The area of curriculum that will be looked at is the Early Years foundation staged curriculum (EYFS) and the key area of learning will be the communication, language and literacy, focusing more on the literacy (writing).
Some of the key features of young children’s learning in the writing area include books, mark making, flash cards, painting, magnetic letters, puppets, storytelling, singing role play etc
Ferreiro and Teberosky (1982) carried out a study which gave evidence that basically young children employ as they experiment with mark- making in order to communicate through written language and so represent spoken language. (Anonymous 2014)
The Equal Status Act (The Equality Authority, 2000) has implications for the assessment policy in early education settings. In particular, it requires settings to be aware of the effects of context, culture and language in assessing children’s learning and development. (Anonymous, 2014)
The concept of the curriculum as socially organised knowledge is a critical starting point. The way in which knowledge is codified and accorded status is traditionally related to the values and power bases of dominant cultural groups (Young 1999).
Literacy development involves encouraging children to link sounds and letters and to wide range of reading materials (books, poems, and other written materials) to ignite their interest. (EYFS, pg 5)
Language and literacy are of personal, social are very important. Our ability to use languag...
... middle of paper ...
...://www.ncca.ie/en/Curriculum_and_Assessment/Early_Childhood_and_Primary_Education/Early_Childhood_Education/How_Aistear_was_developed/Research_Papers/Formative_assessment_full_paper.pdf [Accessed: 18 Mar 2014].
Gregory,E.(1996) Making Sense of a New World: Learning to read in a Second Language. London:Paul Chapman Publishing
Surreycc.gov.uk. 2014. Surrey County Council - Supporting young children with English as an additional language. [online] Available at: http://www.surreycc.gov.uk/learning/early-years-and-childcare-service/early-years-practitioners-and-providers/inclusion-and-special-educational-needs-in-early-years/supporting-young-children-with-english-as-an-additional-language [Accessed: 17 Mar 2014].
Young, M. (1999) The curriculum as socially organised knowledge in McCormick, R. and Paechter, C. (eds) Learning and Knowledge. London: Paul Chapman Press 56-70
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