Hello My Story families and community!

In the interests of collaboration, we have provided some information regarding supporting your child’s literacy development. As you all know, this is a cause very close to our heart at My Story (hence the book logo!!)

Please find some information below regarding how you can foster language acquisition. To make our Persian families feel more at home, please see a translation below. We would love you to get in touch if we can tweak the translation! As we all know, some parts of language can be confused across cultures. Thank you and happy reading!


 

The development of your child’s language skills is a complex journey. Physical, linguistic and cultural circumstances will all have a bearing on a child’s language acquisition. For example, children of low socio-economic backgrounds can hear 1500 words per hour less than wealthier families. (Lowe, 2016).

Eye-contact with your baby ensures they associate language interaction with warmth and love. From 6-8 months your child develops control of their head and may start babbling. (EIRMC, 2012). There is research to suggest that increased incidence of language delay may be correlated with proliferation of electronic devices that interrupt eye contact. (Palmer, 2009)

We often refer to conversations as being ‘serve and return’. It’s important to allow your child enough time to transform auditory input into meaningful linguistic representation (Smith-Lock & Nickles, 2015). Establishing shared sustained meaning between yourself and your child will encourage further experimentation with verbalisation (Fellowes & Oakely, 2014).

Reading to your child is important in establishing the perception of language as important in your household. Even incidental ‘literacy events’ such as writing a shopping list provides opportunity to respond to their curiosities and encourage new ways of talking (Bradford, 2015); we call this ‘scaffolding’.

Expression and gestures elicit careful listening and also provide you child with contextual information to help interpret the input (Sullivan, 2013). This focus on prosodics, paired with increased repetition of words is often referred to as ‘Motherese’.  (Fuller-Wright, 2017)

Exposing your child to print is critical to preparing your child for the years ahead. Introducing novels, encyclopaedias, graphs etc. as the preferred means to attain knowledge ensures their ‘norms of conduct’ are aligned with the expectations of school (Hill & Nichols, 2004).

A semiotic model of literacy incorporates a more sophisticated, complex range of language fostering experiences. For example, interpretation of visual and dramatic symbolisation can be as important for language acquisition as conventional reading and writing activities (O’Toole, 2012). This new research both challenges and empowers families to find new, exciting and relevant ways to support literacy.

 

پیشرفت مهارت های زبانی کودک شما یک سفر پیچیده است. شرایط جسمی ، زبانی و فرهنگی همه در تأثیر زبان انگلیسی کودک تأثیر می گذارد. به عنوان مثال ، کودکان با سابقه اقتصادی و اجتماعی پایین می توانند 1500 کلمه در ساعت را کمتر از خانواده های ثروتمند بشنوند. (لاو ، 2016).

تماس چشمی با کودک شما تضمین می کند که تعامل زبان با گرما و عشق همراه است. از 6-8 ماهگی فرزند شما کنترل سر خود را ایجاد می کند و ممکن است شروع به سینه زدن کند. (EIRMC ، 2012). تحقیقات وجود دارد که نشان می دهد افزایش بروز تاخیر در زبان ممکن است با تکثیر دستگاه های الکترونیکی که تماس چشمی را قطع می کنند در ارتباط باشد. (پالمر ، 2009)

ما اغلب به مکالمات به عنوان “خدمت و بازگشت” یاد می کنیم. مهم این است که به کودک خود فرصت کافی بدهید تا ورودی شنوایی را به صورت زبانی معنادار تبدیل کند (اسمیت-لاک و نیکلز ، 2015). برقراری معنای پایدار مشترک بین خود و فرزند شما باعث آزمایش بیشتر در مورد کلامی خواهد شد (Fellowes & Oakely، 2014).

خواندن با فرزندتان در ایجاد درک زبان به عنوان خانواده مهم است. حتی رویدادهای اتفاقی سواد آموزی مانند نوشتن لیست خرید فرصتی برای پاسخ به کنجکاوی های آنها و تشویق راه های جدید صحبت کردن فراهم می کند (بردفورد ، 2015). ما این را “داربست” می نامیم.

بیان و حرکات باعث گوش دادن دقیق می شوند و همچنین اطلاعات متنی را در اختیار شما قرار می دهند تا به تفسیر ورودی کمک کند (سالیوان ، 2013). این تمرکز بر روی دادخواستها ، همراه با افزایش تکرار کلمات ، اغلب به “Motherese” گفته می شود. (فولر رایت ، 2017)

قرار گرفتن فرزندتان در چاپ با کیفیت برای تهیه فرزندتان برای سالهای آینده بسیار مهم است. معرفی رمان ها ، دائره المعارف ها ، نمودارها و غیره به عنوان وسیله ای ارجح برای دستیابی به دانش ، تضمین می کند که “هنجارهای رفتاری” آنها با انتظارات مدرسه مطابقت داشته باشد (هیل و نیکولز ، 2004).

یک مدل نشانه شناسی از سواد آمیز ، مجموعه پیچیده تر و پیچیده تری از تجربیات تقویت زبان را در بر می گیرد. به عنوان مثال ، تفسیر نمادهای بصری و نمایشی می تواند به همان اندازه برای فعالیتهای خواندن و نوشتن معمولی برای دستیابی به زبان مهم باشد (O’Toole، 2012). این تحقیق جدید هم خانواده ها را به چالش می کشد و هم خانواده ها را قادر می سازد تا راه های جدید ، هیجان انگیز و مربوط به پشتیبانی سواد را پیدا کنند.

REFEENCES

 

Bradford, H. (2015). Chapter 21: Play, literacy and language learning. In J. R. Moyles (Ed.), The excellence of play(pp. 250–261). Maidenhead, England: Open University Press.

 

Eastern Idaho Regional Medical Center. [EIRMC]. (2012, July 28) Developmental Stages for Baby: 6-8 months 

. Retrieved https://www.youtube.com/watch?v=uQmqRIR2YxA

 

Fellowes, J. and Oakley, G., (2014). (2nd ed.). Language, Literacy and Early Childhood Education. Melbourne, Australia: Oxford University Press.

 

Fuller-Wright, L (2017). Uncovering the sound of ‘motherese’, baby talk across languages. Retrieved from Princeton.edu website: https://www.princeton.edu/news/2017/10/12/uncovering-sound-motherese-baby-talk-across-languages

 

Hill, S., & Nichols, S. (2004). Chapter 13: Multiple pathways between home and school literacies. In A. Anning, J. Cullen, & M. Fleer (Eds.), Early childhood education: Society and culture (pp. 159–172). London, England: SAGE.

 

Lowe, K. (2016). Chapter 7: What does a teacher do when Ava’s parents want to help and Liam’s don’t? In For the love of reading: Supporting struggling readers(pp. 101-123). Newtown, NSW.

 

O’Toole, J. (2012). Chapter 4: Generic skills and multiple literacies. In C. Sinclair, N. Jeanneret, & J. O’Toole (Eds.), Education in the arts(2nd ed., pp. 31–42). South Melbourne, Vic: Oxford University Press.

 

Palmer, S. [suepalmer1]. (2009, May 18) Toxic Childhood – How the Modern World is Damaging Our Children and What We Can Do About it 

. Retrieved from https://www.youtube.com/watch?v=ZjvULWAXzFk

 

Smith-Lock, K., & Nickels, L. (2015) Chapter 11: Cognitive basis for speech, language and literacy. In S.McLeod & J. McCormack (Eds), Introduction to speech, language and literacy(pp.447-478). South Melbourne, Vic: Oxford University Press.

 

Sullivan, R. (2013). Early talkers benefit from non-verbal clues. Retrieved from abc.net.au website: http://www.abc.net.au/science/articles/2013/06/25/3789007.htm

We are very excited to be a part of the ACECQA Quality Support program! The Program offers professional development and support, which includes face-to-face visits, online training modules, workshops, follow-up online and telephone support and other resources to support quality improvement.

As we look towards celebrating our 12 month anniversary as My Story, we have been reflecting a lot on all the improvements in the physical spaces, educational program, health and safety and service management. We are really hoping to be granted the opportunity to have the hard work of our team and families formally acknowledged in My Story’s first Assessment and Rating process sometime soon!

What Next: Hold a management team meeting (Anna, Chloe, Rick, Will, Narges, Natasha) to collaborate on a self-assmement process as a foundation for tailoring the professional development program.

Quality Areas: 7.2, 7.2.1,

 

Our Preschool children have started a long-term project propagating succulents in our foyer! The project will help our children learn about what plants need to thrive, but also act as a metaphor to stimulate learning and discussions around sustainability, responsibility and patience. Thank you for all your help today children!

 

Our Educational Leader (Narges) and Preschool educator (Paris) took themselves into Chatswood last night to attend a workshop hosted by Munch N Move. Munch & Move is NSW Health initiative that supports the healthy development of children birth to 5 years by promoting physical activity, healthy eating and reduced small screen time. The workshop attended by our educators focused on the development of a set of Fundamental Movement Skills that lay the foundations for team sports later in life.

What Next: The educators are developing a play-based program that aims to introduce and focus on a specific fundamental movement skill each week. This learning will be shared with families through StoryPark and a display on the front door of the rooms.

Quality Areas: 2.1.3

At My story, it’s important for us to ensure we are constantly finding ways to build relationships and engage with our community. We are also passionate about supporting the Educational Program through collaboration with experts in their fields. We were very excited to be able to host Ashley from Smart Dental to educate our children about the importance of oral hygiene. The children interacted so enthusiastically – sharing their knowledge about healthy foods and tooth-brushing techniques.

What Next: Invite ‘Healthy Harold’ to our Centre to continue and extend the children’s learning about self-help skills and wellbeing.

Quality Area:6.2

Anna and I really think we are getting a ‘feel’ for the community now; making lots of connections with small businesses and young families. We’ve identified an ongoing confusion some families have regarding ‘Preschool’ vs ‘Long Daycare with a Preschool program’. Obviously we think we have the edge here! All the advantages of a Preschool without the inconvenient hours and having to pack a lunch! We are a little biased of course…

We are starting a suite of projects focusing on clearing up this confusion in the community and clearly articulating our service.

You may notice some marketing/displays reflecting this project.

We are also building a clear ‘My School Preschool’ framework that is informed and underpinned by the NSW curriculum. This is a collaborative process between Anna and I, our Educational Leader /Preschool Teacher (Narges) and all educators at the Centre. Please let me know if you have any ideas regarding school readiness and transition to school and we will try to incorporate them.

What Next: Display and implementation of the My Story Preschool Framework

Quality Area 1.1, 7.1

We are very proud to have facilitated various activities and experiences to shine a light on the Aboriginal and Torres Strait Islander culture during this week – on top of the embedded Indigenous perspectives that we incorporate into our weekly curriculum. Here are some wonderful pics from the week. There are so many others to share, however we have kept them on our private educational platform to respect the privacy of the children.

 

 

 

 

 

 

 

 

 

 

 

 

 

We have consulted with the Aboriginal community regarding how to navigate the challenges of cultural appropriation and tokenism and endeavour to constantly improve the way in which we are educating our next generation about the First Nations.

Later in the year we will be engaging our educators in some quality professional development and resource purchasing through the Koori Curriculum program.

Quality Areas 1.1.2

From July 2 there are massive changes to the way we report, calculate and pay Subsidies for Childcare. If you haven’t already, please log onto MyGov and fill out your assessments so that you don’t experience any delay in receiving your subsides in the new financial year.

Anna and I saw an opportunity to share the word with the community through the local magazine! Thank you Paris and Aiden for being the ‘poster child/educator’ for My Story!

We are very proud to publish our first every Newsletter!

The My Story Newsletter will be published fortnight, and include include information such as:

  • Important dates
  • Administrative news
  • ‘From the Directors’
  • Vacancy information
  • Updates on our ongoing projects
  • News from the sector

It is important to us that respectful and supportive relationships with families are maintained, and that current information about the service is available at all times.

Quality Areas: 6.1