Introduction
This lesson will be available on April 1, 2024.
Part 1. Key principles of early childhood literacy
This lesson will be available on April 1, 2024.
This lesson will be available on April 1, 2024.
This lesson will be available on April 1, 2024.
This lesson will be available on April 1, 2024.
Part 2. Embodied non-verbal literacies
This lesson will be available on April 1, 2024.
This lesson will be available on April 1, 2024.
This lesson will be available on April 1, 2024.
This lesson will be available on April 1, 2024.
Part 3. Spoken and written literacies
This lesson will be available on April 1, 2024.
This lesson will be available on April 1, 2024.
This lesson will be available on April 1, 2024.
This lesson will be available on April 1, 2024.
Part 4. The power of stories
This lesson will be available on April 1, 2024.
This lesson will be available on April 1, 2024.
This lesson will be available on April 1, 2024.
Part 5. Course conclusion
This lesson will be available on April 1, 2024.

Apply and consolidate

Need help?
Relate your learning to practice

Let’s return to the child and family that you identified at the start of the course.

Jot down the different ways you have noticed the child communicating meaning with others, under the headings below. Keep a note of examples of each form of communication as you observe or think of them.

Discuss your observations with the child’s parent or caregiver. How do your observations match theirs? What other things can the family add to your observations? Are there any specific cultural literacy practices the family engage in at home?

Summary

Further reading

The Education Hub guides

Books and articles

  • Flewitt, R. (2008). Multimodal literacies. In J. Marsh, & E. Hallet (Eds.), Desirable literacies approaches to language and literacy in the early years (2nd ed., pp. 122-139). Sage: This chapter provides an introduction to multimodal literacies in early childhood. 
  • Kalantzis, M., Cope, B., Chan, E., & Dalley-Trim, L. (2016). Literacies (2nd ed.). Cambridge University Press: Mentioned above, this is a useful text on multiliteracies. 
  • McNaughton, S. (2020). The literacy landscape in Aotearoa New Zealand: What we know, what needs fixing and what we should prioritise: This report highlights research on key activities to support literacy in the early years, and throughout the life course.
  • Taylor, S. V., & Leung, C. B. (2020). Multimodal literacy and social interaction: Young children’s literacy learning. Early Childhood Education Journal,48(1), 1-10: This paper describes multimodal literacy in ECE settings.

Te Kōrerorero | Talking Together: A resource for strengthening effective teaching practices around early communication, oral language, and literacy. See in particular:

  • pp. 16-20 – Supporting bilingual and multilingual learning pathways 
  • pp. 66-68 – Partnering with whānau