Module 5 (Part 3)
FACILITATE A LITERACY LEARNING PROGRAMME IN THE RECEPTION YEAR
SAQA Unit standards ID: 244257
NQF Level: 5 Credits: 15
Elective Unit Standard
The purpose of this course is to build people who facilitate Literacy Learning Programmes in the Reception Year (Grade-R). The learning programme should be of interest to people who facilitate Literacy Learning Programmes in the Reception Year (Grade-R). It will be useful to people who facilitate Literacy Learning Programmes in the Reception Year (Grade-R).
It consists of 1 module with six study units
- Study unit 1: How literacy is developed, facilitated and assessed.
- Study unit 2: Planning a literacy learning programme.
- Study unit 3: Preparing literacy learning activities and materials.
- Study unit 4: Implementing the planned literacy learning programme.
- Study unit 5: Assessing children’s progress in the literacy learning programme.
- Study unit 6: Evaluating the effectiveness of the literacy learning programme
- Lectures 8
- Quizzes 7
- Duration 150 hours
- Skill level All levels
- Language English
- Students 0
- Certificate No
- Assessments Self
Information and Notes for the Learner
Dear Learner It gives us a great pleasure to welcome you to this module: Facilitate a Literacy Learning Programme in the Reception Year. This module is intended for people who facilitate Literacy Learning Programmes in the Reception Year (Grade-R). In order for you to build skills and share our enthusiasm for this field of study, we urge you to read this overview several times so that studying becomes easier. As an adult learner, you are responsible for your own learning. Make sure you prepare yourself before each session.
Dear Learner Please note that although your formative assessment is online, you are still required to complete the Portfolio of Evidence (PoE) document below and to send it to Ukhanyiso Ebantwini (Pty) Ltd as part of the assessment process. A facilitator will contact you after you have completed your online formative assessment. He or she will assist you in preparing for the summative assessment and go through this PoE with you. If there are any questions or concerns about the PoE or the summative assessment please contact email@example.com Good luck! Warm regards The Ukhanyiso Ebantwini Team
Study Unit 1 How literacy is developed, facilitated and assessed
The importance of children’s early literacy development cannot be overstated. Children’s success in school and later in life is to a great extent dependent upon their ability to read and write. The early childhood years are crucial in children’s literacy development because the development of language and literacy begins at birth and is a lifelong process. The primary function of language is to communicate. In infancy, children use cries, gurgles, various gestures and facial expressions to communicate. Throughout the toddler years, children progress in their ability to communicate by babbling, saying important words and continuing to expand their vocabulary. Language development accelerates rapidly in the preschool years. The growing ability to use language to communicate is a landmark of development that distinguishes pre-schoolers from infants and toddlers. As children’s vocabularies increase and they use more complex sentences, their literacy skills emerge. By the age of 3, a pre-schooler’s vocabulary consists of approximately 2,000-4,000 words and by age 5, approximately 5,000-8,000 words (Bredekamp and Copple, 1997, 107-109). Oral language ability is significant because of the strong link with learning to read and write.
Study Unit 2 Planning a literacy learning programme
Literacy is a fundamental human right and the foundation for lifelong learning. It is fully essential to social and human development in its ability to transform lives. The uses of literacy for the exchange of knowledge are constantly evolving, along with advances in technology. Within the South African school curriculum literacy is regarded as a cognitive process that enables reading, writing and numeracy. In this module we will plan a literacy learning programme.
Study Unit 3 Preparing literacy learning activities and material
Historically, philosophers and theorists who have studied early childhood development have emphasized the importance of the physical environment in learning and development. Pestalozzi (Rusk & Scotland, 1979) and Froebel (1974) described real-life environments in which young children’s learning could flourish. Both discussed preparing manipulative materials that would foster literacy development. Montessori (1965) developed guidelines for creating a carefully prepared classroom environment that promotes independent learning and she recommended that every material in the environment have a specific learning objective. Piaget (Piaget & Inhelder, 1969) found that children acquire knowledge by interacting with the world or the environment. He suggested that ideal settings for young children to learn should involve real-life situations, and that children need materials with which to explore and experiment. Dewey (1966) believed in an interdisciplinary approach; in his view, learning takes place through the integration of content areas. He believed that storing materials in subject-area centers encouraged interest and learning. Classrooms designed to provide a literacy-rich environment and optimum literacy development will offer an abundant supply of materials for reading, writing, and oral language. These materials will be housed primarily in a large and extended literacy center. However, literacy materials should be placed in all other centers in the room to encourage the functional use of reading and writing (e.g., by making a graph in the math center or by reading a book about animal prints in the science center). Materials and settings throughout the classroom will be designed to emulate real-life experiences and to make literacy meaningful to children (e.g., the classroom will include at least one dramatic play area such as a restaurant, in addition to the usual home-living area). Materials for all dramatic play activities will be selected so that they are connected to children’s experiences and knowledge, and will be functional so that children see a need and purpose for using literacy. Dramatic play centre themes such as home living or barber/beauty shop should be familiar to children.
Study Unit 4 Implementing planned literacy learning programme
Facilitating and learning with young children is a complex process embedded in relationships. These facilitating and learning relationships provide the scaffold for jointly constructing meanings about self, others, and the world. Early childhood professionals use their child development knowledge, their knowledge of developmentally appropriate practices, and their content knowledge to design, implement, and evaluate experiences that promote optimal development and learning for all children from birth - six (0-6) years. In addition, their use of observations is grounded in a thorough understanding of children’s families, cultures, and communities. Early childhood professionals encourage young children’s problem solving, critical thinking, and academic and social competence within a supportive and challenging learning environment. These challenging facilitating and learning experiences build children’s confidence in themselves as competent learners. At the centre of it all is the implementation of literacy learning programmes. This will be discussed in detail in this section.
Study Unit 5 Assessing children's progress in the literacy learning programme
Assessment is designed to discover what children know and understand, based on what they make, write, draw, say and do. Early childhood professionals should assess the progress of children’s learning and development, what children are ready to learn and how they can be supported. All children benefit when assessment reflects a whole-child approach, providing a holistic view of learning and development. Early childhood professionals should use a range of assessment tools, processes and approaches to build on prior learning, avoid duplication and add value. Early childhood professionals should also understand that families play a vital role in their children’s learning and development and be aware of the health and wellbeing of the family when planning for the child’s learning and development. Assessment of children’s learning should be carried out in a way that: • inform their practice • include children’s views of their own learning • are authentic and responsive to how children demonstrate their learning and development • draw on families’ perspectives, knowledge, experiences and expectations • consider children in the context of their families and provide support to families when necessary • value the culturally specific knowledge embedded within communities about children’s learning and development • are transparent and objective, and provide families with information about their children’s learning and development, and about what they can do to further support their children • gather and analyse information from a wide range of sources to help them assess and plan effectively • provide the best possible advice and guidance to children and their families.
Study Unit 6 Evaluating the effectiveness of the literacy learning programme
How does a practitioner know if the literacy learning programme met the requirements of the national curriculum or the needs of young children? This is where evaluation come into place. The effectiveness of the literacy learning programme should be evaluated. Evaluation allows practitioners to ascertain whether the required learning took place, that the learning methods utilised were appropriate and to assist with improving future activities and literacy learning programmes. This will be discussed in detail in this study unit.