4 Course Content

ECE110 Foundation Week – Activities

You have one week prior to our first Zoom Session together. To get started, please complete the following prior to Day 1.

• ☐ Read the following:
• ☐ Early Literacy and Numeracy Matters. Located at: https://arrow.tudublin.ie/cgi/viewcontent.cgi?article=1065&context=aaschsslarts. Be prepared to discuss this in class.
• ☐ First Nations Languages. Why We Need Them. Located at: https://www.mfnerc.org/wp-content/uploads/2014/02/Immersion-Language-Booklet.pdf
• ☐ Indigenous Languages – Learning and teaching resources. Located at: https://www.noslangues-ourlanguages.gc.ca/en/ressources-resources/autochtones-aboriginals/apprentissage-learning-eng
• ☐ Complete: ECE110 Assignment 1 – Favorite Book and Follow-up Activities. On Day 2 students will read one of their favorite children’s books to the class. See the Assignment Sheet below for details.
• ☐ Watch: Child and Language Development. 22:00 mins. Located at: https://youtu.be/NJMqxQNPYCc. Please take notes and answer the following. These questions will be discussed in class.
• How would you describe young learners?
• How is language learned?
• How can we help children learn language?
• ☐ Prepare for each day: Choose four words in your native language to teach us each day: You will teach the class one word each day for four days. Include pronunciation and meaning. If you do not know 4 words, please research by asking a family member, Elder or someone who knows the language. The CA will also give us a new word in their language each day. This activity will be implemented at the end of each day (noted as Language learning/share in the Schedule of Activities).
• ☐ Review: ECE110 Course Package including all Key Terms and Concepts. Note any questions you would like to have addressed on Day 1.

Your instructor will be available during the Foundation Week to answer any questions;

ECE110 Key Terms and Concepts

Key Term or Concept	Definition
Digital Literacy	The ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills. https://literacy.ala.org/digital-literacy/
Early literacy	Early literacy is what children know about reading and writing before they can actually read and write. Early literacy skills are the roots of reading success — and it is never too early to plant the seed! https://guides.wpl.winnipeg.ca/earlyliteracy/skills
Expressive language	Expressive language is the use of words, sentences, gestures and writing to convey meaning and messages to others. https://childdevelopment.com.au/areas-of-concern/using-speech/expressive-language-using-words-and-language/
Language	Language has been defined as “a system of symbols that is used to communicate.”2Related to this, bilingualism is the ability to speak at least two languages. Children are born with the brain capacity to learn language because it is an innate feature of the human brain. The brain regions responsible for language development are Broca’s area, which controls speech production, and Wernicke’s area, which controls the understanding and cognitive processing of language2. https://www.universalclass.com/articles/psychology/child-development/language-and-literacy-development-in-understanding-child-development.htm
Language and Literacy	Language and literacy are major domains of early childhood development. These are connected areas but refer to different things. Language development involves the development of the skills used to communicate with others through languages, while literacy development involves the ability to read and write. https://www.universalclass.com/articles/psychology/child-development/language-and-literacy-development-in-understanding-child-development.htm
Linguistic Language Development	This is the stage of language development signaled by the emergence of words and symbolic communication. Prior to this stage, most of the sounds a child produces are no more than the practice of sound manipulation and sound sequencing in order to gain the motor skills necessary to create words. There are six periods of linguistic language development. https://study.com/academy/lesson/stages-of-language-development-pre-linguistic-and-symbolic-language.html
Literacy	Literacy is defined as the ability to read and write1. Like language, literacy develops through the interactions a child experiences with others. In early childhood, for example, literacy can develop through hearing stories read from books and showing children pictures with words. It is important that adults do not attempt to force adult levels of reading onto children in their early development, as this is considered developmentally inappropriate and may actually work against healthy development. https://www.universalclass.com/articles/psychology/child-development/language-and-literacy-development-in-understanding-child-development.htm
Media Literacy	Media Literacy is an umbrella term encompassing a variety of approaches that develop critical thinking skills around all types of media; build an understanding of how media messages shape our culture and society and give people tools to advocate for a changed media system. https://medialiteracynow.org/what-is-media-literacy/
Phonic Knowledge	Phonic knowledge is the understanding of letter/ sound correspondence. In other words, it refers to the learner understanding which letter(s) make which sounds. The learner can then use that knowledge and phonological awareness to encode (spell) and decode (read) regular words. https://learningstaircase.co.nz/why-steps/steps-research/phonic-knowledge/
Phonological Awareness	Is an awareness of the ways in which words and syllables can be divided into smaller units. There are three levels of phonological awareness: syllable awareness, intra-syllable awareness, and phonemic awareness. https://afamilyofreaders.com/phonological-awareness
Pragmatic Knowledge	Pragmatics relates to the way language is used in various settings to communicate. For example, does the situation call for formal or conversational language? Pragmatics is an understanding of the intent behind the words. Pragmatic knowledge is necessary to fit in and conform to society. https://study.com/academy/lesson/how-children-acquire-pragmatic-knowledge.html
Pre-linguistic Language Development	This is when a child is learning to control the sounds s/he can produce and to string these sounds together in vocal play. In this stage, the child is not yet able to manipulate these sounds into proper words. https://study.com/academy/lesson/stages-of-language-development-pre-linguistic-and-symbolic-language.html
Receptive language	Receptive language is the ability to understand words and language. https://childdevelopment.com.au/areas-of-concern/understanding-language/receptive-language-understanding-words-and-language/
Semantic Development	Semantics is the understanding of word meanings and the relationships between words. Children’s semantic development is a gradual process beginning just before the child says their first word and includes a wide range of word types. https://crownspeech.com/wp-content/uploads/2019/06/semantic-development-milestones.pdf
Semantic Knowledge	Is the aspect of language that involves word meaning and word labels. This is important as it widens the child’s vocabulary. https://www.merriam-webster.com/dictionary/semantic
Syntax	Syntax is the grammatical structure of sentences. The format in which words and phrases are arranged to create sentences is called syntax. Let’s look at an example of how a sentence can be rearranged to create varied syntax. https://writingexplained.org/grammar-dictionary/syntax

ECE110 Assignment 1 – Favorite Book and Follow-Up Activities

Relevant Learning Outcomes

This assignment relates to the following learning outcomes:

Course Learning Outcomes (CLOs)1, 2, 3, 5, 8

Indigenous Learning Outcomes (ILOs)1, 3, 7

Assignment Objective

To develop literacy skills for effective explicit teaching with young children. To gain knowledge in young children’s language and literacy skills.

Steps to Complete the Assignment

Step 1

Choose one of your favourite short, simple children’s books to read in class. You may choose a physical copy from your home, or search for a free online version.

Step 2

Develop two lesson plans that are play-based, child-centered and are language and literacy-focused activities. Use the Intentional lesson plan below and on brightspace . Describe your activity, target age group, materials needed, and potential learning outcomes. Utilize the following resources to assist with the development of your lesson plans.

Supporting Resources:

Our Voices, Our Stories: First Nations, Metis, and Intuit Stories (Oral Storytelling). Located at: https://view.officeapps.live.com/op/view.aspx?src=https%3A%2F%2Ffirstnationspedagogy.com%2FStoryteller_Worksheet.docx&wdOrigin=BROWSELINK

Archived – Our Voices, Our Stories: First Nations, Metis and Inuit Stories. Located at: https://www.collectionscanada.gc.ca/stories/020020-4000-e.html

ELECT: Early Learning for Every Child Today. Located at: http://betterbeginningssudbury.ca/wp-content/uploads/2015/09/continuum.pdf

Step 3

Present to the class. Read as if you were reading to young children. Share 1 of the 2 activities you have planned with your peers, to promote language and literacy immersive curriculum. Engage everyone in class with at least 1 open ended question.

Due Date

Oral part of the assignment is due on Tuesday November 8^th, 2022 Day 2

Written part is due by 11:59 pm EST on Friday November 11

To Submit the Assessment

Please upload the assignment onto Brightspace.

Grading

This assignment is worth 30% of your final grade and will be marked based on the criteria in the rubric below.

Criteria	Excellent 80 – 100%	Good 70 – 79%	Satisfactory 60 – 69%	Limited 50 – 59%	Requires Development 0 – 49%
Activities/Lesson Plans /7.5	Lesson plans are exceptionally well written and contain all relevant information. Activities are child-focused and creative. Activities are well thought out and have exceptional learning outcomes planned.	Lesson plans are well written and contain all relevant information. Activities are child-focused and creative. Activities are thought out and have good learning outcomes planned.	Lesson plans are well written and contain most relevant information. Activities are child-focused and creative. Activities are thought out and have satisfactory learning outcomes planned.	Lesson plans lack organization. Not all relevant information is present. Activities are mainly teacher focused and have some creative ideas. Activities have unclear learning outcomes planned.	Lesson plans lack organization. Relevant information is not presented. Activities are mainly teacher focused and have little creative ideas. Activities have unclear learning outcomes planned.
Content /7.5	Learning outcomes are complete and have direct and exceptional connection to the ELECT document.	Learning outcomes are complete and have direct and meaningful connection to the ELECT document.	Learning outcomes have some connection to the ELECT document.	Learning outcomes have little connection to the ELECT document.	Learning outcomes have no or a confusing connection to the ELECT document.
Play-based /7.5	Activities are purposefully thought out, creative, and child focused. Activities have great connection to the story and encourage language and literacy development.	Activities are purposefully thought out, creative, and child focused. Activities have good connection to the story and encourage language and literacy development.	Activities have some creative ideas. Activities have connection to the story and language and literacy development.	Activities lack creativity. Activities have little connection to the story and language and literacy development.	Activities lack creativity. Activities have no connection to the story or language and literacy development.
Storytelling /7.5	Story was well read with enthusiasm and captured the audience.	Story was read well and captured the audience.	Story was read well and sometimes engaged the audience.	Story was read with little enthusiasm and rarely engaged the audience.	Story was read with no enthusiasm and did not engage the audience.

ECE110 Assignment 2 – Resource Examination

Relevant Learning Outcomes

This assignment relates to the following learning outcomes:

Course Learning Outcomes (CLOs)1 – 8

Indigenous Learning Outcomes (ILOs)1, 3

Assignment Objective

To explore deeper into various areas of language and literacy development. To develop a more enriched understanding of specific areas of language and literacy.

Steps to Complete the Assignment

Step 1

From various language and literacy areas discussed, choose one resource to focus on from the list below. You may research an alternate resource that explores another topic. Alternate resources must be approved by the instructor prior to beginning the assignment.

• Boys in literacy (resource)
  http://www.edu.gov.on.ca/eng/curriculum/boysliteracy.html
• Aboriginal language and literacy development (resource)
  https://www.afn.ca/uploads/files/education2/aboriginalyoungchildrens.pdf
  https://firstnationspedagogy.ca/FNliteracy.html
  http://www.edu.gov.on.ca/eng/indigenous/
• The importance of Reading (resource)
  http://edu.gov.on.ca/eng/document/reports/reading/effective.html
  http://www.edu.gov.on.ca/eng/document/reports/reading/teacher.html
• Language and literacy through play (resource)
  http://www.edu.gov.on.ca/eng/curriculum/elementary/problemsolving.html
  https://files.eric.ed.gov/fulltext/EJ1134673.pdf

Step 2

In 1000 words

-Summarize the purpose and audience of your resource

-Explain how your resource can be used in an ECE professional setting; minimum of 3 strategies

-Reflect on how the resource relates to How Does Learning Happen; Ontario’s Pedagogy for the Early Years. Located at: https://files.ontario.ca/edu-how-does-learning-happen-en-2021-03-23.pdf

Due Date

This assignment is due by 11:59 pm EST on Sunday November 13, 2022

To Submit the Assessment

Please upload the assignment onto Brightspace.

 

Grading

This assignment is worth 35% of your final grade and will be assessed based on the criteria from the following rubric:

Criteria	Excellent 80 – 100%	Good 70 – 79%	Satisfactory 60 – 69%	Limited 50 – 59%	Requires Development 0 – 49%
Summary /10	Description of purpose is comprehensive and complete. Strong understanding of intended audience. Content shows support, in-depth analysis, and synthesis of ideas.	Description of purpose is complete. Good understanding of intended audience. Ideas are developed with firm evidence and examples.	Description of purpose is complete with some unclear ideas. Basic understanding of intended audience. Supporting details are provided for ideas.	Description of purpose is somewhat complete. Minimal understanding of intended audience. Ideas are unclear. Lacks details and/or examples.	Information has little to do with purpose or audience and is not supported.
Explanation /10	Information has excellent connection with main topic and is fully supported. Strategies have meaningful connections to ECE curriculum	Information has good connection main topic and is well supported. Strategies have good connection to ECE curriculum	Information makes connection to main topic and is supported. Strategies have some connection to ECE curriculum.	Information has little to do with main topic and is sometimes supported. Strategies have little connection to ECE curriculum.	Information has little to do with main topic and is not supported. Strategies have no connection to ECE curriculum.
Reflection /10	Topic is fully addressed, developed with high quality and quantity of support. Includes meaningful connections to the HDLH document.	Topic is is supported with many valid points of support. Reflection is written with good quality and quantity of support. Includes meaningful connections to the HDLH document.	Topic is supported with some valid points of support. Reflection is written with some quality and quantity of support. Includes meaningful connections to the HDLH document.	Topic is weakly supported with little valid points of support. Reflection is written with some quality and quantity of support. Includes few meaningful connections to the HDLH document.	Topic is not supported with little valid points of support. Reflection is poorly written with no quality and quantity of support. Includes no meaningful connections to the HDLH document.
Grammar and Mechanics /5	No spelling, punctuation, or grammatical errors. Writer’s ideas are easily followed.	Very few grammatical, spelling or punctuation errors. Reader is able to clearly follow the writer’s ideas.	Few grammatical, spelling or punctuation errors. Reader is able to progress through essay.	Many grammatical, spelling and/or punctuation errors. Reading is difficult, but possible.	Spelling, punctuation and grammatical errors interfere with meaning.

ECE110 Assignment 3 – Play-Based Learning Resource

Relevant Learning Outcomes

This assignment relates to the following learning outcomes:

Course Learning Outcomes (CLOs)1, 2, 4, 5, 6, 7, 8

Indigenous Learning Outcomes (ILOs)1, 3

Assignment Objective

To gain understanding in the area of language and literacy. To develop a resource based in language and literacy that you can use in your career with young children.

Steps to Complete the Assignment

Step 1

Through our daily learning, your previous knowledge and further research, develop a resource for Early Childhood Educators (yourself) to use while supporting young children’s language and literacy development. Your learning resource must be play-based, child-centered and developed to enhance indigenous learning in language and/or literacy. This is based on Assignment 1. Choose a book you focused on for assignment 1.

Step 2

Develop your resource! Ideas will be presented in class. It will include:

• Learning outcomes based on your intentional learning plan from Assignment 1.
• Indigenous teachings and/or language content.
• Holistic and culturally related material.
• Hands on language/literacy developmentally appropriate tool or resource based on a book you choose from Assignment 1.
• Due Date

This assignment is due by 11:59 pm EST on Thursday November 17^th, 2022

To Submit the Assessment

Please upload the assignment onto Brightspace.

Grading

Written assignments will be marked based on the criteria in the rubric below. Written component is worth 35% of the final grade

	Excellent 80 – 100%	Good 70 – 79%	Satisfactory 60 – 69%	Limited 50 – 59%	Requires Development 0 – 49%
Context/ Description /7.5	Excellent description, providing the reader with a strong understanding of topic and how it relates to ECE practices. Exceptionally clear benefits to child, family, educator, community and ECE program.	Complete description, providing the reader with a strong understanding of topic and how it relates to ECE practices. Clear benefits to child, family, educator, community and ECE program.	Description provides the reader with an understanding of topic and how it relates to ECE practices. Benefits to child, family, educator, community and ECE program are included.	Description provides the reader with a limited understanding of topic and how it relates to ECE practices. Limited benefits to child, family, educator, community and ECE program.	Description does not support an understanding of the topic. Benefits to child, family, educator, community and ECE program are unclear or missing.
Implications for Classroom /7.5	Content shows original thought and support, in-depth connections to developmentally appropriate classroom design.	Information indicates original thinking. Ideas are developed with firm evidence that support appropriate classroom design.	Information clearly relates to language and literacy and has some implication for classroom design.	Information relates to language and literacy. Has limited connection to classroom design	Information has little to do with language and literacy and is not connected to classroom design.
Implication for Curriculum Design /7.5	Content shows original thought and support, in-depth connections to developmentally appropriate curriculum design.	Information indicates original thinking. Ideas are developed with firm evidence that support appropriate curriculum design.	Information clearly relates to language and literacy and has some implication for curriculum design.	Information relates to language and literacy. Has limited connection to curriculum design	Information has little to do with language and literacy and is not connected to curriculum design.
Guidance & Additional Resources /7.5	Guiding question and additional resources are exceptional in supporting the resource created. Excellent connection to learning outcomes as well as language and literacy development.	Guiding question and additional resources are complete in supporting the resource created. Good connection to learning outcomes as well as language and literacy development.	Guiding question and additional resources support the resource created. Connections are made to learning outcomes as well as language and literacy development.	Guiding question and additional resources somewhat support the resource created. Connections to language and literacy development are unclear.	Guiding question and additional resources do not support the resource created. Does not support language and literacy development.
Format, Grammar and Mechanics /5	Meets all format and assignment requirements. Attention to detail. No spelling, punctuation, or grammatical errors. Writer’s ideas are easily followed.	Meets format and assignment requirements. Very few grammatical, spelling or punctuation errors. Reader is able to clearly follow the writer’s ideas.	Meets format and assignment requirements. Resource is neat but has some assembly errors. Few grammatical, spelling or punctuation errors. Reader is able to progress through essay.	Follows some format and assignment requirements. Many grammatical, spelling and/or punctuation errors. Reading is difficult, but possible.	Does not follow format and assignment requirements. Presentation needs attention. Numerous spelling, punctuation and grammatical errors. Errors interfere with meaning.

ECE110 Day 1 – Schedule of Activities

Learning Outcomes

Course Learning Outcomes (CLOs) 1, 2, 8

Indigenous Learning Outcomes (ILOs) 1, 2, 3

Topics

• Beginning stages of communication from infancy through preschool
• Speaking (oral), listening, reading, and writing as components of language arts.
• Facilitating language development in early childhood
• Play in language development

Lesson Activities

Preparation for the Zoom Session

• Complete all Foundation Week activities.

Zoom Session. Actively participate in the Zoom session from 9 am – 12 pm.

Opening Ceremony – led by the Cultural Advisor.

Have medicines available if you choose to join in on smudging

Large Group Discussions

• Instructor Demonstration: Songs & Fingerplays
• Instructor Led Presentation: Stages of language and literacy, components of language arts, pedagogical approaches to language development
• Discussion: 100 Languages of Children; Reggio Emilia How do young children receive information, and communicate information? What actions can be taken by an educator to scaffold literacy and language into receiving and expressing information?

Large Group

• Language learning/share: Students will teach one word in their language (those who speak in their native language if not ask a parent or an elder for a word you can teach us)
• CA will give us a new word to learn in their language

Supporting Resources

ABC song/ASL alphabet – American version. 01:53 min. Located at: https://youtu.be/wMQHd1UBkeI

ELECT: Early Learning for Every Child Today. Located at: http://betterbeginningssudbury.ca/wp-content/uploads/2015/09/continuum.pdf

What Is Phonological Awareness? 04:05 min. Located at: https://youtu.be/K0G6teawxls

Language Develops Through Play. 03:59 min. Located at: https://youtu.be/fZwbK0-kVwQ

Song & fingerplay series; ‘Jbrary’. Located at https://www.youtube.com/user/Jbrary

Additional (Optional) Resources

Alphabet boogie. 02:40 min. Located at: https://youtu.be/1qQSgdBCnYc

Under One Sun – Indigenous Literacy Programs. Located at: https://school.nelson.com/under-one-sun/

Homework

• Read: Me Read and How: Ontario teachers report on how to improve boys’ literacy skills. Write down what is the focus and purpose of this article and what are some described strategies (prep for final assignment).
• Read: National Strategy for Early Literacy. Located at: https://www.strongstart.ca/wp-content/uploads/National-Strategy-for-Early-Literacy.pdf

Indigenous Knowledge

Retaining and regaining language for Indigenous peoples is vital.

Through indigenous culture we use language as identity by creating stories to pass down to the children to carry heritage, culture, and history.

Orality is a traditional literacy skill that has endured since time immemorial in First Nations communities and continues to be an important one. Children should be encouraged to both listen to and tell stories and express themselves orally from a young age.

Connecting with Elders can help children and adults develop traditional literacies.

Parental involvement in literacy initiatives is invaluable – the younger the child, the higher the value.

First Nations children need instruction and literacy development in their own traditional language just as much as the mainstream language.

https://firstnationspedagogy.ca/FNliteracy.html

ECE110 Day 2 – Schedule of Activities

Learning Outcomes

Course Learning Outcomes (CLOs) 2, 3, 4, 8

Indigenous Learning Outcomes (ILOs) 1, 2, 3

Topics

• Language development in provincial curriculum documents and assessment tools
• The use of diverse materials to support language learning
• Planning ways to incorporate language development across the curriculum
• Child directed, hands on learning experiences
• Listening skills and its importance to language development

Lesson Activities

Preparation for the Zoom Session

• Complete all Day 1 homework activities.

Zoom Session. Actively participate in the Zoom session from 9 am – 12 pm.

Opening Ceremony – led by the Cultural Advisor.

Have medicines available if you choose to join in on smudging

• Large Group
• Instructor Demonstration: Songs & Fingerplays
• Homework Discussion: Students will engage in a sharing circle. Each student will be given an opportunity to express at least one memorable idea from the previous day’s homework tasks.
• ECE110 Foundation Week Assignment 1- story reading- students will read their stories and describe one activity they could do to support language and literacy development based on the chosen book + 1 open ended question.
• Discussion: Early Literacy – a look at stages of reading.

Large Group

• Instructor-Led Presentation: Language & Literacy as interconnected with physical, emotional, and social domains of development, constructive reading centres in ECE, and hands on learning opportunities for literacy and language development.
• Group Discussion: What do you notice about the way children use language? How do children demonstrate they are reading? What do you notice that engages children in writing?
• Language learning/share: Students will teach one word in their language (those who speak in their native language if not ask a parent or an elder for a word you can teach us)
• CA will give us a new word to learn in their language

Supporting Resources

Strategies to support oral language development. 01:04 min. Located at: www.edugains.ca/resourcesKIN/Video/LiteracyThroughTheDay/mp4/Literacy(04).mp4

Why is Literacy Development Important for Children? ‘Stages of Literacy Development’. Located at: https://www.lwtears.com/blog/literacy-development-stages

Sesame Street: Usher’s ABC Song. 01:54 min. Located at: https://youtu.be/SWvBAQf7v8g

ELECT document. Located at: https://www.uoguelph.ca/childcare/sites/uoguelph.ca.childcare/files/public/documents/ELECT%20Information%20Booklet.pdf

Fostering Literacy Success for First Nations, Métis and Inuit Students. Located at: http://thegatheringteachers.weebly.com/uploads/3/2/1/0/32109417/ww_fostering_literacy.pdf

How will your educator teams make thinking and learning visible in literacy embedded throughout the day? 00:46 min. Located at: http://www.edugains.ca/resourcesKIN/Video/LiteracyThroughTheDay/mp4/Literacy(14).mp4

Homework

• Read: The Links between Literacy, Nature and the Principles of the Reggio Emilia Approach. Located at: https://tecribresearch.wordpress.com/2018/02/04/the-links-between-literacy-nature-and-the-principles-of-the-reggio-emilia-approach/
• Read: Combining Social-Emotional Learning and Literacy in Early Childhood Classrooms. Located at: https://medium.com/educate-pub/combining-social-emotional-learning-and-literacy-in-early-childhood-classrooms-cf51f81d9b8e

Indigenous Knowledge

LITERACY – For too long, literacy has been viewed through a mainstream lens, which does not always fit with First Nations needs and comfort. More and more initiatives encourage the inclusion of traditional languages, arts, knowledge, and awareness as critical literacy skills needed by First Nations people in the 21st century.

First Nations Pedagogy Theory and Learning Activities.

Talking Circles or Circle Talks are a foundational approach to First Nations pedagogy-in-action since they provide a model for an educational activity that encourages dialogue, respect, the co-creation of learning content, and social discourse. The nuance of subtle energy created from using this respectful approach to talking with others provides a sense of communion and interconnectedness that is not often present in the common methods of communicating in the classroom.

Orality is a traditional literacy skill that has endured since time immemorial in First Nations communities and continues to be an important one. Children should be encouraged to both listen to and tell stories and express themselves orally from a young age.

Connecting with Elders can help children and adults develop traditional literacies.

.Literacy in :First Nations Pedagogy:.

Education or teaching the young focused on the mental, emotional, spiritual, and physical needs of a child while preparing the child to become a contributing member of the society. Learning was a natural part of life and children learned what they needed to know to have a good life

Children learned through watching, then by doing the activities with help and finally by practicing on their own until they learned the intended lesson or skill. They learned by listening to stories told by the grandparents and other family members. Stories addressed the knowledge the children needed to become contributing members of the community

Each child was a considered a gift from the Creator. The people believed that each one had a unique gift; something they were good at. The parents, grandparents and community recognized and respected and nurtured the gift each child carried. Everyone in the family and the community was responsible for looking after and for teaching the young.

ECE110 Day 3 – Schedule of Activities

Learning Outcomes

Course Learning Outcomes (CLOs) 3, 4, 5, 8

Indigenous Learning Outcomes (ILOs) 1, 2, 3

Topics

• The purpose and benefits of reading aloud to young children
• Poems and how they support language development
• Speech and expression through various modes

Lesson Activities

Preparation for the Zoom Session

Complete all Day 2 homework activities.

Zoom Session. Actively participate in the Zoom session from 9 am – 12 pm.

Opening Ceremony – led by the Cultural Advisor.

Have medicines available if you choose to join in on smudging

• Large Group
• Instructor Demonstration: Songs & Fingerplays
• Homework Discussion: Students will engage in a sharing circle. Each student will be given an opportunity to express at least one memorable idea from the previous day’s homework tasks.
• Instructor-Led Presentation: Language & Literacy learning environments in ECE, with emphasis on enhancing linguistic and literacy opportunities in non-reading areas, stages of writing, & value of poetry.
• Group Discussion: How might educator teams create a learning environment that supports the development of literacy skills? What considerations need to be made to planning and implementing curriculum when working with a team or group of ECEs?
• Break Out Groups (~20 mins.)
• Students will be assigned an area of the ECE classroom. As a group, discuss how you will design the space to encourage play based, literacy and language development. What items or materials will you include? How will you organize these materials? What are 2-3 activities that may take place in your area of the classroom (organic experiences or educator guided experiences)?
• Large Group
• Sharing Circle: Break out groups to share their ideas
• Sharing Circle: Students each teach one word in their language (those who speak in their native language if not ask a parent or an elder for a word you can teach us)
• CA will give us a new word to learn in their language
• Language learning/sharing

Supporting Resources

Preschool Classroom Arranging: Setup Child Care Area. Located at: https://childcarelounge.com/pages/preschool-classroom-arranging-setup-child-care-area

Students Recite Untitled Poem by Christina Rossetti. 00:26 min. Located at: https://youtu.be/33dyCI1WQkQ

“Talk, Play, Read and Sing to Me” Early Literacy Awareness Campaign. Located at: https://www.elawr.org/for-parents.html

“No Enemies” by Charles MacKay. 00:30 min. Located at: https://youtu.be/PSlXuuBi-dg

Homework

• Every Child Belongs: Welcoming a Child with a Disability. Located at: https://www.naeyc.org/resources/pubs/tyc/sep2017/every-child-belongs

Indigenous Knowledge

The loss of language can be attributed to the distress people suffer when they lose their land or when they move and live with other people losing their language in the process

Microsoft Word – Immersion Language Booklet.docx (mfnerc.org)

Language tells us who we are. Our identity is tied to our language; it connects communities and defines our territories. Our language also sets us apart from others who speak another language (Katenies Research and Management Services, 2011). We need our language so that our children know who they are and are secure in the knowledge of their place in this world.

Language holds cultural, historical, scientific and ecological knowledge. First Nations people know what happened in their community in the past and what the land needs. Knowledge of the land and survival is important in maintaining good health.

Microsoft Word – Immersion Language Booklet.docx (mfnerc.org)

ECE110 Day 4 – Schedule of Activities

Learning Outcomes

Course Learning Outcomes (CLOs) 4 – 8

Indigenous Learning Outcomes (ILOs) 1, 2, 3

Topics

• The fundamentals of printing and reading
• Planning activities using printing and reading skills
• The role of the educator in supporting reading and writing development
• Identify indicators of various language disorders and ways to support language development for children with diverse needs

Lesson Activities

Preparation for the Zoom Session

• Complete all Day 3 homework activities.

Zoom Session. Actively participate in the Zoom session from 9 am – 12 pm.

Opening Ceremony – led by the Cultural Advisor.

Have medicines available if you choose to join in on smudging

• Large Group
• Instructor Demonstration: Songs & Fingerplays
• Homework Discussion: Students will engage in a sharing circle. Each student will be given an opportunity to express at least one memorable idea from the previous day’s homework tasks.
• Instructor-Led Presentation: Child Language Disorders – Key Terms, Symptoms, Causes & Diagnosis, Digital/ Media Literacy on the developing child, Language disorders/teaching strategies.
• Breakout Groups (~30 mins.)
• Students will be assigned to groups of 2-3. As a group, students will focus on one language disorder. Research, discuss and listing essential information about the diagnosis, and implications for ECE practice.
• Large Group
• Sharing Circle: Break out groups to share their ideas.
• Sharing Circle: Students each teach one word in their language (those who speak in their native language if not ask a parent or an elder for a word you can teach us)
• CA will give us a new word to learn in their language
• Language learning/sharing

Supporting Resources

Video: Child Language Disorders – Key Terms, Symptoms, Causes & Diagnosis. 07:43 min. Located at: https://youtu.be/ytjUIvZvKjc

Video: Auditory Processing Disorder Simulation. 03:30 min. Located at: https://youtu.be/ipI8hOGjVUs

Video: Frog Jump Letters with Animation – Handwriting Without Tears. 03:48 min. Located at: https://youtu.be/EaifybYd4qA

Homework

• Indigenous Language Revitalization in Canada. Located at: https://www.thecanadianencyclopedia.ca/en/article/indigenous-language-revitalization-in-canada (the video found within the article will be observed in class on Day 5)

Indigenous Knowledge

“We’re taught that our language comes from the Creator, and that speaking it acknowledges our connection. We’re taught that our voice is a sacred gift and that there is a lot of power in our words. When we speak, our words go around the world forever.” Sharla Peltier Speech-Language Clinician, Nipissing First Nation, Ontario, Canada

ECE110 Day 5 – Schedule of Activities

Learning Outcomes

Course Learning Outcomes (CLOs) 1 – 8

Indigenous Learning Outcomes (ILOs) 1, 2, 3

Topics

• Language in all areas and ways to enhance language skills
• Individual needs of children
• Exploration of language through play
• Revitalization of Indigenous Language

Lesson Activities

Zoom Session. Actively participate in the Zoom session from 9 am – 12 pm.

Opening Ceremony – led by the Cultural Advisor.

Have medicines available if you choose to join in on smudging

• Large Group
• Instructor Demonstration: Songs & Fingerplays
• Homework Discussion: Students will engage in a sharing circle. Each student will be given an opportunity to express at least one memorable idea from the previous day’s homework tasks.
• Video Discussion: Canada Needs Thriving Indigenous Languages. Group sharing knowledge, experiences, strategies and best practices.
• Video: Literacy and Numeracy for First Nations, Métis and Inuit Students
• Cultural Advisor Knowledge Sharing
• Final thoughts & reflections
• Sharing Circle: Students each teach one word in their language (those who speak in their native language if not ask a parent or an elder for a word you can teach us)
• CA will give us a new word to learn in their language
• Language learning/sharing

Supporting Resources

Tedx: Canada Needs Thriving Indigenous Languages. 08:18 mins. Located at: https://www.youtube.com/watch?v=ljBjUbVWmbQ

Literacy and Numeracy for First Nations, Métis and Inuit Students. 03:52 min. Located at: https://youtu.be/X1zoRqMI2SY

Homework – To Complete ECE110

Indigenous Knowledge