Language acquisition and the development of early literacy foundations

please refer to the attached document for in" rel="nofollow">instructions. reference should be: Hill, Susan. (2010). Developin" rel="nofollow">ing Early Literacy: Assessment and Teachin" rel="nofollow">ing. Eleanor Curtain" rel="nofollow">in Publishin" rel="nofollow">ing. (chapter 1, p2 - 19) Language acquisition and the development of early literacy foundations Thin" rel="nofollow">ink and reflect 1. When you have read Hill’s chapter consider what this means in" rel="nofollow">in the early years settin" rel="nofollow">ings. Thin" rel="nofollow">ink about the five key ideas from Vygotsky and apply these ideas to approaches to play based learnin" rel="nofollow">ing or child centred approaches in" rel="nofollow">in the literacy learnin" rel="nofollow">ing environment. Make some reflective notes on how a learnin" rel="nofollow">ing environment can support the five key ideas in" rel="nofollow">in theory and recognise these in" rel="nofollow">in practice. 2. Now look at the table the table on page 6 Figure 1.1 shows the phases of literacy and it is clear from her table that these start from birth. Thin" rel="nofollow">ink about the developmental process and phases of literacy from birth. Consider what this means in" rel="nofollow">in a variety of settin" rel="nofollow">ings? A baby room, a kin" rel="nofollow">indergarten of preschool environment, or a classroom in" rel="nofollow">in the first year of school: Make some reflective notes from your practice on three settin" rel="nofollow">ings across your teachin" rel="nofollow">ing experience. How did the approaches look different? How were they similar? Hill, Susan. (2010). Developin" rel="nofollow">ing Early Literacy: Assessment and Teachin" rel="nofollow">ing. Eleanor Curtain" rel="nofollow">in Publishin" rel="nofollow">ing. (chapter 1, p2 - 19)