Year
2021
Units
4.5
Contact
14 x 3-hour workshops per semester
Prerequisites
1 Admission into BEDECBSE-Bachelor of Education (Early Childhood), Bachelor of Special Education
1a Admission into BEDPRBSE-Bachelor of Education (Primary), Bachelor of Special Education
2 EDUC1230 - Language Development
Must Satisfy: ((1 or 1a) and 2)
Assumed knowledge
High level of literacy competency.
Assessment
Assignment(s), Tutorial presentation
Topic description

This topic seeks to explore how children's literature plays a role in the cognitive, social, emotional, language and literacy development of children. In considering the role of quality literature in supporting children's language and literacy development, students will examine a range of text types with a focus on their linguistic and structural features. Attention will also be given to eliciting readers' responses to literature. Students will consider children's learning and engagement with texts in spoken, written and multimodal form. Using a questioning stance, students will analyse texts and consider the literary devices employed by authors and illustrators to convey perspectives and meaning. Diversity within children's literature will be explored and reflected upon as to why this is relevant in contemporary Australia.

Educational aims

This topic aims to:

  • Support students to critically analyse children's literature and consider its relevance for children in Australian early childhood and school settings
  • Equip students to make decisions about meaningful texts to be used in teaching and learning with children
  • Assist students to use a curriculum cycle for planning and programming with a focus on specific text types
  • Connections will be made to the Early Years Learning Framework, Australian Curriculum and Numeracy Progressions
Expected learning outcomes
On completion of this topic you will be expected to be able to:

  1. Critically analyse children’s literature and select texts for teaching and learning which are relevant to children in Australian early childhood and school settings
  2. Use a curriculum cycle to demonstrate knowledge of what may be considered for children’s learning about specific text types and to elicit children’s responses to literature
  3. Articulate the role of literature for teaching and learning and the storytelling tradition

Key dates and timetable

(1), (2)

Each class is numbered in brackets.
Where more than one class is offered, students normally attend only one.

Classes are held weekly unless otherwise indicated.

FULL

If you are enrolled for this topic, but all classes for one of the activities (eg tutorials) are full,
contact your College Office for assistance. Full classes frequently occur near the start of semester.

Students may still enrol in topics with full classes as more places will be made available as needed.

If this padlock appears next to an activity name (eg Lecture), then class registration is closed for this activity.

Class registration normally closes at the end of week 2 of each semester.

Classes in a stream are grouped so that the same students attend all classes in that stream.
Registration in the stream will result in registration in all classes.
  Unless otherwise advised, classes are not held during semester breaks or on public holidays.