BACHELOR OF EARLY CHILDHOOD EDUCATION WITH HONOURS

MEI 2020

HBEC 2103

LANGUAGE AND LITERACY FOR EARLY CHILDHOOD

NAMA PELAJAR :

NO. MATRIKULASI :

NO. KAD PENGNEALAN :

NO. TELEFON :

E-MEL :

PUSAT PEMBELAJARAN :

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 TOPIC PAGE
TASK 1
1.0 INTRODUCTION 1

2.0 DEVELOPMENTAL APPROACH 2-5

3.0 BENEFITS OF THE DEVELOPMENTAL APPROACH 6

4.0 CONSCLUSION 7-8

5.0 REFERENCE 11

TASK 2
LINK VIDEO PRESENTATION 12

CONTENT

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 1.0 INTRODUCTION

There are many possible criteria by which to judge the appriopriateness of a curriculum and of a
pedagogical practices for a group of young children. What is a developmental approach? As we
already know, a human is growing, shifting, developing and also transforming. This process is
widely known that begins with conception. The development approach best described as a term
series of crises through which the individual grows and evolves—every crisis which is due to the
conflict between the old self and the new abilities and attitudes. Every resolution of the battle is
never perfected during one development phase, but it will continuos through succeeding stages.

Families and also, cultures are an essential dan integral to development. The societies also play a
significant role in the progress of an individual life. From the development approach, it will help
children to convey the task need to be successfully done for a child to progress generally in
society.

In this task, learners will be given a more in-depth exposure to various types of development
approaches that can be applied in the teaching and learning of children. We don’t deny that
children are very active and their nature is playing. Therefore, the right and appropriate approach
are fundamental to ensure that children were able to accept what is taught and instilled in them.
Many strategies can be implemented in listening and speaking skills, however, the uniqueness of
each child requires a different approach. The development approach that implemented would be
able to provide an excellent benefit to children as well to the people around. Besides,
developmental plans will be able to assist the learner in excelling in teaching young children,
especially in listening and speaking skills. We know that children are unique, and we have to be
more creative and at the same time fun to ensure children comfortable with us and its help in
enhancing him to get better results.

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 2.0 DEVELOPMENT APPROACH

A developmental approach to the curriculum for young children takes into account the principle
that what children should learn, and therefore the way they're going to best learn, changes with
their age, and he experience comes with age. Several tenets of practice emerge from their basic
developmental principle. for instance , as children get older , they're going to learn changes from
a circle to a sphere or oval. Similarly, the younger learner learned more through interactive and
active processes. The younger the learner, the greater urgency of helping them acquires basic
social competence, which is extremely difficult to get afterward . These developmental principles
of practice imply that a curriculum for young children should include the prospect to work
during alittle group alternatively .

There are many criteria which are to work out whether pedagogical practices are appropriate to
young children. within the paper outlines the developmental approach to pedagogy for young
children. There are many principles of coaching outlined. Accordingly, the applicable curriculum
must be selected the idea what's best for the future . within the curriculum to strengthen young
learners disposition to review their environment carefully in order that they ready to understand
what they need taught easily. The knowledge that's useful for them within the present. we all
know that young children supposed to not be introduced with the formal study, which is rigid. it's
also not suitable for young learners because it'll create intensely.

A developmentally appriopriate curriculum is one that takes under consideration those aspects of
learning that change with the age and knowledge of the learner. it's designed on the idea that
what children should learn, and therefore the means by which they're presumably to find out it.,
change with their age and therefore the experience that accuse with age. In other words, a
developmental approach to curriculum design and teaching methods, asnwers to questions on
what they ought to learnd and the way it might best be learned depend upon what we all know of
the learner’s developmental statys and our understanding of the relationships between early
experience and subsequent development.

Young children alleged to tend the chance to experiences with real objects and real things within
the real environment. As we all know that learning should proceed from behavioural to
knowledgeable, and young learners should have the chance to use the meaningful contexts in

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expertise learned within the more formal parts of the curriculum. In short, young children should
be engaged daily in activities and work that are real. As a preschool teacher, we always check
out the kid as an entire child who has the intellectual, social, emotional, physical and also artistic
growth. for instance , premature in reading or arithmethic may achieve equipping children with
intended skills and knowledge at a rudimentary level; however, the processes of learning through
such instruction may damage their dispositions to become readers and users of the numeracy
skills and ideas so painfully acquired. Through experience, the kid will become more
independent, and that they are going to be ready to achieve their way. Most of the event
approach activities are open-ended, which is that they have flexible procedures to make sure all
children are participating. Every child who is indifferent development levels ready to join with
equal success.

2.1 Active Learning Through Play and Exploration Play

Active learning through play and exploration is the fundamental, natural,
universal activity of children. Game is intrinsically motivated for personal
satisfaction and is a way of learning. It is the expressive activity resulting from
the child’s desire to make sense of the world. Young learner learn through the
process of play because of an inner drive to explore, experiment, and discover.
The integration of the child’s intellect, emotions, and internal drive promotes the
development of the whole child. This integration may be accomplished through
the provision for high-quality play and exploration experiences in the first years.
As they interact with objects and materials, with people, and with ideas and
thoughts, the knowledge gained through this experience is explored, tested,
reflected upon and represented during a variety of ways. As children develop
intellectually, the kinds of play during which they engage reflect this
development. Play may be categorized as practice or functional, constructive,
symbolic, or as games with rules (Bergen, 1988).
Two developmentally approach that can be implemented with kids to improve
their listening and speaking skills are:
a) Listening games.
There are so many listening games can be performed with children. For
example, I Spy game. This game is to encourage children to speak English.

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 How to play this game? Choose an object that you can see, for example, a
chair. And then say “I spy with my little eye something beginning with “C”.
Children may guess the word beginning with that letter. This game is a great
game to play with children. You may amaze when they can name so many
words starting with the letter “C”. This game can be play anywhere. Not only
in the classroom but also at the home, park and even in the car. Children also
can play games Hurrah-Boo. This game required the children to listen, wait
and then react. They need to look carefully before making a decision. This
game is not only targeting the listening but also processing their skills too.
This game is played when children are to listen intently to statements that you
are about to make. If its nice statement, they say hurrah! And if it is not the
nice statement, they say boo. For example “It is time to play!” – “hurrah”.
“There is no break time!” –“Boo”
b) Constructive play
Play of this type is characterized by early to the later primary. It is the use of
materials to make a particular product representing objects, ideas, or processes
(paintings, drawings, three-dimensional creations) and combining of
constructive. For example, kids are given their own time to build anything
with the LEGO or block. After that, let them tell the story about what they
have built. In this play, the teacher should help the children how to do it and
not do it. This game will make the children eager to create something and talk
about it.
c) Symbolic play
Symbolic play that young children engage in, in this play, they will use an
object or toy to represent something else. It occurs when children are involved
in pretend game which is known as fantasy, make-believe, imaginary and also
dramatic play. The activities describe the flow of computations disregarding
actual conditions on processes execution.

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2.2 Using Language for Communication
It has been said language isn't only the vehicle of thought but also its driver. Children
need opportunities to develop ideas through language and to speak about their
thinking. Through language, children will be able to discover, generate, and express
ideas; to explore and extend ideas; examine, reflect upon and refine ideas and thinking
processes. to speak effectively in listening, speaking, reading, writing, viewing, and
visual representation, children need opportunities to use language for a spread of
purposes.
To instill effective communication, children also need opportunities to:
2.2.1 Hear good language models
2.2.2 Engage in dialogue with adults and other children
2.2.3 Play with ideas and language
2.2.4 Experiment with language altogether its forms
2.2.5 Experience and answer literature and non-fiction
Children are born with an innate ability to seek out out language systems. But many
factors affect their development of language processes and skills including family
language, expression of needs and needs where this is often the strong motivation in
young children to precise their needs, natural curiosity, stage of development and
dialogue
Communication skills develop during a social environment that provides opportunities
for kids to talk in natural, meaningful ways. The teacher promotes and develops
communication by consciously planning for these and by modelling a caring,
thoughtful, and sensitive tone in interactions with children. The teacher demonstrates
his or her commitment to language development by establishing a supportive
environment that promotes effective communication. Activities and experiences which
have value and relevance within the classroom and to the earth beyond school are
fundamental for kids to become self-directed, to think divergently, and to use problem-
solving strategies. This increased sense of self-direction and growth in autonomy
enables children to approach new learning with enjoyment, confidence, and
satisfaction allowing them to embrace all that life possesses to supply and to ascertain
the potential of every unique experience.

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3.0 BENEFITS OF DEVELOPMENT APPROACH IN CHILDREN’S LANGUAGE
DEVELOPMENT

Many beneficial findings can be obtained from implementing the development approach in
children’s language development. Young children need experiences and teaching support literacy
and learning. All of these included and not limited. Through a development approach, kids will
be more positive, and also they will be more confident to go for the next step. Development
approach also nurturing relationship with adults who are engaging in active conversations with
individual children, model reading and writing behaviour, and fosters children’s interest in and
enjoyment of reading and writing. The print-rich environment provides opportunities and tools
for children’s attention to specific letters and words.

Reading books to the children also reflect positive behaviour in children. While reading the
book, encourage children to ask, and it helps the children to read together and focus on the
sounds of language as well as the meaning. Teaching experiences that develop phonemic
awareness such as songs, fingerplays, game, poems and so on also boost up children confidence
in speaking. Making a list for grocery in dramatic play would help the kids to corporates with
literacy tools. Making a sign in block building dan using words in exploring a computer game
also helps children to develop positively.

The play would be able to increased motor skill; the desire to master physical challenges,
repetition in teaching and also playing would help to refine physical skills. Other than that,
playing like ride bikes, bouncing ball is an example of repetition of games and play.
Experimenting with new materials and also combining it can create a new way to solve.

Besides, through the developmentally approach implemented, children will be more interested in
learning and also improve children's social skills. In learning to listen and speak, it is a must to
involve children directly. Therefore, with the approach made then children will be easier to
understand. Children do not realize that they are learning because they feel happy and enjoy what
they are doing. Therefore, in the early childhood education curriculum, there should be this
developmental approach. It is because it helps a lot in shaping the decisive personality of
children.

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 4.0 CONSCLUSION

As we know that a developmental approach to education is one that takes into account those
aspects of learning that change with the age and experience of the learner. It was designed on the
assumption that what children should learn, and the means by which they are most likely to learn
it. Developmental criteria must be considered in the context of a variety of other criteria by
which the appriopriateness of a curriculum and teaching methods. Age norms are also useful for
alerting teachers to individual child’s progress from immaturity to maturity. This dimension
addresses changes over time within and individual and the long term effects of early experience
rather than the normality or typically of behavior and abilities of a particular age group.

The nature of knowledge has occupied professional epitemologists for hundreds of years, and it
difficult to define. Children able to construct their own knowledge. Both knowledges and skills
are also learned in many other contexts outside of educational. The latter, however, are charged
by their communities with helping the young acquire knowledge and skills they judge
worthwhile and essential to participate effectively in the community. No matter what the
curriculum , activities and teaching strategies are adopted by which to accomplish these two
learning goals, learners’ dispositions and feelings are likely to be influenced by them whether
intentionally or by default.

When the single method of teaching is used with a group of children that is diverse in
background , development , experience , interests, abilities, aptitudes, a significant proportion of
them is likely to fail. Children begin to build the foundation for fluency through the development
of language skills which is listening, speaking, reading and also writing skill. By using the
development appropriate in teaching young learner, we will be able to get the kids to have fun,
enjoy all the activities and in the same time they will learn something other than what he had
focus to teach. Among all the widely used method to teach children how to read easily is big
book method, look and say method.

As a conclusion. Always remember that, young children cannot think in abstract ways. They
need to be active, participatory learning by using the five sense. Kids are also tend to see the
world with their own perspective and it is need the educator helps to let them. Children generally
have centered thinking which is they only process one variable at a time. By using the

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developmentally approach in children curriculum, it makes more easier to tackle the young
learner. With the continuous and effective use of developmental approach, it will be able to help
in improving children's understanding and also to help children to improve their skills both in
terms of reading or speaking. therefore, not only do teachers need to implement a developmental
approach in daily teaching, but it can also be implemented at home by parents. the role of parents
also helps in further enhancing the positive attitude of children.

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5.0 REFERENCE

Abdul Hameed Abdul Majid (2011),Language and literacy for Early Childhood
Education. Kuala Lumpur, Open University Malaysia

Arce, E. M. (2012). Curriculum for young children: An Intorduction.California, CA:

Wadsworth.

Mastura Bazdis (2008), Pendidikan anak-anak di peringkat awal umur berasaskan

binaan kurikulum yang intergratif. Jurnal Pusat Penyelidikan Perkembangan Kanak-
Kanak Negara (NCDRC). Universiti Pendidikan Sultan Idris

Pennstate Extension (n.d), Applying developmentally appropriate practice. Retrieved

from https://extension.psu.edu/programs/betterkidcare/early-care/tip-pages/all/applying-
developmentally-appropriate-practice

Roopnarine, J.L, & Johnson, J.E. (2005). Approaches to early childhood education. New
Jersey, NJ: Merill Prentice Hall.

Resources of early learning(2014). Providing Developmentally Appripriate Learning.

Retrieved from http://resourcesforearlylearning.org/educators/module/20/10/40/
Taylor & Francis Online (2008), A developmental Approach to the Education of Young
Children. Retreived from
https://www.tandfonline.com/doi/abs/10.1080/02188799408547721?journalCode=cape19

Wikipedia (20 May 2020), Developmentally appropriate practice. Retrieved from

https://en.wikipedia.org/wiki/Developmentally_appropriate_practice

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