Hello, Guest | Upload | Sign In | Register










Home
Presentations
My Account
Go PRO
Business
Soumpassakis_Olga_EDE106_Assignment2.d
oc
You have an old version of Adobe's Flash Player or JavaScript is turned off. Get the latest Flash
player here.
+2
Flag
Flag as Inappropriate
Please select the category that most closely reflects your concern about
the presentation, so that we can review it and determine whether it violates
our Terms of Use or isn't appropriate for all viewers.
Submit
Like this presentation?
Embed this comment into your blog:
Comment URL:
No comments posted yet
1-10 of 34
Post a comment
Post
1-10 of 34
Sign In
Presentation Transcript
Slide 1
EDE 106, Assignment 2 By Olga Soumpassakis Inside a Literacy Enriched Enviroment For
Years K-1
Slide 2
Aims……………………………...Pg 2 Map…………………………….....Pg 3 Environmental
Spaces…………Pg 4 EYLF Appraisals………………..Pg 14 Unit Readings
Appraisals………Pg 18 Closing Evaluation……………….Pg 20
References………………………..Pg 22 In this PowerPoint the analysis that was started in the
unit’s previous assignment will be continued. Using the Early Years Learning Framework
(EYLF, 2010) and unit readings as a guide, a literacy enriched learning environment will be
created and analysed, showing how learning practices can be adapted from the learning centre to
the home environment and vice versa. It will be shown that learning can be scaffolded and
provocations can be encouraged when taking a pupils diversity, multiliteracy and home language
into account. Contents Aims
Slide 3
A B C D E F G H I J K L M N O P Q R ST U V W X Y Z 1 2 3 5 6 7 8 4 9 Quiet Mat
Blackboard Post Box Space Alphabetised Picture Wall Writing Desks Art Desks Magnetic Filing
Cabinets and Letters Performance Stage Story Corner Over Head Floor Plan
Slide 4
Environmental Spaces
Slide 5
1: "Quiet Mat" Description: Pictured is the “Quiet Mat” in front of the teachers blackboard. On
this mat only “school” things would be discussed, with all attention on the teacher or student in
front, to show respect and proper attention. Materials and Appearance It would be alphabetised
and contain phonics, be softly textured and colourful, with simple illustrations. This would grab
the attention of pupils, compelling them to reach out, touch and name the pictures on them. Thus
helping pupils make the connection that letters stand for words. Why Chosen Apart from
assisting the teacher in keeping order in the classroom, pupils would be exposed to literacy in a
fun way without realising they are. Activities Because the mat would be quite large, the teacher
could call out- “The person sitting on the letter A can go first” and “What else starts with the
letter C apart from Cat “thus encouraging children to have a voice in their own learning and
encourage provocations and class discussions.
Slide 6
2: Blackboard Description: Blackboards are fundamental in any classroom. Materials and
Appearance The blackboard used in this classroom, would have letters and numerals
permanently imprinted in the top and bottom border in bold print. Coloured chalk would be
provided to make the experience more appealing to the pupils, a small allowance for a teacher,
but special for a young child. Why Chosen Blackboards are becoming rather scarce in
classrooms, though would be useful for pupils to have the opportunity to go up to a blackboard
and practice their writing underneath their teachers, to feel like literacy is for “grown ups” and be
excited by the premise of that. Activities Pupils will be encouraged to write on the blackboard
underneath their teacher, or to imitate what teacher is writing on their “Writing Desks”. When
students get stuck, their teacher could point to the letters imprinted on the blackboard, making
the sound of each and trying to find the correct letter. Thus, pupils will make the connection that
letters stand for words and objects. Group discussion would be encouraged.
Slide 7
4: Alphabet Picture Frame Description: Every week a letter would be decided on by the whole
class. Each pupil would be asked to illustrate a picture that starts with the letter and pegged onto
the frame. Materials and Appearance The frame of the picture wall would be made out of wood,
brightly coloured, and covered with letters and numbers. It would be nailed onto a whole wall.
Pegs would hold the pictures up. The letter of the week would be highlighted by being on a
coloured piece of paper. Why Chosen Pupils would learn that letters stand for words and sounds,
and they can be expressed not only in word form, but also in art form. Pupils would gain
confidence when presenting their work, and discussion and questions would be encouraged in
order to relate individual experiences to each other. Activities Every Tuesday, pupils would be
asked to sit at the “Art Desk” and complete their picture. In the afternoon, each student would be
invited to stand in the “Presentation Stage” and talk about their work. The teacher would then
hang their artwork on the wall for the whole week, and then taken home to caregivers at the end
of the week.
Slide 8
3: "Post Box" Description: Pupils will be encouraged to use the post box on a weekly basis and
for any special event or celebration. Materials and Appearance The post box would be red, made
out of study plastic, and look exactly like a “grown ups” postbox. This would excite pupils and
encourage it’s use. Why Chosen There can be no better example of the usefulness of being
literate than the writing and receiving of letters. The excitement of both will stay with the pupil
for quite some time, and foster a love of communication. Pupils would experience first hand that
literacy is essential in communication, and that literacy is their “voice”. Activities Every Monday
morning, the teacher will ask pupils to either illustrate or write about their weekend at the “Art
Desk”. In the afternoon, the teacher will call each student up to the “Presentation Stage” front of
the classroom, where they will decipher their piece of work. At the start of the school year, an
open channel of communication would be fostered with each pupil’s caregivers. Information
would be collected from each that would include any cultural celebration, event or birthday that
is important to each family. This celebration would then be reconsied by each pupil in the
classroom regardless of their cultural background, encouraging diversity. Lesson plans would be
taught that revolved around the celebration. Pupils would be allocated a fellow classmate as a
partner, and asked to make a card or letter addressed to them in celebration of the event. Students
would “post" their letters in the post box, later to be handed out by their teacher and taken home
to be shared with caregivers
Slide 9
5: Writing Desks Description: A special set of desks that all writing would be completed on.
Materials and Appearance All desks and chairs would be constructed in study wood and brightly
covered. Pupils names would be painted on each chair back at the start of the year and each
student would be free to decorate their chair with stickers. This would ensure that pupils felt free
to express themselves in all aspects of their learning, and this would hopefully carry onto their
written work. Each student would have a pencil case fully equipped with pencils, crayons and
texta’s, ready for use. Why Chosen Allocating a special place and implementing a special seating
plan would make pupils feel comfortable and secure in their learning- they would learn what is
expected of them in certain places. This safe routine would help pupils concentrate on expressing
themselves, and not on other needs such as sitting next to friends, getting comfortable and such.
Activities All written activities would be allocated to this space.
Slide 10
6: Art Desks Description: A special set of desks that all art projects would be completed on.
Materials and Appearance Please see previous page- “Writing Desks”. Why Chosen Please see
previous page- “Writing Desks”. Activities All art activities would be allocated to this space.
Slide 11
7: Magnetic Filing Cabinets and Letters Description: Filing cabinets that would be used to divide
the classroom, yet also be utilised as a learning tool. Materials and Appearance The filing
cabinets would be ordinary filing cabinets that would hold art supplies, marked work and
artwork, yet the magic for the pupils would be the magnetic letters that they would be
encouraged to play with. They letters would be brightly colored and large enough for little hands
to fiddle with. Other types of magnets used would be- simple objects, numbers and pictures of
family fitted with magnetic backing. Why Chosen Young pupils are usually fascinated by
magnets, and would have a wonderful time rearranging words and sounds, not realising that they
are actually learning. It would also be an effective boundary that separates the rest of the
classroom from the “story corner”, while also letting the teacher see what is happening.
Activities Students would be allocated a section of the filing cabinet and their own magnets to
decorate as they see fit. They will be also be encouraged to construct their own magnets with
their family that feature the family, any pets and such.
Slide 12
8: Performance Stage Description: The “performance stage” would be used by pupils to put on
plays, for show and tell, and to present their work. Materials and Appearance It would be tent
like in appearance, with no sharp edges or railings. Curtains would be on each side, along with a
bookshelf t keep all play “scripts”. It would appear very special, just like the one’s that “grown
up's” use. This would encourage pupils to get excited about literacy, and once again enable
pupils to have a fun time without even realising that they are in fact learning. Why Chosen For
the simple fact that it would encourage the sharing of different stories, perspectives and
experiences, as literacy does not only exist in the written form. Activities Each week the whole
class would “write” a whole very short story together to later perform. The class would be
encouraged to use their own experiences, and to share any cultural and social practices important
to their family. On Thursday, it would be “show and tell time” where a student would present
their object and/or story to the rest of the class, who would be encouraged to ask questions.
Slide 13
9: Story Corner Description: A special quiet area of the classroom where books, shelves, seats
and cushions will be provided to encourage a love of reading. Materials and Appearance
Comfortable sofas will be the main focal point of the area, along with cushions that are covered
in a wide range of textures that pupils will love to touch and explore, becoming comfortable
while relaxing with a book. The colours will be muted pastels, as not to distract the pupils from
their books. The shelves will always feature a wide range of age appropriate books that will be
changed by the teacher on a regular basis, many in different languages. Why Chosen No literacy
enriched environment would ever be complete without a “story corner”, a relaxing and soothing
place where pupils can fall in love with the written word in their own pace. Activities Without
pressures or expectations, children would be encouraged to have time in their “Story Corner”
whenever they felt liked it, and to be responsible for their own learning. They would be
encouraged to discuss and interact with other students and to share opinions and experiences.
Students would be encouraged to bring a favourite book from home that other fellow classmates
might also enjoy.
Slide 14
EYLF Appraisals
Slide 15
1.Quiet Mats There are 5 learning outcomes in the EYLF (2009). These are: • Children have a
strong sense of identity • Children are connected with and contribute to their world • Children
have a strong sense of wellbeing • Children are confident and involved learners • Children are
effective communicators. The environmental elements included previously, meet certain learning
outcomes and the recommendations that accompany them. They are included below in their
respective headings, though recommendations that have not been used are not included. Because
of the complexity of the Framework and it’s recommendations, and the impossibility of
paraphrasing, all the following recommendations are quoted direct from the source, that is the
Australian Government Department of Education, Employment and Workplace Relations (2009)
Outcome Two: Children are connected with and contribute to their world Plan opportunities for
children to participate in meaningful ways in group discussions and shared decision-making rules
and expectations Outcome Four: Children are confident and involved learners Encourage
children to use language to describe and explain their ideas Provide resources that encourage
children to represent their thinking Outcome Five : Children are effective communicators. Draw
children’s attention to symbols and patterns in their environment • Provide children with access
to a wide range of everyday materials that they can use to create patterns and to sort, categorise,
order and compare 2.Blackboard Outcome Four: Children are confident and involved learners
Please refer to previous recommendations achieved for this outcome
Slide 16
4.Alphabetised Picture Wall Outcome Four: Children are confident and involved learners Please
refer to previous recommendations achieved for this outcome. Outcome Five : Children are
effective communicators. Provide children with access to a wide range of everyday materials that
they can use to create patterns and to sort, categorise, order and compare 3.Post Box Outcome
One : Children have a strong sense of Identity Promote in all children a strong sense of who they
are and their connectedness to others – a shared identity as Australians •Talk with children in
respectful ways about similarities and differences in people • Provide rich and diverse resources
that reflect children’s social worlds Outcome Two: Children are connected with and contribute to
their world Please refer to previous recommendations achieved for this outcome Outcome Four :
Children are effective communicators. Please refer to previous recommendations achieved for
this outcome Outcome Five : Children are effective communicators. Please refer to previous
recommendations achieved for this outcome, including: Outcome Five : Children are effective
communicators. Draw children’s attention to symbols and patterns in their environment Build on
children’s family and community experiences with creative and expressive arts teach children
skills and techniques that will enhance their capacity for self-expression and communication
5.Writing Desks Outcome Four: Children are confident and involved learners Please refer to
previous recommendations achieved for this outcome.
Slide 17
Outcome Five : Children are effective communicators. Please refer to previous recommendations
achieved for this outcome. 6.Art Desks Please refer to the outcomes and recommendations
achieved in the “Writing Desk” environmental element. 7.Magnetic Filing Cabinets and
Magnetic Letters Please refer to the outcomes and recommendations achieved In the
“Blackboard” environmental element. 8.Performance Stage Please refer to the outcomes and
recommendations achieved in the “Post Box” environmental element. 9.Story Corner Please
refer to the outcomes and recommendations achieved in the “Performance Stage” environmental
element.
Slide 18
Unit Readings Appraisal
Slide 19
In the previous assignment, discussion was centered around the theory of Sociocultural Learning,
(Kennedy & Surnam,as cited in Makin, Jones & McLachlan. 2011, p.105), in which children
learn by participating in familiar activities. This means that children learn without the pressure of
knowing they are. The learning environment featured in this assignment was created to reflect
this learning. Its almost certain that pupils would have seen their caregivers posting a letter, as in
the “Post Box Space”. The inclusion of this regular “grown up “ situation would teach children
that what their caregivers are doing is in fact communicating, and the doodles on the page really
have meaning. As Greenman . J ( 2005) states- “…from birth, children are active learners who
construct meaning from experiences”. The provocations that could occur would be rich in
meaning- “What have you written in your letter?”, “Why is that important to you?”. Taking the
letters home to show their caregiver’s would encourage further provocations, and give parents
ample opportunity for scaffolding their children’s learning. Further scaffolding could occur if
parents choose to participate in re-reading their children performance scripts at home. The
“Performance Space” and “Alphabetised Drawing Wall” shows that literacy is a live element of
life and is not only achieved by ROTE learning. Creativity plays a part in connecting children
that may have differences between them because of diversity and home language. These
differences can be explored and questioned in a safe environment and by other means apart from
writing. As Martello. J (as cited in Makin, Diaz & McLachan .2009, p 97) writes- “ In dramatic
play scenarios, children regularly draw upon linguistic, visual and gestural modes to make
meanings”. Diversity becomes a cause of celebration and a curiosity that must be satisfied.
Special consideration though must be made for multilingual pupils. When selecting books to
place in the “Story Corner”, the teacher has to be careful to include books in other languages
rather than just in English. (Shagoury. R, 2009, p 81). The “writing Desks” and “ Art Desk”
should also cater to multilingual students by the teacher encouraging narratives to be composed
in another language other than English. Multilingual students could also be encouraged to write
in their home language on the “Blackboard”, for example their name and greetings. The last two
pieces of this learning environment can’t be overlooked. Both the “Quiet Mats” and “Filing
Cabinets with Magnetic Letter’s are simple everyday objects that many children have in their
homes, and will accept in their learning environment without realising they are actually learning
while having fun. As Martello. J continues (as cited in Makin, Diaz & McLachan . 2009, p 100) “Achieving continuity between home and centre/school practices is a prime responsibility for
early childhood educators”
Slide 20
Closing Evaluation
Slide 21
As can be seen by all environmental spaces and appraisals included, when learning is integrated
into the learning system in a fun and creative way, pupils get the full benefit of literacy and the
confidence to make their own choices about their learning. The issues of diversity, language and
multiliteracy are addressed by the “Post Box” and “Performance Stage”, and by the lesson plans
that will be designed around them. Questions will surely be brought up when addressing
different cultures and their practices, and problems will be encountered and solved when sitting
in groups and collaborating on the “Writing Desks” and “Art Desks”. The “Quiet Mat” will
ensure that every student will have a turn in getting their own opinions heard, and confidence
will be natured when performing in the “performance Stage”, as well as stirring up imagination
and creativity, along with the “Alphabetised Art Wall”. The classroom will be large with plenty
of room between environmental spaces for children to move around as they wish, and with large
windows with plenty of natural light. Alphabetical and numerical charts would be placed around
the room in numerous positions, and books piled into stacks along the floor neatly, and within
easy grasp of little hands. The practices used in the learning environment can easily be transited
into the home environment. Letters and artwork can be taken home, and caregiver’s would have
the option of scaldfolding their children’s learning by elaborating on their work. Caregivers
could develop their own designated area’s of the home that are quiet and devoted to reading,
such as the “Story Area”, and could participate in the reading of “Scripts” that would be brought
home and were performed in the “Performance Space”. “Writing and Art Desks” could be
allocated in their home, and even one simple “Filing Cabinet with Magnetic Letters” could be
placed in the child’s bedroom. The simplicity and ease of which the literacy enriched spaces can
be implemented into the family environment make this particular design special and effective. As
Greenham. J (2005) states- “ Children need materials that reflect their world at home…”.
Slide 22
References Australian Government Department of Education, Employment and Workplace
Relations. (2009). Belonging, being & becoming: The early years learning framework for
Australia. ACT. Birckmayor,J., Kennedy,A. & Stonehouse,A. (2008). From Lullabies to
Literature: Stories in the lives of infants and toddlers. Washington,DC,USA: naeyc. NSW,
Australia: Pademelon Press. Kennedy. A & Surman . L (2011), Literacy Transitions As Cited In:
Makin,L., Jones Diaz,C. & McLachlan, C. (2007). Literacies in Childhood: Changing views,
challenging practice. NSW, Australia: MacLennan & Petty, Elsevier Greenman, J. (2005).
Caring spaces, learning places: Children’s environments that work. Redmond, WA: Exchange
Press. Makin,L., Jones Diaz,C. & McLachlan, C. (2007). Literacies in Childhood: Changing
views, challenging practice. NSW, Australia: MacLennan & Petty, Elsevier Martello. J .(2009).
Many roads through many modes: becoming literate in childhood As cited in: Makin,L., Jones
Diaz,C. & McLachlan, C. (2007). Literacies in Childhood: Changing views, challenging practice.
NSW, Australia: MacLennan & Petty, Elsevier Shagoury, R. E. (2009). Raising writers:
Understanding and nurturing young children’s writing development. USA: Allyn & Bacon,
Pearson
by Olga_Curtin | Modified: 4 years ago
Language: English (Detected) | Topic: Education
376 Views1 Embeds
Summary: oasis, curtin, ede 106,
URL:
http://w w w .sl
More by this User
Most Viewed
Soumpassaki...
Embed code:
HTML
XHTML
Get SlideBoom plugin for WordPress
For WordPress:
[slideboom id=
Share presentation with a group
Group:
Message:
Post

o
o
o
o
o

o
o
o
o

o
o
o

o
o
o
o
o

o
o
o
o
o
o

o
o
o
o

o
o
o
o
Info
About
Features
Terms of Use
Privacy Policy
Browse
Presentations
People
Groups
Help
FAQ
Feedback
RSS
Latest
Most Viewed
Most Rated
Sidebar Widget
Premium Products
PRO Account
Business Solutions
iSpring Pro
iSpring Suite
iSpring QuizMaker
Add-Ins for SlideBoom
Free PowerPoint to Flash
Wordpress Plugin
Joomla Plugin
Follow Us
Twitter
Facebook
Blog
Copyright © 2007-2014 iSpring Solutions, Inc. All rights reserved.