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EDCR102 The Languages of Children

An exploration of the meaning-making experiences of very young children as they begin to communicate with the world and those around them.

This paper begins from the words of Loris Malaguzzi (1996):

The child is made of one hundred. The child has a hundred languages, a hundred hands, a hundred thoughts, a hundred ways of thinking of playing, of speaking.
A hundred always a hundred ways of listening, of marvelling of loving, a hundred joys, for singing and understanding.
A hundred worlds to discover
A hundred worlds to invent
A hundred worlds to dream.
The child has a hundred languages (and a hundred hundred hundred more)...

This paper explores the meaning making experiences of the very young child as they begin to communicate with the world and those around them, including both adults and other children.

Paper title The Languages of Children
Paper code EDCR102
Subject Education
EFTS 0.1500
Points 18 points
Teaching period(s) Second Semester, Second Semester
Domestic Tuition Fees (NZD) $813.45
International Tuition Fees (NZD) $3,585.00

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Limited to
BEdSt, BTchg
Notes
Early Childhood Education students only.
Learning Outcomes
Students who successfully complete the paper will be able to:
  1. Demonstrate an understanding of the cultural constructions of language and expression of language in the early years
  2. Evaluate current understandings and application of language acquisition in Aotearoa/New Zealand
  3. Identify the multiple modes of communication in the early years
  4. Investigate and assess literacy practices and theories in the early years
  5. Demonstrate an understanding of pedagogical practice in supporting and promoting successful meaning-making and communication for the young child
Graduate Attributes Emphasised
Global perspective, Interdisciplinary perspective, Communication, Critical thinking, Cultural understanding, Ethics, Information literacy, Research.
View more information about Otago's graduate attributes.
Teaching staff
Mary O'Rourke - Southland campus
Pauline Smith - Southland
To be confirmed - Dunedin
Contact
Programme Co-ordinator (Early Childhood Education): Judy Layland, judy.layland@otago.ac.nz
Textbooks
Required Texts:
  • Arthur, L., Beecher, B., Dockett, S., Farmer, S. & Death, E. (2015). Programming and planning in early childhood settings (6th ed.). South Melbourne, Victoria, Australia: Thomson.
  • Hamer, J. & Adams, P. (2006). The New Zealand early childhood literacy handbook. Palmerston North: Dunmore Press Ltd.
  • Lee, W., Carr, M., Soutar, B. & Mitchell, L. (2013). Understanding the Te Whāriki approach: Early years education in practice. Oxon, United Kingdom: Routledge.
  • MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice (3rd ed). New South Wales, Australia: Pearson Education.
  • New Zealand Ministry of Education. (1996). Te whāriki: He whāriki matauranga mo nga mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.
  • New Zealand Ministry of Education. (2011). Tātaiako: Cultural competencies for teachers of Māori learners. Wellington: Ministry of Education & New Zealand Teachers Council.
  • Nuttall, J. (Ed.) (2013). Weaving Te Whāriki: Aotearoa New Zealand's Early Childhood Curriculum Document in Theory and Practice (2nd ed.). Wellington, New Zealand: NZCER.
  • Wright, S. (Ed). (2012). Children, meaning making and the Arts (2nd ed.). New South Wales: Pearson Education Australia.
Paper Structure
  • Cultural constructions and representation of language
  • Cultural icons and meaning-making for children in the early years
  • Language acquisition - current understandings:
    • Theories and research
    • Second language learning
  • Application and critical review of theories of language acquisition
  • Multiple means of communication in the early years:
    • Expressive media: art, drama, dance, music
  • Literacy practices and theories in the early years
  • Socio-cultural perspectives:
    • Early literacy and graphicacy
  • Pedagogy practices, assessment and evaluation in promoting successful communication and meaning making
  • Implications for Aotearoa/New Zealand:
    • Introduction to social te reo Māori
    • Introduction to NZ Sign Language

^ Top of page

Timetable

Second Semester

Location
Dunedin
Teaching method
This paper is taught On Campus
Learning management system
Blackboard

Lecture

Stream Days Times Weeks
Attend
L1 Monday 13:00-13:50 28-34, 36-41

Tutorial

Stream Days Times Weeks
Attend
T1 Thursday 13:00-14:50 28-34, 36-41

Second Semester

Location
Invercargill
Teaching method
This paper is taught On Campus
Learning management system
Blackboard

An exploration of the meaning-making experiences of very young children as they begin to communicate with the world and those around them.

This paper begins from the words of Loris Malaguzzi (1996):

The child is made of one hundred. The child has a hundred languages, a hundred hands, a hundred thoughts, a hundred ways of thinking of playing, of speaking.
A hundred always a hundred ways of listening, of marvelling of loving, a hundred joys, for singing and understanding.
A hundred worlds to discover
A hundred worlds to invent
A hundred worlds to dream.
The child has a hundred languages (and a hundred hundred hundred more)...

This paper explores the meaning making experiences of the very young child as they begin to communicate with the world and those around them, including both adults and other children.

Paper title The Languages of Children
Paper code EDCR102
Subject Education
EFTS 0.1500
Points 18 points
Teaching period(s) Second Semester, Second Semester
Domestic Tuition Fees (NZD) $829.65
International Tuition Fees (NZD) $3,656.70

^ Top of page

Limited to
BEdSt, BTchg
Notes
Early Childhood Education students only.
Contact
Programme Co-ordinator (Early Childhood Education): Judy Layland, judy.layland@otago.ac.nz
Teaching staff
Paper Coordinator - Dr Sonya Gaches
Teaching staff, Southland campus: Mary O'Rourke, Pauline Smith
Dunedin: to be confirmed.
Paper Structure
  • Cultural constructions and representation of language
  • Cultural icons and meaning-making for children in the early years
  • Language acquisition - current understandings:
    • Theories and research
    • Second language learning
  • Application and critical review of theories of language acquisition
  • Multiple means of communication in the early years:
    • Expressive media: art, drama, dance, music
  • Literacy practices and theories in the early years
  • Socio-cultural perspectives:
    • Early literacy and graphicacy
  • Pedagogy practices, assessment and evaluation in promoting successful communication and meaning making
  • Implications for Aotearoa/New Zealand:
    • Introduction to social te reo MÄori
    • Introduction to NZ Sign Language
Textbooks
Required Texts:
  • Clark, B., Grey, A & Terreni, L. (2013) Kia Tipu te Wairua Toi - Fostering the Creative Spirit, Auckland: Pearson.
  • Hamer, J. & Adams, P. (2006). The New Zealand early childhood literacy handbook. Palmerston North: Dunmore Press Ltd.
  • Lee, W., Carr, M., Soutar, B. & Mitchell, L. (2013). Understanding the Te Wh?üriki approach:Early years education in practice. Oxon, United Kingdom: Routledge.
  • MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice (3rd ed). New South Wales, Australia: Pearson Education.
  • New Zealand Ministry of Education. (1996). Te wh?üriki: He wh?üriki matauranga mo nga mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.
  • New Zealand Ministry of Education. (2011). T?ütaiako: Cultural competencies for teachers of M?üori learners. Wellington: Ministry of Education & New Zealand Teachers Council.
  • Nuttall, J. (Ed.) (2013). Weaving Te Wh?üriki: Aotearoa New Zealand's Early Childhood Curriculum Document in Theory and Practice (2nd ed.). Wellington, New Zealand: NZCER.
  • Wright, S. (Ed). (2012). Children, meaning making and the Arts (2nd ed.). New South Wales: Pearson Education Australia.
Graduate Attributes Emphasised
Global perspective, Interdisciplinary perspective, Communication, Critical thinking, Cultural understanding, Ethics, Information literacy, Research.
View more information about Otago's graduate attributes.
Learning Outcomes
Students who successfully complete the paper will be able to:
  1. Demonstrate an understanding of the cultural constructions of language and expression of language in the early years
  2. Evaluate current understandings and application of language acquisition in Aotearoa/New Zealand
  3. Identify the multiple modes of communication in the early years
  4. Investigate and assess literacy practices and theories in the early years
  5. Demonstrate an understanding of pedagogical practice in supporting and promoting successful meaning-making and communication for the young child

^ Top of page

Timetable

Second Semester

Location
Dunedin
Teaching method
This paper is taught On Campus
Learning management system
Blackboard

Lecture

Stream Days Times Weeks
Attend
L1 Monday 13:00-13:50 28-34, 36-41

Tutorial

Stream Days Times Weeks
Attend
T1 Thursday 13:00-14:50 28-34, 36-41

Second Semester

Location
Invercargill
Teaching method
This paper is taught On Campus
Learning management system
Blackboard