Question

ways to incorporate language, literature and literacy (listening, speaking, reading, writing) using DAP for two year old.

Please provide your souce :)

Answer 1

Ans) Provocation to investigate may arise from children’s interests or be initiated by
the teacher.

- Potential for teaching and learning:
Reading and writing are intimately connected,
interdependent processes. Frequent sharing
of quality literature not only builds positive
dispositions, oral language skills and print
knowledge which are at the heart of early reading, but also builds on prior knowledge and resources that children can use in writing. As teachers and children they read, it supports their understanding about writers and how they use different functions of language – to entertain, to inform, to persuade.
They can shape readers’ responses through language choices and point of view. Intentional teachers analyse.

- Investigations not only allow children to acquire new interests, but to also strengthen their motivation to master a range of literacy-related skills. ‘They are based on the strong conviction that learning by doing is of great importance and that to discuss in group and revisit ideas and experiences is the premier way of gaining better understanding and learning.
Children can:
- link home, school and popular culture
experiences;
- integrate knowledge and skills from different
subject areas in meaningful ways;
- practise and apply spoken and written
(traditional and electronic) language skills with
genuine purpose as they participate in and
contribute to projects;
- record their learning and show what they know
by representing knowledge and communicating
ideas in a range of different mediums (e.g., 3-D
constructions, painting, observational drawing,
drama)
- strengthen intellectual dispositions with
opportunities to take initiative, pose
questions, think creatively, solve problems,
reflect, encounter new ideas and seek deeper
understanding.
When teachers provide authentic experiences
like these there are opportunities for intentional
teaching, opportunities to notice, recognise and
respond to particular children and the group, and
to extend learning and make useful judgments
against curriculum outcomes. They have the
potential to encourage positive dispositions towards language and literacy, as well as build foundational knowledge for successful reading and writing.