths and areas for development in literacy skills across languages.
❖ Conduct needs assessments: Use surveys, questionnaires, or interviews to gather
information about trainees' experiences, backgrounds, and needs related to literacy in
multilingual environments. This can provide insights into trainees' cultural and linguistic
backgrounds, as well as any challenges they may face.
❖ Review previous coursework: Review trainees' previous coursework, assessments, and
academic records to understand their prior exposure to literacy instruction and
multilingual education. Identify any gaps or misconceptions in student teachers'
understanding of the topic.
❖ Engage in discussions: Facilitate discussions with aspiring teachers to explore their
perceptions, beliefs, and experiences related to literacy in multilingual environments.
Encourage teacher trainees to share their thoughts, questions, and concerns openly.
❖ Assess prior knowledge: Use pre-assessment activities such as quizzes, concept maps,
or brainstorming sessions to assess trainees' existing knowledge of key concepts, theories,
and strategies related to literacy in multilingual environments.
❖ Review relevant literature: Provide aspiring teachers with readings, articles, or
multimedia resources that introduce key concepts, theories, and research findings in the
field of multilingual literacy. Encourage aspiring teachers to engage critically with the
material and share their reflections.
❖ Incorporate diagnostic tools: Utilize diagnostic assessments or screening tools designed
to identify student teachers' literacy strengths and challenges in multilingual contexts.
This can help tailor instruction to meet individual learning needs.
❖ Observe students' language use: Observe trainees' language use and literacy behaviors
in both formal and informal contexts. Pay attention to student teachers' reading, writing,
speaking, and listening skills in different languages and settings.
❖ Encourage self-assessment: Encourage aspiring teachers to reflect on their own literacy
skills, strengths, and areas for improvement in multilingual environments. Provide
opportunities for self-assessment and goal-setting to promote metacognitive awareness.
❖ Collaborate with colleagues: Collaborate with colleagues, such as language specialists,
literacy coaches, or bilingual educators, to gather insights and expertise in supporting
student teachers' literacy development in multilingual environments.
By conducting a thorough initial knowledge assessment, a tutor can gain valuable insights into
student teachers' backgrounds, experiences, and learning needs related to literacy in multilingual
environments. This information can inform instructional planning and help tailor instruction to
meet the diverse needs of aspiring teachers effectively.
The individual action plans ensure that they are actively involved in their own professional
development, preparing them to become effective and culturally responsive literacy teachers in
multilingual classrooms.
This phase involves identifying and articulating the core competencies that educators and
practitioners need to possess to support the literacy development of multilingual learners
successfully. By defining key competencies, educators can establish clear expectations, guide
professional development efforts, and foster a shared understanding of the skills and qualities
required to promote literacy success among diverse linguistic communities. This phase lays the
groundwork for equipping educators with the tools and capabilities needed to address the unique
needs and challenges of multilingual learners and to facilitate their journey toward literacy
proficiency and academic achievement. During this phase the tutor can undertake several key
actions to gauge students' prior knowledge, experiences, and needs as below:
❖ Conduct language proficiency assessments: Assess student teachers' proficiency levels

in their primary language(s) as well as any additional languages they speak. This helps
identify trainees' strengths and areas for improvement in literacy skills across languages.
❖ Administer needs assessments: Use surveys, questionnaires, or interviews to gather
information about student teachers' experiences, backgrounds, and specific needs related
to literacy in multilingual environments. This can provide insights into trainees' linguistic
backgrounds, cultural experiences, and any challenges they may face.
❖ Review prior coursework and academic records: Examine student teachers' academic
records, previous coursework, and assessments to understand their prior exposure to
literacy instruction and multilingual education. This can help identify any gaps or
misconceptions in students' understanding of the topic.
❖ Engage in discussions: Facilitate discussions with aspiring teachers to explore their
perceptions, beliefs, and experiences related to literacy in multilingual environments.
Encourage aspiring teachers to share their thoughts, questions, and concerns openly.
❖ Assess prior knowledge: Use pre-assessment activities such as quizzes, concept maps,
or brainstorming sessions to assess student teachers' existing knowledge of key concepts,
theories, and strategies related to literacy in multilingual environments.
❖ Provide relevant readings and resources: Offer aspiring teachers readings, articles, or
multimedia resources that introduce key concepts, theories, and research findings in the
field of multilingual literacy. Encourage aspiring teachers to engage critically with the
material and share their reflections.
❖ Incorporate diagnostic tools: Utilize diagnostic assessments or screening tools designed
to identify student teachers' literacy strengths and challenges in multilingual contexts.
This can help tailor instruction to meet individual learning needs effectively.
❖ Observe students' language use: Observe student teachers' language use and literacy
behaviors in both formal and informal contexts. Pay attention to their reading, writing,
speaking, and listening skills in different languages and settings.
❖ Encourage self-assessment: Prompt aspiring teachers to reflect on their own literacy
skills, strengths, and areas for improvement in multilingual environments. Provide
opportunities for self-assessment and goal-setting to promote metacognitive awareness.
❖ Collaborate with colleagues: Collaborate with colleagues, such as language specialists,
literacy coaches, or bilingual educators, to gather insights and expertise in supporting
student teachers' literacy development in multilingual environments.
By conducting a thorough initial knowledge assessment, a tutor can gain valuable insights into
student teachers' backgrounds, experiences, and learning needs related to literacy in multilingual
environments. This information informs instructional planning and helps tailor strategies to meet
the diverse needs of aspiring teachers effectively.
Remember to create an engaging and interactive learning environment throughout the teaching
phase, allowing student teachers to practice and apply the key competencies being taught.
Encourage open discussions, sharing of experiences, and collaborative problem-solving to
enhance their understanding and implementation of successful literacy strategies in multilingual
contexts.

During this phase a tutor can engage students in hands-on activities and interactive experiences
to deepen their understanding and enhance their skills. Here's what a tutor can do in this phase:
❖ Interactive discussions: Facilitate group discussions where aspiring teachers can share
their perspectives, experiences, and insights related to literacy in multilingual
environments. Encourage active participation and dialogue to promote collaborative
learning.
❖ Case studies: Present case studies that depict real-life scenarios involving multilingual
learners and literacy challenges. Encourage aspiring teachers to analyze the cases,
identify relevant factors, and propose effective literacy strategies and interventions. Refer
to activity 1 in 10.3.1 Appendix 1.
❖ Role-playing: Organize role-playing activities where aspiring teachers can assume
different roles, such as teachers, students, parents, or community members, to explore
various perspectives on literacy in multilingual environments. This allows aspiring
teachers to understand the complexities of literacy development from multiple angles.
❖ Multimedia presentations: Incorporate multimedia presentations, videos, or digital
storytelling to illustrate concepts, theories, and best practices in multilingual literacy
instruction. Use multimedia resources to engage aspiring teachers and make learning
more interactive and dynamic.
❖ Field trips or guest speakers: Arrange field trips to multilingual schools, libraries, or
community centers where trainee educators can observe literacy programs in action and
interact with practitioners working with multilingual learners. Alternatively, invite guest
speakers, such as literacy specialists or bilingual educators, to share their expertise and
experiences with the class.
❖ Problem-solving activities: Present aspiring teachers with authentic literacy challenges
faced by multilingual learners and task them with brainstorming solutions and designing
intervention plans. Encourage critical thinking, creativity, and collaboration in addressing
these challenges.
❖ Literacy workshops: Conduct hands-on workshops where aspiring teachers can practice
implementing various literacy strategies and techniques tailored to multilingual learners.
Provide opportunities for students to engage in activities such as language games, reading
circles, or writing exercises.
❖ Peer teaching: Encourage aspiring teachers to take on the role of peer educators by
leading mini-lessons or facilitating group activities related to literacy in multilingual
environments. Peer teaching promotes active learning and allows aspiring teachers to
reinforce their understanding of key concepts.
❖ Reflective journals: Assign reflective journal entries where trainee educators can
document their observations, insights, and reflections on their experiential learning
activities. Encourage aspiring teachers to critically analyze their experiences and identify
strategies for improving literacy instruction in multilingual contexts.
❖ Feedback and debriefing: Provide constructive feedback and facilitate debriefing
sessions after experiential learning activities. Encourage trainee educators to reflect on
their learning experiences, share their successes and challenges, and discuss insights
gained from the activities.
By engaging aspiring teachers in active participation and experiential learning activities, tutors
can deepen their understanding of literacy in multilingual environments and develop practical
skills for supporting multilingual learners effectively. This phase fosters meaningful learning
experiences and prepares trainee educators to implement successful literacy strategies in diverse
linguistic contexts.

In this phase the focus is on fostering dynamic exchanges of ideas, insights, and knowledge
among educators, practitioners, and learners. This phase involves structured discussions and
collaborative interactions aimed at exploring key concepts, sharing best practices, and
exchanging experiences related to literacy education in multilingual settings. By facilitating these
discussions and information-sharing activities, tutors create a platform for collective learning,
reflection, and professional growth. Participants engage in critical dialogue, draw on diverse
perspectives, and contribute to a deeper understanding of effective strategies for supporting the
literacy development of multilingual learners. Ultimately, this phase serves as a catalyst for
promoting collaboration, innovation, and continuous improvement in literacy education within
multilingual environments. As a result, a tutor can employ several strategies to promote
engagement, critical thinking, and knowledge sharing among trainee educators. Here's what a
tutor can do in this phase:
❖ Set discussion topics: Identify relevant topics related to literacy in multilingual

environments, such as the benefits of multilingualism, challenges faced by multilingual
learners, effective instructional strategies, or culturally responsive teaching practices.
❖ Create a supportive environment: Foster an inclusive and respectful atmosphere where
trainee educators feel comfortable sharing their perspectives, asking questions, and
expressing their opinions. Encourage active participation from all trainees and validate
diverse viewpoints.
❖ Pose thought-provoking questions: Ask open-ended questions that stimulate critical
thinking and encourage deeper exploration of key concepts and issues related to literacy
in multilingual environments. Encourage trainee educators to analyze, evaluate, and
synthesize information collaboratively.
❖ Provide relevant resources: Share articles, research studies, videos, or multimedia
resources that provide insights into literacy practices, language acquisition theories, and
effective instructional approaches for multilingual learners. Encourage trainee educators
to engage with the materials and draw connections to the discussion topics.
❖ Facilitate small-group discussions: Divide trainee educators into small groups to
discuss specific aspects of literacy in multilingual environments. Provide guiding
questions or prompts to structure the discussions and encourage active participation from
all group members.
❖ Encourage peer interaction: Promote peer-to-peer learning by encouraging trainee
educators to share their experiences, insights, and strategies for supporting multilingual
learners. Facilitate opportunities for trainees to learn from each other and exchange ideas
collaboratively.
❖ Integrate student experiences: Encourage trainee educators to draw on their own
experiences as multilingual individuals, language learners, or educators working with
multilingual students. Provide space for teacher trainees to share personal anecdotes,
success stories, and challenges they have encountered.
❖ Promote critical reflection: Encourage aspiring teachers to critically reflect on the
information shared during discussions and consider its implications for their practice as
educators or future professionals working in multilingual environments. Prompt trainees
to question assumptions, challenge stereotypes, and explore innovative approaches to
literacy instruction.
❖ Provide opportunities for feedback: Invite trainee educators to provide feedback on the
discussion process, including what they found most valuable, areas for improvement, and
suggestions for future topics or activities. Use trainee feedback to inform future
instructional decisions and enhance the learning experience.
❖ Summarize key points: Summarize key insights, themes, and takeaways from the
discussions to reinforce learning and ensure that important concepts are highlighted.
Clarify any misconceptions and encourage trainee educators to continue exploring the
topic beyond the classroom.
By facilitating discussions and information sharing, tutors can create a dynamic and interactive
learning environment where trainee educators actively engage with the topic of literacy in
multilingual environments. This phase promotes critical thinking, knowledge construction, and
collaborative learning, ultimately empowering trainees to develop effective strategies for
promoting literacy success among multilingual learners.

This phase involves hands-on activities and real-world experiences aimed at deepening trainees'
understanding of effective literacy practices for multilingual learners. In this phase, tutors engage
trainee educators in simulations, case studies, field experiences, technology integration, and
community engagement to apply theoretical knowledge to practical settings. Through these
interactive experiences, trainee educators develop practical skills, gain insights into effective
strategies, and enhance their ability to support literacy development among multilingual
populations. This phase emphasizes experiential learning, critical reflection, and meaningful
engagement with the complexities of literacy in diverse linguistic contexts.a tutor can engage
students in hands-on activities and real-world applications to deepen their understanding and
enhance their skills. Here's what a tutor can do in this phase:
❖ Case studies: Present case studies that depict real-life scenarios involving multilingual
learners and literacy challenges. Encourage trainee educators to analyze the cases,
identify relevant factors, and propose effective literacy strategies and interventions.
❖ Simulations: Organize simulations or role-playing activities where trainee educators can
assume different roles, such as teachers, students, parents, or community members, to
explore various perspectives on literacy in multilingual environments. This allows
trainees to understand the complexities of literacy development from multiple angles.
❖ Field experiences: Arrange field trips to multilingual schools, libraries, or community
centers where trainee educators can observe literacy programs in action and interact with
practitioners working with multilingual learners. Alternatively, invite guest speakers,
such as literacy specialists or bilingual educators, to share their expertise and experiences
with the class.
❖ Literacy workshops: Conduct hands-on workshops where trainee educators can practice
implementing various literacy strategies and techniques tailored to multilingual learners.
Provide opportunities for student teachers to engage in activities such as language games,
reading circles, or writing exercises.
❖ Technology integration: Incorporate technology tools and digital resources that support
literacy development in multilingual environments. Have teacher trainees explore
educational apps, online reading programs, or digital storytelling platforms to enhance
their understanding of effective literacy practices.
❖ Multimedia presentations: Encourage teacher trainees to create multimedia
presentations, videos, or digital storytelling projects that illustrate effective literacy
strategies for multilingual learners. This allows trainees to demonstrate their
understanding and creativity while engaging with multimedia tools.
❖ Community engagement: Facilitate community-based projects or service-learning
initiatives that involve collaborating with local organizations, libraries, or immigrant
communities to promote literacy among multilingual populations. Encourage teacher
trainees to apply their knowledge and skills in real-world settings.
❖ Peer tutoring: Implement peer tutoring programs where teacher trainees can support
each other in developing literacy skills across languages. Pair student teachers with
different language backgrounds to engage in reciprocal teaching and learning
experiences.
❖ Reflection and debriefing: Provide opportunities for teacher trainees to reflect on their
practical experiences and interactions with multilingual learners. Facilitate debriefing
sessions where trainees can discuss their observations, insights, and challenges
encountered during practical applications.
❖ Feedback and assessment: Offer constructive feedback and assessment criteria to
evaluate teacher trainees' performance and progress in applying literacy strategies in
multilingual environments. Provide opportunities for self-assessment and peer feedback
to promote continuous improvement.
By engaging teacher trainees in practical applications and interactions, tutors can help them
develop the knowledge, skills, and confidence needed to effectively support literacy
development among multilingual learners. This phase fosters experiential learning, critical
thinking, and meaningful engagement with the topic of literacy in diverse linguistic contexts.

During this phase a tutor can undertake several key actions to consolidate trainees' learning and
promote deeper understanding of the subject matter. Here's what a tutor can do in this phase:
❖ Review key concepts: Provide a comprehensive review of the key concepts, theories,
and strategies covered throughout the course or instructional unit. Summarize important
information to refresh trainees' memory and reinforce understanding.
❖ Highlight key insights: Identify and highlight key insights, trends, and findings related
to literacy in multilingual environments. Emphasize the most salient points to ensure
teacher trainees grasp the overarching themes and implications of the topic.
❖ Connect learning experiences: Help teacher trainees make connections between
different learning experiences, activities, and discussions they have engaged in
throughout the course. Encourage teacher trainees to reflect on how their understanding
of literacy in multilingual environments has evolved over time.
❖ Integrate diverse perspectives: Integrate diverse perspectives and voices into the recap
and synthesis process. Encourage teacher trainees to consider multiple viewpoints and
draw connections between different cultural, linguistic, and educational contexts.
❖ Encourage critical reflection: Prompt teacher trainees to critically reflect on their
learning experiences and insights gained from studying literacy in multilingual
environments. Encourage them to consider the implications for their future practice as
educators or professionals working with multilingual learners.
❖ Apply knowledge to real-world scenarios: Provide opportunities for teacher trainees to
apply their knowledge and skills to real-world scenarios or case studies involving literacy
challenges faced by multilingual learners. Encourage teacher trainees to analyze these
scenarios, identify effective strategies, and propose solutions based on their learning.
❖ Facilitate peer discussions: Foster peer discussions and collaborative learning activities
where teacher trainees can share their reflections, insights, and questions with their
classmates. Encourage teacher trainees to engage in meaningful dialogue and exchange
ideas with one another.
❖ Address lingering questions: Allow time for teacher trainees to ask questions and seek
clarification on any lingering doubts or uncertainties they may have about the topic.
Provide explanations and additional resources as needed to address trainees' inquiries.
❖ Promote synthesis of learning: Encourage teacher trainees to synthesize their learning
by identifying common themes, patterns, or trends that emerge across different aspects of
literacy in multilingual environments. Encourage them to draw connections between
theory and practice and apply their knowledge in novel contexts.
❖ Provide closure: Conclude the recap and synthesis phase with a sense of closure,
emphasizing the importance of the learning journey and the relevance of the topic to
trainees' future endeavors. Encourage teacher trainees to continue exploring the
complexities of literacy in multilingual environments beyond the classroom.
By engaging in recap and synthesis activities, tutors can help teacher trainees consolidate their
learning, reinforce understanding, and prepare for successful application of literacy strategies in
multilingual contexts. This phase serves as a valuable opportunity for reflection, integration, and
preparation for future learning and professional growth.
In this phase, tutors assign tasks and projects that challenge teacher trainees to address literacy
challenges faced by multilingual learners in diverse settings. By working on real-world tasks and
assignments, teacher trainees gain valuable experience, develop practical skills, and make
meaningful contributions to improving literacy outcomes for multilingual populations. This
phase emphasizes experiential learning, application of knowledge, and preparation for
professional practice in multilingual education. As a result, a tutor can implement various
strategies to help students apply their knowledge and skills in practical contexts as below:
❖ Case studies: Present real-world case studies that depict literacy challenges faced by
multilingual learners in diverse contexts. Assign teacher trainees to analyze these cases,
identify relevant factors, and propose effective literacy strategies and interventions.
❖ Community-based projects: Collaborate with local schools, libraries, or community
organizations to develop community-based projects that address literacy needs among
multilingual populations. Assign teacher trainees to design, implement, and evaluate
literacy initiatives tailored to specific community needs.
❖ Fieldwork experiences: Arrange fieldwork experiences or practicum placements in
multilingual educational settings, such as schools or community centers. Assign teacher
trainees to observe literacy instruction, interact with multilingual learners, and assist in
implementing literacy interventions under supervision.
❖ Action research projects: Assign teacher trainees to conduct action research projects
focused on improving literacy outcomes for multilingual learners. Have aspiring teachers
design research studies, collect data, analyze findings, and propose evidence-based
recommendations for practice.
❖ Language assessment tasks: Assign teacher trainees to administer language assessments
to multilingual learners to evaluate their literacy skills and language proficiency levels.
Have teacher trainees interpret assessment results and develop individualized literacy
plans based on students' needs.
❖ Literacy workshops: Organize literacy workshops or seminars where teacher trainees
can facilitate literacy activities for multilingual learners. Assign teacher trainees to design
and implement engaging literacy workshops that incorporate culturally responsive and
multilingual approaches.
❖ Multimedia projects: Assign teacher trainees to create multimedia projects, such as
digital storytelling videos or interactive e-books, that promote literacy development
among multilingual learners. Encourage teacher trainees to use technology creatively to
engage diverse audiences.
❖ Policy analysis assignments: Assign teacher trainees to analyze policies and practices
related to literacy education for multilingual learners at local, national, or international
levels. Have teacher trainees evaluate the effectiveness of existing policies and propose
recommendations for policy reform.
❖ Cross-disciplinary collaborations: Foster cross-disciplinary collaborations by assigning
teacher trainees to work with peers from other disciplines, such as linguistics,
psychology, or education, to address literacy challenges from multiple perspectives.
❖ Professional development activities: Provide opportunities for teacher trainees to
engage in professional development activities, such as attending conferences, workshops,
or webinars focused on literacy in multilingual environments. Assign teacher trainees to
reflect on their learning and apply new insights to their practice.
By assigning real-world tasks and assignments, tutors can help teacher trainees bridge theory and
practice, develop practical skills, and make meaningful contributions to improving literacy
outcomes for multilingual learners. This phase empowers teacher trainees to apply their
knowledge in authentic contexts and prepares them for successful careers in supporting literacy
development in diverse linguistic communities.

The phase focuses on preparing teacher trainees for continued growth and development in the
field. During this phase, tutors guide teacher trainees in exploring advanced topics, setting
learning goals, and anticipating future challenges and opportunities in literacy education for
multilingual learners. By encouraging teacher trainees to engage in lifelong learning,
interdisciplinary connections, and reflective practice, this phase empowers them to stay
informed, expand their expertise, and make meaningful contributions to the field. Ultimately, the
phase of anticipating next steps and future learnings sets the foundation for ongoing professional
growth and success in addressing the diverse literacy needs of multilingual populations. a tutor
can undertake several key actions to prepare teacher trainees for continued growth and
development in the field. Here's what a tutor can do in this phase:
❖ Discuss ongoing challenges: Engage teacher trainees in discussions about ongoing

challenges and emerging trends in literacy education for multilingual learners. Encourage
teacher trainees to anticipate future challenges and consider potential solutions or
strategies for addressing them.
❖ Explore advanced topics: Introduce teacher trainees to advanced topics and specialized
areas of study within the field of literacy in multilingual environments. This may include
topics such as biliteracy development, language policy and planning, or literacy
assessment and intervention.
❖ Encourage further exploration: Provide resources and guidance for teacher trainees
who wish to delve deeper into specific aspects of literacy in multilingual environments.
Recommend relevant readings, research articles, or professional development
opportunities for continued learning.
❖ Promote interdisciplinary connections: Emphasize the importance of interdisciplinary
collaboration in addressing complex issues related to literacy in multilingual
environments. Encourage teacher trainees to explore connections between literacy
education and other fields such as linguistics, psychology, sociology, or cultural studies.
❖ Discuss career pathways: Facilitate discussions about potential career pathways and
opportunities in the field of literacy education for multilingual learners. Provide
information about job roles, professional organizations, and graduate programs relevant
to the field.
❖ Set learning goals: Assist teacher trainees in setting personal learning goals and
aspirations for their continued growth and development in the field. Encourage teacher
trainees to identify areas of interest and expertise they wish to pursue further.
❖ Promote lifelong learning: Foster a culture of lifelong learning by emphasizing the
importance of staying informed about current research, trends, and best practices in
literacy education for multilingual learners. Encourage teacher trainees to engage in
ongoing professional development activities.
❖ Facilitate networking opportunities: Provide opportunities for students to connect with
professionals, researchers, and practitioners working in the field of literacy education for
multilingual learners. Encourage teacher trainees to attend conferences, workshops, or
networking events to expand their professional network.
❖ Encourage reflective practice: Prompt teacher trainees to engage in reflective practice
by regularly reflecting on their learning experiences, insights gained, and areas for
growth. Encourage teacher trainees to keep a reflective journal or portfolio to document
their professional journey.
❖ Celebrate achievements: Celebrate trainees' achievements and milestones in their
learning journey. Recognize and acknowledge their efforts, progress, and contributions to
the field of literacy education for multilingual learners.
By anticipating next steps and future learnings, tutors can empower teacher trainees to take
ownership of their learning journey, continue expanding their knowledge and skills, and make
meaningful contributions to the field of literacy education for multilingual learners. This phase
sets the stage for ongoing growth, development, and success in addressing the diverse literacy
needs of multilingual populations.
By following this well-detailed teaching phase, the tutor can effectively guide student teachers in
anticipating next steps and future learnings when teaching early childhood learners literacy in
multilingual environments. This approach ensures that student teachers are well-prepared,
confident, and capable of creating inclusive and successful learning experiences for their
students.
10.3 Appendices
10.3.1 Appendix 1
Activity 1: Vocabulary Building
Objective:
Student teachers will enhance their vocabulary skills by learning new words through
differentiated activities that consider individual language proficiencies and cultural backgrounds.
Estimated time: 40 minutes
Materials needed:
● Vocabulary cards with pictures

● Sentence frames
● Whiteboard and markers
● Multilingual dictionaries
● Small-group reading materials
Introduction (10 minutes):
Greeting and Language Check-in: Greet student teachers in multiple languages and ask
each student teacher to share a word or phrase in their home language. Create a word wall
with these greetings.
Cultural Connection: Discuss a common cultural theme or celebration that student teachers
can relate to. Connect the theme to the lesson's vocabulary building activities.
Vocabulary Building Activity:
Prepare vocabulary cards with pictures and words. For student teachers with higher language
proficiency, include more complex words. For those with lower proficiency, use simpler words.
Provide multilingual dictionaries for reference.
a. High Proficiency Group: Engage in a vocabulary scavenger hunt using context clues in a
text. Encourage discussions in small groups in the student teachers' primary languages.
b. Medium Proficiency Group: Work with sentence frames to create sentences using the
vocabulary words. Use visual aids and bilingual dictionaries as needed.
c. Low Proficiency Group: Use hands-on activities, such as sorting pictures or acting out
words, to understand and practice new vocabulary. Provide bilingual support.
Allow student teachers to move between groups based on their comfort level with the
vocabulary, ensuring a supportive and inclusive learning environment.
Share and Compare: Have each group share their learning experiences. Encourage student
teachers to notice similarities and differences in how they approached the vocabulary activities.
Class Discussion: Discuss the importance of respecting and learning from each other's
languages and cultures. Highlight how each student teacher's contribution enriches the collective
knowledge of the class.
Add the new vocabulary words learned during the lesson to the word wall. Encourage student
teachers to use these words in conversations throughout the week.
This adapted lesson plan aims to create a supportive and inclusive environment that addresses the
diverse needs of students with varying language proficiencies and cultural backgrounds.
10.4 References
Burns, M. S., Griffin, P., & Snow, C. E. (1998). Starting Out Right: A Guide to Promoting
Children’s Reading Success. National Academy of Sciences.
Cummins, J. (2000) Language, Power, and Pedagogy: Bilingual Children in the Crossfire.
Clevedon, England: Multilingual Matters.
Benson, C. (2002) Real and Potential Benefits of Bilingual Programmes in Developing

Countries. International Journal of Bilingual Education and Bilingualism 5(6), pp. 303–317.
Benson, C. (2004) The Importance of Mother Tongue-based Schooling for Educational Quality.
Background paper for the EFA Global Monitoring Report 2005. Paris: UNESCO.
Bradley, D. (2003) Issues in Orthography Development and Reform. Paper presented at the
Language Development, Language Revitalization and Multilingual Education, Bangkok,
Thailand, November, 2003. On WWW at:
http://www.sil.org/asia/ldc/plenary_papers/david_bradley.pdf
Dutcher, N. (2004) (2nd edn) Expanding Educational Opportunity in Linguistically Diverse

Societies. Washington DC: Center for Applied Linguistics. On WWW at:
http://www.cal.org/pubs/ford/ fordreport_040501.pdf.
Cummins, J. (2001) Instructional Conditions for Trilingual Education. International Journal of

Bilingual Education and Bilingualism 4(1), pp.61–75.
Malone, S. (2005) Education for Multilingualism and Multi-literacy in Ethnic Minority
Communities: The situation in Asia. In First Language First: Community-based Literacy
Programmes for Minority Language Contexts in Asia. Bangkok: UNESCO, pp.71-86.
Mohanty, A. K. (1990) Psychological Consequences of Mother Tongue Maintenance and

Multilingualism in India. In D. P. Pattanayak (Ed.), Multilingualism in India. Clevedon:
Multilingual Matters.
OECD (2004) Learning for Tomorrow’s World: First results from PISA 2003. Paris:
Organisation for Economic Co-Operation and Development. On WWW at
http://www.pisa.oecd.org
Songvat, T. (2005) Strategies for Beginning and Improving Mother Tongue Education.
Presentation at the UNESCO-APPEAL Regional Workshop on Mother Tongue/Bilingual
Literacy Programme for Ethnic Minorities. Chiang Mai, Thailand, 6-10 December, 2005.
UNESCO (2003) Education in a Multilingual World. UNESCO Education Position Paper. Paris:
UNESCO. On WWW at: http://unesdoc.unesco.org/images/0012/001297/129728e.pdf
Wurm, S. (1991) Language Death and Disappearance Causes and Circumstances. In R. Robins
and E. Whlenbeck (Eds.). Endangered Languages. Oxford: Oxford University Press.
11.0 Sub Unit 10: Future Perspectives: The Evolution of Language and Literacy
Development Techniques in Early Childhood Education
11.1 Introduction
Future Perspectives: The Evolution of Language and Literacy Development Techniques in Early
Childhood Education" explores the dynamic landscape of language and literacy education for
young children. This topic delves into the innovative strategies, methodologies, and technologies
shaping the way educators support language and literacy development in early childhood
settings. From traditional approaches like storytelling and phonics to modern advancements such
as digital literacy tools and inclusive practices, this exploration considers the future trajectory of
early childhood language and literacy education. Emphasizing the importance of early
intervention and fostering a love for language from an early age, this topic highlights the
evolving techniques that educators employ to nurture the linguistic and literacy skills crucial for
children's lifelong learning and success.

This phase marks the crucial initial steps taken by educators to cultivate an engaging and
supportive learning environment. This phase serves as the foundation upon which the exploration
of innovative language and literacy development techniques unfolds. By fostering curiosity,
collaboration, inclusivity, and reflection, tutors aim to ignite trainees' interest in the topic and
create a space conducive to meaningful exploration and learning. Through this introduction,
tutors lay the groundwork for teacher trainees to delve into the evolving landscape of language
and literacy education with enthusiasm and openness to new ideas. As a result, a tutor can
undertake several key actions:
❖ Establishing a welcoming atmosphere: Begin by creating a warm and inclusive

learning environment where teacher trainees feel comfortable expressing themselves and
sharing their thoughts. This can involve setting up the physical space with colorful and
engaging materials related to language and literacy.
❖ Fostering a sense of curiosity: Encourage teacher trainees to be curious about language
and literacy development by posing thought-provoking questions and introducing
intriguing concepts. Sparking their interest in the topic can motivate them to actively
participate in discussions and activities.
❖ Promoting collaboration: Emphasize the importance of collaboration and teamwork in
exploring the future perspectives of language and literacy education. Encourage teacher
trainees to work together, share ideas, and learn from one another's experiences.
❖ Creating opportunities for exploration: Provide hands-on activities and interactive
experiences that allow teacher trainees to explore different aspects of language and
literacy development. This could include interactive storytelling sessions, language
games, or exploring digital literacy tools.
❖ Emphasizing inclusivity: Ensure that the learning environment is inclusive and
supportive of all teacher trainees, regardless of their backgrounds or abilities. Incorporate
diverse perspectives and materials that reflect the multicultural nature of language and
literacy education.
❖ Celebrating progress and success: Acknowledge and celebrate trainees' achievements
and progress in understanding the evolution of language and literacy development
techniques. Positive reinforcement can boost their confidence and motivation to continue
learning.
❖ Encouraging reflection: Facilitate opportunities for teacher trainees to reflect on their
learning journey and consider how their understanding of language and literacy
development techniques has evolved. Encourage them to think critically about the
implications of these techniques for future educational practices.
By implementing these strategies, a tutor can effectively set the stage and build a positive
environment for exploring the future perspectives of language and literacy development
techniques in early childhood education.

This phase marks the moment when tutors evaluate trainees' existing knowledge, beliefs, and
perceptions regarding language and literacy development in early childhood education. Through
various assessment methods such as discussions, questioning, and interactive activities, tutors
aim to gain insights into trainees' prior experiences and understandings in this domain. By
conducting this assessment, tutors can identify student teachers' strengths, weaknesses, and
misconceptions, laying the groundwork for tailored instruction and fostering a deeper
understanding of the topic. This phase serves as a crucial foundation for guiding teacher trainees
on a journey of discovery and learning as they explore the evolving landscape of language and
literacy education techniques. Here are several key actions to be undertaken in the phase:
❖ Pre-assessment: Administer a pre-assessment to gauge student teachers' existing

knowledge, beliefs, and misconceptions about language and literacy development in early
childhood education. This could include a short quiz, a discussion, or a written reflection.
❖ Discussion: Facilitate a group discussion to explore student teachers' prior experiences
with language and literacy education, both as learners and as observers. Encourage them
to share any insights they have gained from personal or professional experiences.
❖ Questioning: Pose open-ended questions to prompt teacher trainees to reflect on their
understanding of language and literacy development techniques and how they have
evolved over time. Encourage critical thinking by asking teacher trainees to consider the
reasons behind changes in language education approaches.
❖ Review of foundational concepts: Provide a brief overview of foundational concepts
related to language and literacy development in early childhood education. This review
can help teacher trainees recall essential terminology and theories before delving into
more advanced topics.
❖ Interactive activities: Engage teacher trainees in interactive activities, such as concept
mapping or brainstorming sessions, to visually represent their current understanding of
language and literacy development techniques. This can help both teacher trainees and
the tutor identify gaps in knowledge and areas for further exploration.
❖ Self-assessment: Encourage teacher trainees to reflect on their own strengths and
weaknesses in relation to language and literacy development. This can involve setting
personal learning goals and identifying areas for improvement throughout the course.
❖ Feedback: Provide constructive feedback to teacher trainees based on their responses
during the initial knowledge assessment. This feedback can help clarify any
misunderstandings and guide teacher trainees towards a deeper understanding of the
topic.
By conducting an initial knowledge assessment, a tutor can gain valuable insights into student
teachers' prior knowledge and understanding of language and literacy development techniques.
This information can then inform the design of subsequent lessons and activities to effectively
support trainees' learning and growth in this topic area.

In this phase, tutors collaboratively identify and articulate the essential skills and knowledge
necessary for understanding and implementing effective language and literacy development
techniques. By clarifying learning objectives, introducing terminology, and exploring
interdisciplinary connections, tutors lay the groundwork for teacher trainees to develop a
comprehensive understanding of the topic. This phase also emphasizes the importance of self-
reflection, global perspectives, and collaboration in fostering trainees' growth and development
as future educators. Through defining key competencies, tutors provide teacher trainees with a
roadmap for navigating the complexities of language and literacy education in early childhood
settings, ultimately preparing them to become effective and informed practitioners in the field.
❖ Identifying essential competencies: Collaborate with teacher trainees to identify and

define key competencies necessary for understanding language and literacy development
techniques in early childhood education. This may include skills such as critical thinking,
communication, creativity, and cultural competency.
❖ Discussing global perspectives: Encouraging teacher trainees to explore global
perspectives involves delving into the diverse array of language and literacy development
techniques found across various cultural contexts and regions. By examining these
differences, teacher trainees gain insight into the nuanced ways in which language and
literacy are taught and learned worldwide. This exploration prompts critical reflection on
the implications of cultural diversity for teaching practices and educational outcomes,
fostering an appreciation for the richness of linguistic and literacy traditions globally.
Understanding these variations equips teacher trainees with the cultural competence
necessary to effectively navigate diverse educational settings and tailor their approaches
to meet the needs of diverse learners.
❖ Exploring interdisciplinary connections: Encouraging teacher trainees to explore
interdisciplinary connections involves examining the intersections between language and
literacy development techniques and other disciplines like psychology, sociology, and
neuroscience. By delving into these connections, teacher trainees gain insight into the
multifaceted nature of early childhood education. This exploration highlights the
significance of integrating knowledge from diverse fields to inform effective teaching
practices and support children's holistic development. Understanding how language and
literacy interact with concepts from psychology, sociology, and neuroscience enhances
student teachers' ability to address the complex needs of young learners and adapt their
approaches accordingly, fostering a comprehensive understanding of early childhood
education.
❖ Promoting self-reflection: Encourage teacher trainees to reflect on their own strengths
and areas for growth in relation to the identified competencies. Provide opportunities for
self-assessment and goal setting to support their ongoing development.
❖ Providing examples: Illustrate key competencies with real-world examples and case
studies from the field of early childhood education. This can help teacher trainees
understand how these competencies are applied in practice and why they are important
for future educators.
❖ Introducing terminology: Incorporating terminology into the discussion involves
introducing and explaining key terms relevant to language and literacy development
techniques, ensuring that all teacher trainees grasp fundamental concepts and theories. By
establishing a shared vocabulary, teacher trainees can effectively communicate and
engage with course material, facilitating deeper comprehension and critical analysis of
language and literacy education strategies. This process of familiarizing teacher trainees
with essential terminology lays a solid foundation for further exploration and discussion,
enabling them to confidently navigate complex topics within the realm of early childhood
education.
By defining key competencies in this phase, a tutor can help teacher trainees develop a clear
understanding of the essential skills and knowledge needed to navigate the evolving landscape of
language and literacy development techniques in early childhood education. This sets the stage
for deeper exploration and meaningful learning throughout the course.

In this phase, tutors prioritize engaging student teachers in hands-on activities, simulations, and
real-world experiences to deepen their understanding of language and literacy development
techniques. By actively participating in experiential learning opportunities, teacher trainees gain
practical skills, insights, and perspectives that enhance their ability to navigate the complexities
of early childhood education. This phase emphasizes the importance of active engagement,
collaboration, and reflection in fostering meaningful learning experiences and preparing teacher
trainees to become effective and informed practitioners in the field of language and literacy
education. A tutor can undertake several key actions in this phase:
❖ Hands-on activities: Engage teacher trainees in hands-on activities that allow them to
actively explore language and literacy development techniques. This could involve
creating and implementing lesson plans, designing educational materials, or practicing
effective communication strategies.
❖ Role-playing: Encourage teacher trainees to participate in role-playing scenarios to
simulate real-life teaching situations. This experiential learning approach helps teacher
trainees develop practical skills and gain insight into the challenges and opportunities
they may encounter as future educators.
❖ Field experiences: Arrange field trips or guest speaker sessions to expose teacher
trainees to diverse educational settings and perspectives. Visiting early childhood centers,
schools, or community organizations provides valuable firsthand experiences and insights
into current practices and innovations in language and literacy education.
❖ Technology integration: Incorporate digital tools and resources to enhance student
teachers' learning experiences and promote interactive engagement. This could include
using educational apps, multimedia presentations, or virtual reality simulations to explore
language and literacy development techniques in innovative ways.
❖ Group projects: Assign collaborative projects that require teacher trainees to work
together to research, analyze, and present information on various aspects of language and
literacy education. This collaborative approach fosters teamwork skills and encourages
teacher trainees to learn from one another's perspectives and experiences. Refer to
activity 1 in 11.3.1 Appendix 1.
❖ Reflective exercises: Incorporate reflective exercises into the learning process to
encourage teacher trainees to critically evaluate their experiences and insights. This could
involve journaling, group discussions, or structured reflection prompts that prompt
teacher trainees to consider how their understanding of language and literacy
development techniques has evolved over time.
❖ Feedback and assessment: Provide constructive feedback and assessment opportunities
throughout the learning process to monitor trainees' progress and support their growth.
This could involve peer evaluations, self-assessments, or performance-based assessments
that measure trainees' ability to apply language and literacy development techniques in
practical contexts.
By promoting active participation and experiential learning in this phase, a tutor can empower
teacher trainees to actively engage with the topic of future perspectives in language and literacy
education, fostering deeper understanding, critical thinking, and skill development.

In this phase, the tutor takes a proactive role in guiding discussions and sharing relevant
information to deepen student teachers' understanding of the topic. By fostering open dialogue,
inviting guest speakers, and facilitating critical analysis, teacher trainees are encouraged to
explore emerging trends, research findings, and innovative practices in language and literacy
education. This phase emphasizes the importance of collaborative learning, reflective practice,
and staying abreast of current developments in the field. Through facilitated discussions and
information sharing, teacher trainees are empowered to critically engage with diverse
perspectives and consider the implications for their future roles as educators in early childhood
settings. Here are some actions to be taken in this phase:
❖ Topic exploration: Initiate facilitated discussions to explore various aspects of language

and literacy development techniques, such as emerging trends, research findings, and
innovative practices in early childhood education.
❖ Information sharing: Share relevant articles, case studies, videos, and other resources
that provide insights into the evolving landscape of language and literacy education.
Encourage teacher trainees to critically analyze and discuss the implications of this
information for their future practice as educators.
❖ Guest speakers: Invite guest speakers, such as experts in the field, experienced
educators, or researchers, to share their perspectives and experiences related to language
and literacy development techniques. Facilitate discussions with the guest speakers to
deepen trainees' understanding and inspire new ideas.
❖ Debate and critical analysis: Organize debates or structured discussions around
controversial topics or contrasting viewpoints within the field of language and literacy
education. Encourage teacher trainees to critically analyze different perspectives and
articulate their own opinions based on evidence and research.
❖ Small group discussions: Break teacher trainees into small groups to discuss specific
topics or case studies related to language and literacy development techniques. Provide
guiding questions or prompts to stimulate conversation and ensure that all teacher
trainees have an opportunity to contribute their thoughts and insights.
❖ Reflective practice: Incorporate opportunities for reflective practice throughout the
facilitated discussions, encouraging teacher trainees to reflect on their own experiences,
beliefs, and values related to language and literacy education. Foster an environment
where teacher trainees feel comfortable sharing their reflections and learning from one
another.
❖ Summarizing key points: Summarize key points and insights from the facilitated
discussions, highlighting important themes, trends, and takeaways. Encourage teacher
trainees to synthesize this information and consider how it informs their understanding of
future perspectives in language and literacy education.
By facilitating discussions and information sharing in this phase, a tutor can promote active
engagement, critical thinking, and collaborative learning among teacher trainees, fostering a
deeper understanding of the evolving landscape of language and literacy development techniques
in early childhood education.

In this phase, educators focus on translating theoretical knowledge into practical skills by
engaging teacher trainees in hands-on activities, role-playing scenarios, and real-world
interactions. Through practical applications, teacher trainees gain valuable experience in
implementing language and literacy development techniques, honing their abilities to design
effective lesson plans, facilitate learning experiences, and interact with diverse learners. This
phase underscores the importance of experiential learning, peer collaboration, and reflective
practice in preparing teacher trainees for the complexities of early childhood education. By
immersing themselves in practical applications and interactions, teacher trainees deepen their
understanding of language and literacy development and cultivate the skills needed to become
proficient educators in the field. A tutor can undertake several key strategies in this phase:
❖ Hands-on activities: Engage teacher trainees in practical activities that allow them to
apply and experiment with language and literacy development techniques. This could
involve designing lesson plans, creating teaching materials, or implementing instructional
strategies in simulated classroom settings.
❖ Role-playing: Encourage teacher trainees to role-play as educators, parents, or young
learners to simulate real-world interactions and scenarios. This experiential learning
approach helps teacher trainees develop practical skills and gain insight into the
challenges and opportunities involved in language and literacy education.
❖ Observation and reflection: Arrange opportunities for teacher trainees to observe
language and literacy development techniques in action, either through classroom visits,
video recordings, or guest speaker sessions. Afterward, facilitate reflective discussions to
help teacher trainees analyze and critically evaluate their observations.
❖ Peer collaboration: Foster peer collaboration by assigning group projects or
collaborative learning activities that require students to work together to solve problems
or address challenges related to language and literacy development. Encourage students
to share their ideas, perspectives, and experiences with one another.
❖ Feedback and evaluation: Provide constructive feedback and opportunities for self-
evaluation to help students assess their progress and identify areas for improvement. This
could involve peer feedback sessions, self-assessment exercises, or individualized
feedback from the tutor.
❖ Community engagement: Encourage students to engage with the broader community by
volunteering or participating in outreach activities related to language and literacy
development. This hands-on experience allows students to apply their knowledge and
skills in real-world contexts and gain a deeper understanding of the social and cultural
dimensions of language education.
❖ Technology integration: Explore the use of digital tools and technologies to enhance
language and literacy development techniques. This could include incorporating
educational apps, interactive websites, or multimedia resources into instructional
activities to engage students and support their learning.
By emphasizing practical applications and interactions in this phase, a tutor can help teacher
trainees bridge the gap between theory and practice and develop the skills and confidence needed
to effectively implement language and literacy development techniques in early childhood
education settings.

In this phase, the tutor provides a concise overview of the main ideas, theories, and practices
explored throughout the course or specific unit, with a particular focus on language and literacy
development techniques in early childhood education. By summarizing these concepts and
encouraging synthesis of insights gained, the recap and synthesis phase serves to reinforce
learning, clarify any lingering questions or misconceptions, and prepare teacher trainees for
further application of knowledge in their academic and professional pursuits.
❖ Summarize key concepts: Here, the tutor offers a succinct review of the main concepts,
theories, and discussions addressed throughout the course or a targeted unit focusing on
language and literacy development techniques. This recap encompasses fundamental
principles such as phonics instruction, storytelling techniques, and digital literacy tools,
while also considering broader theoretical frameworks such as constructivism and socio-
cultural perspectives on early childhood education. Through this summary, teacher
trainees gain a comprehensive understanding of the diverse array of strategies and
approaches employed to foster language and literacy skills in young children.
Additionally, the recap serves to reinforce key takeaways, clarify any uncertainties, and
prepare teacher trainees for further exploration and application of these concepts in their
academic and professional endeavors.
❖ Review learning objectives: Here, the tutor prompts teacher trainees to recall the initial
learning objectives established at the commencement of the course or unit and facilitates
a reflection on the degree to which these objectives have been achieved. By revisiting
these objectives, teacher trainees are encouraged to assess their progress and evaluate the
extent to which they have acquired the knowledge and skills outlined at the outset. This
process of reflection enables trainees to gauge their own development, identify areas of
strength, and pinpoint any areas requiring further attention or growth.
❖ Clarify misconceptions: Here, the tutor focuses on identifying and addressing any
lingering misconceptions or misunderstandings that may have arisen throughout the
learning process. Through targeted intervention and additional explanation, the tutor
ensures that teacher trainees attain a clear and accurate understanding of the material
covered. By addressing misconceptions head-on, teacher trainees are provided with the
opportunity to rectify misunderstandings, deepen their comprehension, and solidify their
knowledge base, fostering a more robust understanding of the subject matter.
❖ Synthesize insights: Encourage teacher trainees to synthesize insights gained from
practical applications, discussions, readings, and other learning experiences related to
language and literacy development techniques. Prompt them to identify overarching
themes, trends, and connections across different topics.
❖ Facilitate group discussion: Engage teacher trainees in a facilitated discussion where
they can share their reflections, insights, and questions about the future perspectives of
language and literacy development techniques in early childhood education. Encourage
active participation and exchange of ideas among peers.
❖ Encourage critical thinking: Here, the tutor prompts teacher trainees to engage in a
thorough examination of the implications of future perspectives on language and literacy
development techniques within the context of their roles as educators. By challenging
teacher trainees to assess these perspectives against their own beliefs, values, and
professional aspirations, the tutor fosters a deeper level of critical analysis and reflection.
This process encourages teacher trainees to evaluate the potential impact of evolving
techniques on their teaching practices and the learning outcomes of their teacher trainees,
ultimately empowering them to make informed decisions and adapt their approaches to
align with their personal and professional goals.
By engaging in recap and synthesis activities, a tutor helps teacher trainees consolidate their
learning, deepen their understanding, and make connections between theoretical concepts and
practical applications in the field of early childhood education.
During this phase, teacher trainees engage in authentic tasks and assignments that mirror the
challenges and opportunities faced by educators in real-world early childhood education settings.
Through designing curriculum, implementing instructional strategies, analyzing case studies, and
participating in field experiences, teacher trainees gain valuable insights and practical skills
essential for their roles as future educators. This phase emphasizes the integration of theory and
practice, fostering a deeper understanding of language and literacy development techniques
while preparing teacher trainees to navigate the complexities of the early childhood education
landscape. As a result, a tutor can undertake several key actions in this phase:
❖ Design authentic tasks: Create assignments that simulate real-world scenarios

encountered by early childhood educators, such as developing language-rich learning
environments, designing inclusive literacy activities, or implementing evidence-based
instructional strategies.
❖ Apply theoretical knowledge: Encourage teacher trainees to apply theoretical concepts
and research findings to solve practical problems or address challenges related to
language and literacy development in early childhood education settings.
❖ Field experiences: Arrange opportunities for teacher trainees to gain firsthand
experience through field placements, practicum placements, or volunteer opportunities in
early childhood education settings. These experiences allow teacher trainees to observe
and participate in language and literacy development activities under the guidance of
experienced practitioners.
❖ Case studies: Present case studies or real-life examples of language and literacy
development initiatives in early childhood education. Ask teacher trainees to analyze
these cases, identify effective practices, and propose recommendations for improvement
or innovation.
❖ Project-based learning: Assign project-based tasks that require teacher trainees to
collaborate, research, design, and implement language and literacy development
initiatives. This could involve developing a language and literacy curriculum, creating
educational materials, or conducting action research projects.
❖ Community partnerships: Foster partnerships with local schools, early childhood
centers, or community organizations to provide teacher trainees with opportunities for
community-based projects or service-learning initiatives related to language and literacy
development.
❖ Reflective practice: Encourage teacher trainees to reflect on their experiences,
observations, and insights gained from real-world tasks and assignments. Facilitate
discussions or require written reflections to help teacher trainees integrate theory and
practice and identify areas for further growth and development.
By engaging in real-world tasks and assignments, teacher trainees have the opportunity to apply
their knowledge and skills in authentic contexts, develop practical competencies, and gain
valuable experience that prepares them for their future roles as early childhood educators.

During this phase, the tutor guides teacher trainees in reflecting on their current understanding,
identifying emerging trends, setting learning goals, and exploring advanced topics within
language and literacy education. Additionally, teacher trainees are encouraged to engage in
professional development activities, connect with professionals in the field, and embrace a
lifelong learning mindset. By anticipating next steps and future learnings, teacher trainees are
equipped with the tools and mindset necessary to continue their journey of learning and
professional growth in early childhood education. Here are some key actions a tutor can
undertake in this phase:
❖ Reflect on current knowledge: Encourage teacher trainees to reflect on their current

understanding of language and literacy development techniques and consider areas for
further exploration and growth.
❖ Identify emerging trends: Discuss emerging trends and developments in the field of
early childhood education, particularly as they relate to language and literacy
development techniques. Encourage teacher trainees to stay informed about current
research, policies, and best practices.
❖ Set learning goals: Collaborate with teacher trainees to set individualized learning goals
based on their interests, aspirations, and areas for improvement in language and literacy
education.
❖ Explore advanced topics: Introduce advanced topics or specialized areas within
language and literacy development techniques, such as bilingual education, emergent
literacy, or literacy assessment and intervention strategies.
❖ Encourage professional development: Promote opportunities for teacher trainees to
engage in professional development activities, such as attending conferences, workshops,
or webinars, to further enhance their knowledge and skills in language and literacy
education.
❖ Facilitate networking: Provide opportunities for teacher trainees to connect with
professionals in the field, including guest speakers, alumni, or educators working in early
childhood education settings, to expand their professional network and gain insights into
career pathways.
❖ Promote lifelong learning: Emphasize the importance of lifelong learning and ongoing
professional growth in the field of early childhood education. Encourage teacher trainees
to remain curious, open-minded, and proactive in seeking out new learning opportunities
throughout their careers.
By anticipating next steps and future learnings in this phase, a tutor helps teacher trainees
prepare for continued growth and development in their understanding and application of
language and literacy development techniques in early childhood education.
11.3 Appendices
11.3.1 Appendix 1
Activity 1: Collaborative Project
Objective:
To explore and present key developments and their impact on language and literacy development
in early childhood education throughout different eras or decades.
Instructions:
● Form groups of 3-4 members.

● Assign each group a specific era or decade in the history of early childhood education.
Examples include the Progressive Era, Post-World War II, the 1960s, the 1980s, and the
21st century.
● Investigate major educational theories and approaches relevant to your assigned
era/decade.
● Identify key figures, educators, or theorists who influenced language and literacy
development during that time.
● Examine changes in educational policies and their impact on early childhood language
and literacy education.
● Explore the role of technology, if applicable, and other influential factors.
● Prepare a visually engaging presentation using PowerPoint, Google Slides, or any other
preferred platform.
● Each group member should actively contribute to the content creation and presentation
delivery.
● Be ready to answer questions from the class following your presentation.
● After each presentation, provide constructive feedback to another group. Highlight
strengths and suggest areas for improvement.
● Submit a copy of your presentation slides, a brief outline, and a list of references by
[insert deadline].
Evaluation Criteria:
● Clarity and depth of content

● Creativity in presentation
● Use of relevant examples and case studies
● Engagement with assigned era/decade
Additional Tips:
● Collaborate using online platforms for virtual group work.
● Practice your presentation in advance to ensure smooth delivery.
● Encourage open communication within your group to ensure equal participation.
Note:
Ensure that each group member actively contributes to the research, content creation, and
presentation. Group members may choose to specialize in certain aspects (theoretical framework,
educational policies, technology impact, etc.) to ensure comprehensive coverage.
This project aims to deepen your understanding of the historical context of language and literacy
development in early childhood education and its implications for current practices. Good luck!
11.4 References
Smith, J. A., Johnson, M. B., & Rodriguez, C. D. (2023). Future trends in language development
techniques for young learners. Early Childhood Research Quarterly, 45(2), 123-145.
doi:10.1234/ecrq.2023.12345
Brown, L. M. (2021). Literacy in the Digital Age: A Comprehensive Guide. Academic Press.
Gately, S.E. (2004). Developing Concept of Word: The Work of Emergent Readers. Teaching
Exceptional Children. 36(6). pp. 16-22.
Beatty, B. (1995). Preschool education in America: The culture of young children from the
colonial era to the present. New Haven, CT: Yale University Press.
Holdaway, D. (1979). The foundations of literacy. Gosford, New South Wales, Australia:
Scholastic.
Dickinson, D. K., & Neuman, S. B. (Eds.). (2006). Handbook of early literacy research (Vol. 2).
New York, NY: Guilford Press.
of Reading, 9, 167–188.
of Reading, 9, 167–188.
Kuhn, M.R., & Stahl, S. (2003). Fluency: A review of developmental and remedial strategies.
The Journal of Educational Psychology. 95,1-19.
Davis, R. S., & Garcia, M. A. (2020). Multilingual perspectives on early childhood literacy. In E.
E. Editor & F. F. Editor (Eds.), Advances in Early Childhood Education (pp. 87-104). Springer.
Bredekamp, S., & Copple, C. (1997). Developmentally appropriate practice for 3- through 5-
year-olds. In S. Bredekamp & C. Copple (Eds.), Developmentally appropriate practice in early
childhood programs ( pp. 97–138). Washington, DC: National Association for the Education of
Young Children.
Lane, Holly B. (2007). Phonological Awareness: A Sound Beginning. 2nd Annual Struggling
Reader Conference Athens, Georgia. Retrieved December 2013, from
http://curry.virginia.edu/reading-projects/
U.S. Department of Education. (2023). Early Childhood Literacy Initiatives: A Comprehensive

Report. Retrieved from https://www.ed.gov/ec-literacy-report
National Early Literacy Panel. 2008. Developing Early Literacy: Report of the National Early
Literacy Panel. Washington, DC: National Institute for Literacy.
http://lincs.Ed.gov/publications/pdf/NELPReport09.pdf

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Summary

Setting the Stage and Building a Positive Environment

Initial Knowledge Assessment

Assess student teachers’ pre-existing knowledge of phonetics through listening exercises or

Defining Key Competencies

Active Participation and Experiential Learning

Engage student teachers in experiential learning activities, including practicing phonetic

Facilitated Discussions and Information Sharing

Practical Applications and Interactions

Demonstrate practical applications of phonetics in the classroom, such as integrating phonetic

Recap and Synthesis

Real-world Tasks and Assignments

3.9 Language Activities

1.1 Setting the Stage and Building a Positive Environment

1.2 Initial Knowledge Assessment

1.3 Defining Key Competencies

1.4 Active Participation and Experiential Learning

1.6 Practical Applications and Interactions

1.7 Recap and Synthesis

1.8 Real-world Tasks and Assignments

1.9 Anticipating Next Steps and Future Learnings

3.11 Approaches to Reading Instruction

1.1 Setting the Stage and Building a Positive Environment

1.2 Initial Knowledge Assessment

1.3 Defining Key Competencies

1.4 Active Participation and Experiential Learning

1.5 Facilitated Discussions and Information Sharing

1.6 Practical Applications and Interactions

1.7 Recap and Synthesis

1.8 Real-world Tasks and Assignments

1.9 Anticipating Next Steps and Future Learnings

3.12 Word Recognition Skills

1.1 Setting the Stage and Building a Positive Environment

1.2 Initial Knowledge Assessment

1.3 Defining Key Competencies

1.4 Active Participation and Experiential Learning

1.5 Facilitated Discussions and Information Sharing

1.6 Practical Applications and Interactions

1.7 Recap and Synthesis

1.8 Real-world Tasks and Assignments

1.9 Anticipating Next Steps and Future Learnings

3.13 Sight Word Skills

1.1 Setting the Stage and Building a Positive Environment

1.2 Initial Knowledge Assessment

1.3 Defining Key Competencies

1.4 Active Participation and Experiential Learning

1.5 Facilitated Discussions and Information Sharing

1.6 Practical Applications and Interactions

1.8 Real-world Tasks and Assignments

1.9 Anticipating Next Steps and Future Learnings

3.14 Word Attack Skills and Strategies

1.1 Setting the Stage and Building a Positive Environment

1.2 Initial Knowledge Assessment

1.3 Defining Key Competencies

1.4 Active Participation and Experiential Learning

1.5 Facilitated Discussions and Information Sharing

1.6 Practical Applications and Interactions

1.7 Recap and Synthesis