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HE Unit Template
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Early Childhood Language and Literacies
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EDMAS6032 - Early Childhood Language and Literacies
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20250200
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Course
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3.2
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2026-09-10
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2026-09-10
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Education
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Institute of Education, Arts & Community
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Education
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Postgraduate - Coursework
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15
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.125
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070101
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Teacher Education: Early Childhood
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070101 - Teacher Education: Early Childhood
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<a href="http://www.federation.edu.au/locate/unit/edmas6032">View unit fees</a>
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Graded (e.g. HD, D, C, etc)
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9
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Masters Degree
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Intermediate
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0
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<p>This unit is designed to allow Pre-Service Teacher (PST) to explore the theoretical underpinnings and sociocultural perspectives of language development and literacy acquisition in early childhood. The symbolic representations of language through play-based pedagogies and other key literacy pedagogies in early childhood will be examined. The design and function of multimedia texts, digital technologies, popular culture and new media is examined. PSTs will explore socially inclusive practices that include language users that have English as an additional language, language and diversity and Aboriginal and Torres Strait Islander literacies. PSTs will use current curricula (EYLF and Victorian Curriculum) to plan meaningful language and literacy experiences for children in prior-to-school settings and as they transition to school</p>
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<p>Topics to be covered may include:<br>
• Frameworks for learning language, including the development of semantic, syntactic, phonological and orthographic awareness<br>
• The social contexts of children's early literacy learning<br>
• Emergent literacy and how this is modelled<br>
• The development of representational abilities<br>
• The role of the family in literacy development<br>
• The place of storytelling and reading by others<br>
• Development of storytelling by young children<br>
• Popular culture, influences of new media and digital technology<br>
• Working with differences in children's pathways to literacy<br>
• The impact of sociocultural differences on children's literacy development<br>
• Bilingual identities and literacy practices<br>
• Understanding literacy in prior to school settings<br>
• Multiliteracies globalization, critical literacies and diversity<br>
• Children as mark and meaning makers<br>
• Children's awareness of print and symbols prior to school<br>
• Literacy Assessment</p>
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<p>Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment.</p>
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Year
2027
Current Year
2026
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EDMAS6032 - Early Childhood Language and Literacies
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EDMAS6032 - Early Childhood Language and Literacies
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Year
2027
2026
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Overview
Key information
Requisites
Learning outcomes
Assessment
Parent Region
Overview
Unit description
<p>This unit is designed to allow Pre-Service Teacher (PST) to explore the theoretical underpinnings and sociocultural perspectives of language development and literacy acquisition in early childhood. The symbolic representations of language through play-based pedagogies and other key literacy pedagogies in early childhood will be examined. The design and function of multimedia texts, digital technologies, popular culture and new media is examined. PSTs will explore socially inclusive practices that include language users that have English as an additional language, language and diversity and Aboriginal and Torres Strait Islander literacies. PSTs will use current curricula (EYLF and Victorian Curriculum) to plan meaningful language and literacy experiences for children in prior-to-school settings and as they transition to school</p>
Unit content
<p>Topics to be covered may include:<br> • Frameworks for learning language, including the development of semantic, syntactic, phonological and orthographic awareness<br> • The social contexts of children's early literacy learning<br> • Emergent literacy and how this is modelled<br> • The development of representational abilities<br> • The role of the family in literacy development<br> • The place of storytelling and reading by others<br> • Development of storytelling by young children<br> • Popular culture, influences of new media and digital technology<br> • Working with differences in children's pathways to literacy<br> • The impact of sociocultural differences on children's literacy development<br> • Bilingual identities and literacy practices<br> • Understanding literacy in prior to school settings<br> • Multiliteracies globalization, critical literacies and diversity<br> • Children as mark and meaning makers<br> • Children's awareness of print and symbols prior to school<br> • Literacy Assessment</p>
Key information
Institute / school:
Institute of Education, Arts & Community
Discipline:
Education
Study level:
Postgraduate - Coursework
Credit points:
15
EFTSL:
0.125
Field of education:
070101 - Teacher Education: Early Childhood
Offering:
<p><strong>Semester 2</strong><p>Ballarat - Mt Helen (On Campus)</p><p>On-line Learning</p></p>
Grade scheme:
Graded (e.g. HD, D, C, etc)
Placement component:
No
Fee information:
<a href="http://www.federation.edu.au/locate/unit/edmas6032">View unit fees</a>
Requisites
Prerequisite
None
Corequisite
None
Exclusion
None
Learning outcomes
Learning outcomes
<p>On successful completion of this unit, students are expected to gain the following [K]nowledge, [S]kills and [A]pplication of knowledge & skills</p>
Learning Outcomes
Ref
Outcome
K1
<p>Demonstrate an understanding of language and literacy development in young children and how this impacts teaching practice</p>
K2
<p>Demonstrate an understanding of teaching and assessment strategies that are inclusive of learning strengths, dispositions, linguistic, religious and sociocultural backgrounds</p>
K3
<p>Articulate the key literacy pedagogies in early childhood contexts</p>
K4
<p>Demonstrate an ability to use curricula framework learning outcomes in the planning, implementation and assessment of language and literacy learning</p>
S1
<p>Identify implications of language and literacy theory and critically reflect on the impact of theory on inclusive teaching practices</p>
S2
<p>Plan for children's language and literacy learning using inclusive strategies and resources, including ICTs, that engage young learners</p>
S3
<p>Identify strategies for developing language and literacy with children who speak a language other than, or in addition to English</p>
A1
<p>Examine and critique language development theory and its impact on language and literacy learning within and outside of educational contexts</p>
A2
<p>Examine how early language and literacy experiences lay the foundation for language and literacy learning as children transition to school</p>
A3
<p>Demonstrate an ability to plan for language and literacy development using socially inclusive teaching and assessment strategies</p>
Assessment
Learning Tasks and Assessment
Ref
Learning task
Assessment type
Weighting
Learning outcomes assessed
1
<p>Respond to forum discussion questions.</p>
<p>Hurdle</p>
<p>S/U</p>
K1, S1, A1
2
<p>Literacy resource kit Using a current curriculum framework and knowledge of early language and literacy development, create five resources that can be used to enhance early language and literacy development for children aged 3-5 years of age. Provide a rationale for the inclusion of each resource and suggest ways the resource can be used to meet language and literacy outcomes. The report will also highlight how resources cater for young children from culturally and linguistically diverse backgrounds</p>
<p>Resource Kit and Report</p>
<p>40-60%</p>
K1, K2, K3, K4, S1, S2, S3, A2, A3
3
<p>Observation of a child's developing written, visual, spoken, multimedia and performance text awareness While on placement with children under 3 years of age, PSTs are to collect and document a series of observations with the focus on early language and literacy development. Based on the documentation and summary of the child's language and literacy development, the PST is to plan, implement, assess and evaluate indoor and outdoor experiences that build on the child's language and literacy development. PST is to write a brief report that summarises the child's language and literacy development and how the planned experiences contribute to further development. Fully evaluated learning experience plans and observational documentation should be included as appendices</p>
<p>Report</p>
<p>40-60%</p>
K1, K2, K3, K4, S1, S2, S3, A2, A3
Supplementary assessment available:
Yes
Supplementary assessment information:
<p>Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment.</p>
Key information
Institute / school:
Institute of Education, Arts & Community
Discipline:
Education
Study level:
Postgraduate - Coursework
Credit points:
15
EFTSL:
0.125
Field of education:
070101 - Teacher Education: Early Childhood
Offering:
<p><strong>Semester 2</strong><p>Ballarat - Mt Helen (On Campus)</p><p>On-line Learning</p></p>
Grade scheme:
Graded (e.g. HD, D, C, etc)
Placement component:
No
Fee information:
<a href="http://www.federation.edu.au/locate/unit/edmas6032">View unit fees</a>
Additional information
Add Info Static Text
Internal reference: EDMAS6032 - U3.2