Discuss about the Literacy development through the inclusion of critical literacies in early childhood play based education.
The critical literacy has the roots related to belief that there is a measure of injustice and asymmetrical power relations in the society. The critical literacy places the language with centralized creation and continuation of power relation. It also positions reading which is more than decoding and comprehension of texts. The world views are referred to the ideologies or disclosures which can be constructed and then recognized in the way the world is integrating and regulating the ways to act, think, feel and make use of language, believing and then valuing. A socio-cultural approach to the early childhood education works on the social practice that children learn about the active participation related to the contextual. A sociocultural approach to literacy knowledge with use of knowledge that includes the literacy knowledge and practices. In the recent time, there has been a lot of attention to include the critical literacy as a part of early childhood play-based curricula. There are a range of publications which give a valuable insight from evaluating the types of practices to support critical literacy and also some challenges which surround the execution of critical literacy as a part of early childhood education (Drever et al., 2015). It is important when developing literacy with children to focus on consumer behaviour with improving the ability to distinguish between the commercialism and reality.
The studies of the popular culture have been conceptualised, which are largely considered the product of work carried in the academic fields like the mass media and the cultural studies. From 1930s, it has been seen that the scholars are working on the critical theory from the mass media perspective which is generally assumed that market forces are associated with the production of media, dominated working class audience. The critical literacy in classrooms is evident through the engagement of classroom participants with popular culture texts regardless of the negative feelings that often adults and the educators have in relation to texts (cultural texts). Practice in critical literacy especially in early childhood education can help children gain more clarity on the text where one can carry messages that may or may not depict a true picture of the whole world. The introduction of the popular culture in the critical literacy curricular is supported by the scholars and the educators. Here, the claim is about how the popular culture is considered to be an opportunity for the children to be a market of motivational pedagogy. This embraces the favourite out-of-school texts and symbols. (Harwood, Bajovic, Woloshyn, Di Cesare, Lane, & Scott, 2015). Harwood et. al, (2015) states comparing traditional stories with different versions, provides opportunity to look at the story from a different perspective.
The teachers can further support children to widely explore different kinds of social roles as well as characters that show cultural texts and also motivate them to negotiate on the basic for assumption about such characters (Flood, Heath & Lapp, 2015). Narratives that encompass from the imaginative play of children’s mind may give an interesting base for social dilemmas for the educators to use as an opportunity to deconstruct and evaluate meaning with the children. For toddlers, modelling of critical literacy activities could be helpful to grow with a set of expectation with questioning the cultural texts (Zuckerman &Radesky, 2016). This can be done by introducing literacy experiences that are different from norms which can be constantly challenging for the present understanding of children or overall expectations about such texts. The play-based learning focus on the educational approach with implementation by the teachers in Australian pre-school programs. The critical literacy includes the recognition with the meaning of children creating within the social context that includes the stereotypical knowledge and understanding.
The inclusion of critical literacy activities in the early time of childhood education is definitely very feasible(The Children’s Book Council of Australia). There are so many methods which can help component of critical literacy can be part of early childhood practices of education (Ng et al., 2017). The critical literacy in the classrooms are evident through the engagement of the participants in the classroom with certain popular texts of culture regardless of the negative feels of the adults and educators who have, in relation to the texts(Rogow, 2014). The ideological struggles in literacy are ongoing, though they are not as entangles as those which are in popular culture, have been by comparison. The persistency of the model is mainly to focus on acceptance among the different literacy educators.
Arguments in favour of the inclusion of critical literacies, explains how it motivates interaction about why things can occur. A proper care needs to be taken where the young children are not placed with the positioning of the conflicts for the families and the communities. The example is related to the critical literacy practice with encouraging the young children to question gender stereotyping with the popular texts that results in the young children work with the active questioning for the current and future gender roles. The addition of the literacy materials to the activity will help children to engage in learning (Wohlwend, 2015).The different experiences for students can be fun as well as positive in long term. These practices also permit teachers to use texts that can be viewed as sensitive.
The learning is possible through taking the box (means taking children) outside of the related world where the children get the capability to wonder about the clipboards and the sidewalk chalk (NSW Department of Education & Training, 2016). It will help them to be enthusiastic along with complete entertainment with work and play. By utilising the tradition text related literacy principle to prompt children to look for the right solution. (Armstrong et al., 2017). The debate is about focusing on the three different factors. One is the structural and the agency debate which tends to address the degree for which the mass media messages are embedded generally in the form of popular texts. They are negatively affecting the young children as well as the youth to evoke within with the sense of agency. The other debate centres include the participation of the young people in the reading, viewing or listening to with creating a popular cultural text mainly to gain the education experience (Marklund&Dunkels, 2016). With this, the debate calls for the question of adequacy of contemporary approaches for properly studying about how young people constructions are required of identity through popular cultural texts. The challenge researchers are mainly to view the politics to identify the construction with the potential site of engagement for moving towards the equitable world.
There have been major issues related to the concerns with ideology and the social distribution of power. It has a major impact on language and literacy education which tends to manifest in the way to theorize the language andliteracy development.(Ng, Sun, Lau & Rao, 2017). To locate research, I have conducted the searches of the electronic databases and the journals. The increased awareness of the textual positioning coupled with the changes in the global markets has led to the literary researchers to examine the economic imperatives. This includes the inheriting of commercial media filter through young people encountering with popular cultural texts.
The idea of popular culture text is negotiation and that the enterprises account for young people migratory behaviour. As per the research from Kolb, 2014.,in the US, there are over six million children between age of five and seventeen who speak language other than English (Kolb, 2014). Thus, according to Kolb, (2014)., a proper evaluation of how typical preschool teacher gain clarity that literacy learning serves children from different language background will assist to expand knowledge on a belief of the teacher and practice. (Kolb, 2014). Granting reciprocity to the elements in the structure binary which is supported with multiyear study of children who tends to grow up in the consumer culture. The research is Fellowes & Oakley, 2014). However, DAP (Development Appropriate Practice) is an effective technique for the teaching which is grounded in the research for how the young children develop and then learn about the effective early education (Beavis, 2017). The people who are associated with DAP note different disputes which is developmentally important for proceeding towards greater complexity, self-regulation and symbolic or representational capacities. The differences are not just from ethnic heritage, economic and language class.
The recognition of literacy is considered important for the socially situated cultural, historical and the institutional practices. This plays an important role in education of major importance. Through the critical literacy, the learners are given the opportunity to become the researchers of the language who are conscious for the literacy practices they participate in and the ways language is used that affect their lives. (Wright &Gotwals, 2017). The research is depending on the play-based standards where the literacy is fun, exciting and a transformative form for the students. One needs to make time for play so that the children can communicate and support each other for the different literate plays(McLean, Edwards & Morris, 2017). The essential forms are depending upon exploring and then learning to engage oneself with the literacies (McLean, Edwards & Morris, 2017). The setting up of the classroom is for the leaning through playing, educators which makes it an important contribution to the growth of the child as a learner for literacy
Just as the boundaries are set between the informal and the formal learning, there are certain popular cultural texts blur in the postmodern world. The children and the young people use of popular culture text in both the online and the offline medium provides the different opportunities for theorizing. The practices are based on how the student’s interest in popular culture text have led to the creative and the productive tensions in the field of rubbing against the long-held beliefs. They are mainly related to the forms of the reading and the writing instructions. It is important to note that critical literacy experts that use the word text to refer to a huge range of expressive kind of media including corporate media and poster. (Heath, 2016) When reading it an uncritical manner, the dominance of the world opinion present in work come to be seen correct and good while the opinion of minority group since they are ignored or presented in the wrong manner.
References
Armstrong-Heimsoth, A., Johnson, M. L., McCulley, A., Basinger, M., Maki, K., & Davison, D. (2017). Good googling: a consumer health literacy program empowering parents to find quality health information online. Journal of Consumer Health on the Internet, 21(2), 111-124.
Beavis, C. (2017). Serious Play: Literacy, Learning and Digital Games. In Serious Play (pp. 17-34). Routledge.
Drever, A. I., ODDERS?WHITE, E. L. I. Z. A. B. E. T. H., Kalish, C. W., ELSE?QUEST, N. M., Hoagland, E. M., & Nelms, E. N. (2015). Foundations of financial well?being: Insights into the role of executive function, financial socialization, and experience?based learning in childhood and youth. Journal of Consumer Affairs, 49(1), 13-38.
Fellowes, J., & Oakley, G. (2011). Language, Literacy and Early Childhood Education. Oxford University Press.
Flood, J., Heath, S. B., & Lapp, D. (2015). Handbook of research on teaching literacy through the communicative and visual arts, volume II: A project of the International Reading Association. Routledge.
Harwood, D., Bajovic, M., Woloshyn, V., Di Cesare, D. M., Lane, L., & Scott, K. (2015). Intersecting Spaces in Early Childhood Education: Inquiry-Based Pedagogy and Tablets. The International Journal of Holistic Early Learning and Development, 1, 53-67.
Heath, S. B. (2016). The hand of play in literacy learning. International Handbook of Research on Children’s Literacy, Learning, and Culture, 184-198.
Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press.
Marklund, L., &Dunkels, E. (2016). Digital play as a means to develop children’s literacy and power in the Swedish preschool. Early Years, 36(3), 289-304.
McLachlan, C., Fleer, M., & Edwards, S. (2018). Early childhood curriculum: Planning, assessment and implementation. Cambridge University Press.
McLean, K., Edwards, S., & Morris, H. (2017). Community playgroup social media and parental learning about young children’s play. Computers & Education, 115, 201-210.
Ng, S. S. N., Sun, J., Lau, C., & Rao, N. (2017). Early Childhood Education in Hong Kong: Progress, Challenges, and Opportunities. In Early Childhood Education in Chinese Societies (pp. 147-169). Springer, Dordrecht.
NSW Department of Education & Training. (2016). Reading recovery: A research-based early intervention program. Website home page. Retrieved from https://www.curriculumsupport.education.nsw.gov.au/earlyyears/reading_recovery
Reading Rockets. (n.d). Home page. Retrieved from https://www.readingrockets.org/atoz.
Rogow, F. (2014). Media literacy in early childhood education: Inquiry-based technology integration. In Technology and Digital Media in the Early Years (pp. 123-135). Routledge.
The Children’s Book Council of Australia. (n.d). Home page. Retrieved from https:cbca.org.au/
Wohlwend, K. E. (2015). Playing their way into literacies: Reading, writing, and belonging in the early childhood classroom. Teachers College Press.
Wright, T. S., &Gotwals, A. W. (2017). Supporting kindergartners’ science talk in the context of an integrated science and disciplinary literacy curriculum. The Elementary School Journal, 117(3), 513-537.
Zuckerman, B., &Radesky, J. (2016). Learning from apps in the home: Parents and play. In Apps, Technology and Younger Learners (pp. 34-46). Routledge
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