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EDEC 204 – Assessment 1 Clarification

Task Description:

In this assessment you are being asked to compile a simple reflective journal(1000-word equivalent). You are free to reflect on any information from your weekly sessions. For example Journal Entry 1 may reflect on the Week 1 Reading of your choice, while Journal 2 may reflect material in the Lecture for that particular week or session. Each journal entry should be about 250 words so that all 4 will add up to 1000 words when you complete it.

Written Assessment

Journal 1

This journal is based on literacy along with theoretical perspectives of literacy learning. Initially I was aware of speech, voice as well as language however I did not have any idea about differences between these terms. From the journal I have learned that voice is sound, speech is talking and language is a set of shared rules for expressing ideas. I have also developed my understanding regarding literacy, this term encompasses all types of skills as well as the knowledge that students need to access to analyze any information. I have gathered information regarding theoretical perspectives of literacy. Maturational perspectives justify that children cannot learn anything to read as well as write until and unless they have achieved a mature age (Salkind, 2004). I have learned from this theoretical model that children can learn after reaching the age of 6.

From this journal I have learned about “cognitive development perspectives”. This theoretical perspective shows information regarding pre-reading activities which is important for children before starting school (Thorndike, 1906). According to Emergent perspectives, I have gathered information that literacy emerges from a very early age. I have learned about Cambourne’s seven conditions engaged with literacy learning. According to this condition, children immersed in writing language are exposed to demonstration (Cambourne, 1988). According to socio-cultural perspectives, I have analyzed that literature arises to children by participating in literacy activities at home or in the community. Children who have suitable control over oral language face success in literacy (Huges, 2018, p.190). I have learned about oral language from this journal. From this journal, I have also learned about phonological awareness, which reflects a strong predictor of reading success. I have also learned about socio-cultural perspectives by the linkage of Australian educational patterns within the perspectives. 

Journal 2

This journal reflects information regarding the framework engaged with teaching oracy along with reading as well as writing. I have learned from the journal that signs, symbols, pictures, as well as gestures, are important means of communication. I have also learned the concept of oral language; this helps me to express myself with perfect grammatical speech. According to Arnold Gessel’s perspectives of language, children undergo several kinds of sequential as well as predictable growth patterns (Senn et al., 1975). I have also learned from this model that children move through the same stage at their rate. Skinner’s behaviourist perspectives indicate nature performs a dominating role in case of language learning (Thompson, 2019). I have learned and analysed these perspectives after learning from this journal. I have learned about nature perspectives provided by Noam Chomsky; this perspective implies that acquisition of learning is a biological phenomenon.

Cognitive development perspectives by Jean Piaget highlights the development of language tandem in case of cognitive development (Miller, 2011). I have also learned from the journal this perspective is based on activity. The last perspective I have learned from this journal is social interactionist perspective, this perspective is dependent on children’s interaction with key people present in the environment. I have also analysed information regarding oral communication, and nurturing for oral language development in childhood period is by care and education. I have gathered information from this journal regarding four components engaged with spoken language: the phonological component, the syntactic component, Semantic component as well as the pragmatic component. Components of syntactic highlights application of rules engaged with arranging words. I have also analysed the correct format for reading. According to Fellowes & Oakley (2020, p .203), reading is the ability to decode, using several ranges of texts along with purpose as well as critical awareness. I have learned the concepts of writing, components of writing along with the benefits of writing in children’s growth.             

Journal 3

          This journal analyses the five stages which are engaged with oral language development. I have learned about six domains of oral language which are Phonology, grammar, morphology, vocabulary, discourse and pragmatics (Krashen & Terrell, 1983).  Phonological abilities, syntax, spoken language engaged with vocabulary, pragmatics as well as morphology are the 5 components of oral language instruction (Moats, 2010). I have also learned about the first stage of language development, which is the pre-linguistic phase. In this process, children learn the use of language. I have also learned that giving way a chance to speak is the most significant procedure of developing oral language among learners. From this journal I have analysed that oral language is important for strengthening literacy along with academic success. I have learned from the journal that vocabulary development is the most important factor engaged with spoken language and this can be improved by oral communication. Egocentric speech and Inner speech are the steps for language development (Luria & Vygotsky, 1992). I have also learned that teachers play an important role in developing oral communication among children by repetitively asking questions. I have also learned that the most significant feature of oral communication is talking as well as listening.  

Journal 4

          From the fourth journal I have learned that an educator can develop a constructive outlook in the classroom by respecting the background engaged with all students and by exploring all kinds of group activities engaged with socio-economic, emotional and cognitive oriented. I have also learned that it is important to read in front of babies by birth since this factor will improve their language development as well as reading comprehension. Print awareness, phonological awareness, motivation for reading, listening to comprehension as well as letter knowledge are the most significant pre-reading skills (Week 4, page 2). I have also learned how over time educators release responsibility to learn by reading aloud to some children and perform activities of shared reading. I have also understood from the journal that physical contact is important in infant learning. In this learning process, children ask simple questions to the students (Fellowes & Oatley, 2019, p. 292). I have observed that non-fiction books with pictures are attractive for toddlers while reading. Phonic teaching is generally systematic and is taught daily (Fellowes & Oatley, 2019, p. 243). I have also learned several kinds of approaches engaged with phonics.

Reference list

Cambourne, B. (1988). The Whole Story: Natural Learning and the Acquisition of Literacy in the Classroom. In ERIC. Scholastic, Inc.

Fellowes, J & Oakley, G. (2020). Language, Literacy & Early Childhood Education. Oxford University Press. (Chapters, 1)

Hughes, M. (2018). Language Literacy and Children’s Literature. In E. Irving and C. Carter, The Child in Focus: Learning and Teaching in Early Childhood Education. Oxford University Press. (Chapter 7)

Krashen, S. D., & Terrell, T. (1983). Natural approach (pp. 20-20). New York: Pergamon.

Louisa Cook Moats. (2010).

Luria, A. R., & Vygotsky, L. S. (1992). Ape, primitive man, and child essays in the history of behavior. CRC Press.,+stages+of+language+development&ots=LTyjSmQrak&sig=sbfjCXCPnXJ4_0jYgoWFSUb4Q6U

Miller, P. H. (2011). Piaget’s theory: Past, present, and future.

Salkind, N. J. (2004). Arnold gesell and the maturational model. SAGE Publications, Inc.,

Senn, M. J. E., Kessen, W., Borstelmann, L. J., Hall, G. S., Dewey, J., Zachry, C., Frank, L. K., Woodworth, R. S., Watson, J. B., Gesell, A., Terman, L. M., Freud, S., Lewin, K., & Piaget, J. (1975). Insights on the Child Development Movement in the United States. Monographs of the Society for Research in Child Development, 40(3/4), 1.

Thompson, P. (2019). 3.1 Behaviorist Theories of Learning. [online] Available at: [Accessed 10 Apr. 2023].

Thorndike, E. L. (1906). The principles of teaching. AG Seiler.

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