Note: This is an archived Handbook entry from 2009. Search for this in the current handbook
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2009:Semester 2, - Taught on campus.
Parkville, On Campus
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment:||Contact Hours: 36 hours |
Total Time Commitment: 125 hours total commitment
|Recommended Background Knowledge:||None|
|Non Allowed Subjects:||None|
|Core Participation Requirements:||
For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.
It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability
CoordinatorDr Amelia Church
|Subject Overview:||This subject introduces paradigms in emergent and early literacy, and articulates the relationship between theory and practice in supporting children’s language and literacy development. Content includes: the function of symbols and print to communicate meaning; the central and continuing role of families and caregivers in nurturing language and literacy development; understanding children’s emergent reading and writing; designing and implementing programmes for spoken and written language (including children’s literature, narratives, role-play, poetry, drama and music); recognising and facilitating opportunities for language and literacy development embedded in play contexts; observing and assessing spoken and written language; the transition to more formal or systematic models of literacy learning and teaching in the first year of school; and cultural and linguistic diversity in the development of language and literacy.|
|Objectives:||On completion of this subject teacher candidates will be able to: |
|Assessment:||There are 2 assessment tasks: |
|Prescribed Texts:||Collection of readings.|
|Breadth Options:|| |
This subject is not available as a breadth subject.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
|Generic Skills:||On completion of this subject teacher candidates will have the knowledge, skills and understanding to enable them to: |
Master of Teaching (Early Childhood) |
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