- Describe, analyze and constructively critique current research and theories of language acquisition and communication in children from birth to six years old
- Identify and discuss the ways in which children may be supported in the development of their first language whilst acquiring English
- Articulate the role of the family, practitioners, other adults, and peers in the communication, linguistic and representational competence of babies and young children.
- Plan, execute and evaluate practice and provision that effectively addresses linguistic and symbolic diversity
Purpose of this report
The purpose of this report is to evaluate an area of practice within your setting in regards to theories of communication, language acquisition, and multilingualism In children from birth to six years of age.
So you must choose an area of practice to evaluate, i.e. Library area/ circle time/ story time/ snack time/ home corner/ construction area, etc.
So you will evaluate an area of practice in relation to communication, language, and multilingualism. In order to evaluate, it is necessary to carry out observations of the children and discussions with colleagues in your chosen area in order to provide relevant information.
Your chosen area therefore will be used for evaluation with regard to supporting the languages of your setting.
Relevant changes will be addressed, and recommendations made.
In determining how to encourage and value children’s first languages while learning English, you must also consider the role of the family, peers, and practitioners. Research and theory will be critically evaluated and applied to practice. As a result, you must back up your ideas with appropriate literature.
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