a Mind Map to communicate ideas about language acquisition and communication in early childhood.

PURPOSE

The purpose of this assessment task is to:

Brainstorm your emerging theorised understanding of language acquisition and communication in early childhood

Discuss these ideas with your peers in workshop groups and sketch an initial Mind Map

Produce a polished Mind Map, supported with referencing, which shows your emerging understanding oflanguage acquisition and communication

The unit learning outcome(s) assessed is/are:

LO2: Contextualise language, communication and the arts as complex social acts;

LO4: Make connections between place-based and First Nations perspectives, Indigenous modes of expression, and languages, communication and the Arts.

ASSESSMENT DETAILS

Mind Map of language acquisition and learning to communicate

Mind Map expressing your emerging understanding of first and second language acquisition and how children learn to communicate in various ways.Include consideration of First Nations Perspectives.

Working in groups in class, you will first develop and present a draft in class. Working alone after class, you will then refine, complete and upload the Mind Map, together with a short (up to 300 words) written text explanation of how the Mind Map captures your ideas.

INSTRUCTIONS

Follow the steps below:

1. 1. Working in a small group in class, brainstormyour understanding offirst and second language acquisition. List your ideas. Identify references you could use, especially content from the unit. Think about
      1. how babies start to learn language
      2. language as a social act
      3. theorising about the process of language acquisition
   2. Brainstorm and list all the ideas you have on
      1. language diversity and multilingualism,
      2. the languages of Australia, including Aboriginal languages
      3. communication through various modes such as signed languages, non-verbal communication, visual communication
      4. the 100 languages of children
      5. the arts as communication
   3. Now, working together, collate your ideas on paper and create a rough mind map of thegrouping and interconnectivity of concepts. You may produce more than one map if you have different ideas about how to do it, but you must work together.
   4. Discuss your map in class in session 6and take a photo of this for evidence of your thinking process. Save the photos as a pdf to upload to drop box.
   5. Reconsider and adjust your draft Mind Map after session 6. Include thinking about Aboriginal languages and First Nations perspectives. Include references to suitable academic sources from the unit and your own research. You must include references to content in the unit.
   6. Use a mind mapping tool like MindMup opens in new windowto render a final mind map of your ideas. Use notes, colour coding and directional arrows/links. Logical grouping and linking should be visible. Include citations and link to a reference list.

Children attempt to repeat sounds and words Talking to babies during various interactions with them, such as when changing their diapers, washing, feeding, The view of language in the eyes of and nursing them. First Nation people varies across Culture defferent indigenous cultures, but And many share a deep understanding Parents, Geography of language as a tool for cultural preservation and connection to teachers and asking open their ancestors and the land children questions (Noodin, 2018) (questions that don't just need a yeso Children should be read to frequently and be response). included in conversations about the books; the books should be diverse in terms of style, genre, Main form of human Language is connected to communication. and the difficulty of linguistic elements. 1. Feeling 2. Energy 3. Culture Language . Relationship 5. Tradition 6. Development Types of Language Supporting language development in Early 1. Spoken Language 2. Body Language years 3.Sign Language Children's language and 4. Programming Language 5. Written Language communication skills expressing and . Expressing understanding feelings . Communication . Communicating Interactions . Feeling Process of learning language . Reading . Exploring language 1. Learning through the process of immersion and exposure. . Explore new word 2. Kids communicate through crying, cooing, and other Process: nonverbal sounds Listening Speaking Reading Writing