Summary of Hudson’s language and literacy knowledge and understandings Aspect of Literacy Strengths Interests Emerging understandings Oral Language • Interact with others and respond to conversations (observations 1,2,3,4,6) • Speaks with educators using 2 word utterances (observations 1,4,6,8). • Verbally labels and describe objects (observations 3,6) • Use body language and facial expression to convey meanings (observations 1,2,3,6) • Sing songs and jingles by repeating the words (family questionnaire, observation 2). • Take turns in conversations (family questionnaire, observations 2,3,4,6,7,8) • Drawing (parent questionnaire, observation 6) • Nursery rhymes (observation two) • Cars (family questionnaire) • Puzzles (family questionnaire, observation 3) • Music and songs (family questionnaire) • Reading stories with his mother (family questionnaire) • Interested in colours (observations 4,6,8). • Wiggles (parent questionnaire) • Matching pictures (parent questionnaire) • Discovering different props and images by himself for example the toy sheep or the yellow flower in a story (observations 1,3,4,5,7,8) • Help his mother in the kitchen (family questionnaire) • Role modelling his mother during shopping time (family questionnare, (M. Stephanie, personal communication 24 of March, 2017). • Conversate with educators more than peers (observation 1,2,3,4,6,7,8) • Take turns in conversations (The combination of all observation, family questionnaire) Reading • Responds both verbally and non-verbally to what he visualizes and hears (observation 4,5,7,8) • Discover pictures while being read to and responds with comments (observation 8) • Shows reading behaviours such as turning pages and using pictures to convey ideas and meaning (observation 8) • Engaged in shared reading and listening to story that is being read to him (family questionnaire, observation 8). • Use signals and sound effects to convey meanings from texts (combination of all observation) • Is recognising and using the environmental print to make meaning for example the animal labels in the outdoor area (observation 4). • Turn pages in books (observation 8, family questionnaire) • Selecting sound books which is part of his attention (family questionnaire, observation 8) Drawing/writing • Use lines and scribbles to represent objects (observation 5) • Discover writing resources with control (observation 5). • Use large arm movements to cover the whole cardboard plate (observation 5). • Paint across the cardboard plate using circular motion (observation 5). • Demonstrate his own ideas and convey meanings (observation 5,6 ) Visual Literacy • Point out on objects wither in texts or the surrounding environments (observations 1,2,3,4,6,7,8) • Discovers different media such as books, laptops and iPad (family questionnaire) • Uses images in books and different props that surrounds his play environment to convey meaning (observations1,2,3,4,6,7,8) • Discover different media (family questionnaire) Critical Literacy • Identifying features of images in books and other different props in the surrounding environment(observations1,4,5,7,8) • Start to use problem solving while reading a picture book with text to him (family questionnaire) • Reflect on images in books, the different props that surrounds his environment as well as the verbal songs (observations1,4,5,7,8, family questionnaire). According to the Early Years Learning Framework (2009) literacy is one of the most vital progressive area in a child’s life spectrum. Through the strong analysis of observations, it has been made clear that literacy is more than reading and writing. Literacy can be understood and applied in a number of groups such as visual, oral, comprehension, reading and writing. Through these observations, Hudson showed that he is able to speak two word utterances as well as take turns in conversations. He is able to communicate verbally and non-verbally for a range of purposes which was very clear in all of his observations particularly in observation three “Shopping the Kitchen materials” as this is part of his interest as shown in the above table (Learning Outcome 5.1: Children interact verbally and non-verbally with others for a range of purposes, DEEWR, 2009). Hudson is able to reflect on his own experiences through for example naming and labelling different items as seen in observations (1,6,7,8). Hudson showed that he loves to participate in drawing as shown in observation 6 and the family questionnaire, he was able to demonstrate and represent meaning using visual imagery and create his own drawing of colourful lines using thick crayons to translate his understanding “Orange flower” and “Boat”, this is related to ECLIPSE (1997) that states children experiment with a range of materials such as crayons on a variety of surfaces to create meaning .Finally Hudson showed that he engages with a range of texts media for a variety of purposes such as through using the Ipad and books to listen , share reading with an adult and comprehend questions where he respond back based on images and sounds that is incorporated in these different media texts, this was particularly shown in observation 8 as well as the family questionnaire. This also relate to Jonez Diaz et al (2000) who stated that children will start to recognize that illustrations on a page is related to what the print says as well as children hears and respond based on the incorporated environmental sound in the texts. Future Literacy Learning Opportunities– Literacy Learning Focus Suggestions for Extending Learning Rationale 1. To deliver a range of drawing opportunities for Hudson to communicate with peers in other play and learning spaces. 2. To extend on signs and symbols in other play spaces for example wheels, circles, animal signs. • Read to Hudson and the other peers their favourite book and ask them to draw their preferred character and then request them to sit down in group for” show and tell” with the educator to talk about these drawn characters. • Inspire and assist Hudson to use some technological devices to practice his drawing with peers in any dramatic play such as using an iPad application as “Jotto” or “Art for Glow”. • Provide a variety of drawing resources such as papers, crayons, paints, brushes, pencils to create his own drawing book and share it visually and verbally with his peers and educators. • Display art resources books and posters for Hudson and his peers to consult from and to conversate about during drawing process. • Encourage Hudson to use the environmental outdoor resources for drawing such as sharing the sand experience with his peers using his finger to draw different shapes and objects or by using the tree leaves and colours to represent various images that may convey meaning for children. • Create a collage of animal signs. • Sing nursery rhymes that represent the wheel’s signs such as the “wheels on the bus go round and round” or “Old Macdonald had a farm” to represent the animal signs and symbols. • Use playdough to create own signs and symbols for dramatic play. • Discuss different animal signs using sound books or even those felt books. • Explore different digital symbols using the iPad and the computer. • Look for more animal signs and circle symbols that surrounds Hudson’s environment and discuss together the features of these signs and symbols. Hudson seems to enjoy drawing. He uses straight and curly lines to generate his pictures which he classifies as plants and transport resource especially when he said the word “boat”(observation 6 and family questionnaire).He uses a circular motion while painting to represent shapes such as the circular shapes ,this was evident in observation 5. Drawing is a method of expressive mark creation that tends to satisfy people for different aims, which recommends that it delivers people with diverse visual exhibitions depending on how they understand it (Hope, 2008). According to Einarsdottir, (2009) drawing is viewed as a vital activity in preschool setting because in terms of fine motor progress, it aids as precursor to writing. Therefore, the usage of scribbles, lines, and shapes are all drawing actions that assist children to prepare effectively for reading and writing in formal school (Flint et al., 2014). By Introducing the usage of information technology in literacy, children will have the opportunity to discover their world and have the confidence that drawing is not limited with a specific resource which will therefore progress the children’s communication specifically their verbal skills that may include their pronunciation for different words and to discuss the possibilities and view different perspectives (Carroll, 2011). As children begin to explore with scribbling or creating lines and simple shapes they are beginning to explore important preparatory work towards the skill of writing. By providing an array of opportunities for children to handle things it becomes an important role for families and educators to prepare them for formal writing (Makin, 2013). Literacy uses a range ways to communicate including music, movement, dance, storytelling, visual arts such as drawing, media and drama, as well as talking, listening, viewing, reading and writing. There are many benefits for children who have the opportunity to explore their world and use technologies and digital media with confidence (DEEWR, 2009) Hudson is beginning to notice some animal signs (family information) and has an interest in naming animal’s signs in the farm play area corner as shown in observation 7. He is also starting to represent symbols in his painting such as wheels being a round shape as shown in observation 5. He is also starting to make contrasts between items with alike figures and appearances as shown in observation eight when he pointed to the sound button and said round and round (obs8). According to McGee & ‎Richgels (2014) children will connect their learning experience to their community, home and centre knowledge ,which will therefore extend their zone of proximal development through the assistance from the educators and peers. It is also essential to understand the importance of exposing the young children to various prints and functions such as signs and symbols as it will demonstrate later their writing and reading behaviours before formal education( Casbergue & ‎Strickland , 2015)