Here we are at the final outcome. I hope you have enjoyed this series. There has definitely been an overwhelming response from you all with lots of positive feedback and hundreds of you requesting the PDFs. I also have a webinar series that would be perfect to show at staff meetings on ways the educator can ensure they support children to reach each outcome. For more information please get in touch with me. They are $25 each or $100 for all 5.
Children interact verbally and non-verbally with others for a range of purposes.
This one often gets used for young infants, however it is important to recognise communication skills in older children too.
- Verbally: With words, saying something, whether accurate speech of developing speech (e.g.”ook” for book)
- Non-verbally: Using gestures, eye movements, body language or non-verbal sounds. Could be pointing, taking someone to an activity, crossed arms, stomped feet, smiling.
- Range of purposes: This could be for a basic need like a baby crying when hungry, expressing emotions, communicating likes and dislikes, engaging with friends, answering a question etc.
Children engage with a range of texts and gain meaning from these texts.
This goes beyond reading a book and needs to be looked at with a broader perspective than that.
- Engage with: More active than just being there when text is present. It could be pointing to the text, turning pages, joining in with songs, responding to words, recognising words, remembering texts, all depends on the developmental level of the child.
- Range of texts: Books, magazines, signs, posters, logos, written names, written numbers, comics, technology, songs, rhymes, verbal stories.
- Gain meaning: This could be a child recognising their name, learning a logo always means the same thing, understanding the pictures help explain the text, recalling a text when given visual cues. Children can gain a range of different meanings and it isn’t just the reading of words. They could learn the actions for a song based on how the match the text.
Children express ideas and make meaning using a range of media.
This is where children start to be creative with language.
- Express ideas: This could be telling stories, making up songs, dances, felt board stories, role playing with puppets etc.
- Make meaning: Children start to understand how their world works. Role play and imaginative play is a key example of how children can make meaning of language through creative scenarios, e.g. stethoscope, x-ray etc.
- Range of media: This can be anything from books, pencil and paper, puppets, felt boards, and many more.
Children begin to understand how symbols and pattern systems work.
This one allows children to start to develop pre-reading skills.
- Begin to understand: Is starting to show initial signs. Patterning is difficult so don’t be expecting miracles!
- Symbols: This is anything that is always representative of the same thing, for example logos, letters, numbers, shapes, road signs.
- Pattern systems: This can be patterns in nature, beads, games, rhyming/clapping patterns. It is about starting to release the nature of how they repeat in sections.
Children use information and communication technologies to access information, investigate ideas and represent their thinking.
Once again this one is often used when children are on a computer/tablet. But that is not all that it is referring to.
- Information and communication technologies: This is anything from phones, faxes, computers, laptops, digital cameras, etc.
- Access information: This could be looking something up on the internet or sending an email to someone to get information, or pretending to ring someone on the phone.
- Investigate ideas: This is where children explore how they think technology and their world works. Could be pretending to use technology in their play. Or taking photographs to investigate different view points.
- Represent their thinking: This is using these different forms of technology to share ideas with. Could be by taking photos, explaining something, looking for the right image on the laptop, or using the technology items in play to represent their ideas of how they work.
Well, that brings me to then end of my Learning Outcomes Glossary Series.
Hopefully this has been helpful and don’t forget if you would like a copy of these please go to my website and they are on the Shop page. Don’t forget while you are there to look at my embedding the EYLF program, these documents supplement that perfectly.
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