The gap I have chosen to explore is ‘Listening’. I have planned experiences to facilitate the children’s development using listening as my main focus.
To recognise, value and draw on children’s cultural and linguistic backgrounds, I have planned an experience with a group of children singing a ‘Good morning’ song in their home languages, I will also incorporate some hand actions. Firstly with the parent’s involvement, I ask them to share this simple phrase. It’s quite similar to the experience shown in topic one’s video ‘Supporting cultural and linguistic diversity in early childhood’. With this experience, the children will appreciate other cultures and feel a sense of belonging as we encourage the children’s home language being spoken. The benefits of diversity are to have the ability to understand and honour differences ((Belonging, Being & Becoming, 2009). I included a reference from the EYLF Framework which was contributed by group member Rachelle Derley.
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They learn to read by hearing stories being read (Beaty, 2009). The listening post is a great way to teach the children to be active listeners. By listening to a fluent reader, reading the story, it would be beneficial to the children’s speaking and listening development and learning (Fellowes & Oakley, 2014). I will set up a quiet area and use a CD audio of popular children stories, such as ‘Goldilocks’ for the children to listen to. The children will also have the option of flipping through the book and using the picture flaps to reveal hidden pictures. Not only will it develop a positive attitude towards reading, but also encourages the children’s vocabulary development and the familiarity of text and teaches them how sentences are structured. I added more detailed implementation of experiences suggested from group members Emma McQuillian and Tamara