Assignment-1-22112300.docx

Diverse Literacies Assignment 1 Proforma Diverse Literacies Critical Review of Readings Week 2____ Name: Thanh Truc Tran Bibliographic details (include full details - author, year, title, publisher) Arthur, L., Ashton, J., & Beecher, B. (2014). Multiliteracies: Embracing the multiplicity of experiences called 'literacy.' In Diverse literacies in early childhood: A social justice approach (pp. 11-24). ACER Press. Marsh, J., Plowman, L., Yamada-Rice, D., Bishop, J., & Scott, F. (2016). Digital play: a new classification. Early Years , 36 (3), 242-253. https://doi.org/10.1080/09575146.2016.1167675 Analysis: What are the key ideas? ● Revised framework (Marsh et al., 2016) allows for an appropriate adaptation in a digital context such as 'transgressive play'. ● The studies further indicate that the change in digital contexts is not related to the type of play but the nature of that play (Marsh et al., 2016). ● Children experience multimodal literacies at a very young age, under different tools and forms of activity (Arthur et al., 2014) ● Literacy learning starts as early as after birth, and is a process that involves both reading, writing and oral language (Arthur et al., 2014). Reflection: How do these ideas relate to what I already know? How have my ideas been extended, challenged, or changed? As the world develops, the nature of children's play has changed drastically with the introduction of new technologies and means of communication (Marsh et al. 2016). As such, it is important for educators to broaden their knowledge to make well-informed decisions to support children's development. The original work proposed by Hughe has been a go-to and reliable tool that educators have always come back to whenever it is appropriate, including myself. The extension to that classic framework has been challenging as people need to adapt, but also rewarding at the same time. It allows young children to interact in a more engaging and in-depth way, which can trigger cognitive growth seamlessly as they engage in the play process. Implications for practice: What are the practical implications for my work with children and families? As a teacher, I know the important role of nature, background and personal viewpoints when working with children and families, as well as utilizing proper theories and frameworks to ensure the development process of the children. An example of the practical implication of utilizing the revised framework is to allow children to engage in playing and learning through different means of interaction. The process should stimulate the cognitive growth of the children as they engage in play and learning activities. As the process of literacy learning begins early on in life, teachers can provide opportunities to stimulate the development of children with the help of technology. However, we should identify the negative impact of technology will impact on children and limit it as much as possible.

Diverse Literacies Assignment 1 Proforma Diverse Literacies Critical Review of Readings Week 3____ Name: Thanh Truc Tran Bibliographic details (include full details - author, year, title, publisher) Arthur, L., Ashton, J., & Beecher, B . (2014). Utilising popular culture to extend children's literacy. In Diverse literacies in early childhood: A social justice approach (pp. 55-68). ACER Press. Ferfolja, Jones Diaz & Ullman (2018). Silences in growing up bi/multilingual in multicultural globalised societies. In Understanding sociological theory for educational practices (pp. 121-139). Cambridge University Press. Analysis: What are the key ideas? ● Popular culture should be included in literacy programs which believe to develop social and cultural capital, critical thinking and gender identity. ● Role of media and technologies in the globalization era with the children's literacies. ● Children's identities and how they perceive them have a significant effect on how they play, learn and develop their cognitive abilities. With the different narratives, children can reflect on themselves and draw value and meaning from the play. ● It is important for educators to recognize and understand the expression of different identities and acknowledge the anxieties regarding children's experiences. ● English is considered a communication currency and can either be beneficial or detrimental to the development of non-English speaking children. Reflection: How do these ideas relate to what I already know? How have my ideas been extended, challenged, or changed? Both works (Ferfojia et al., 2018 & (Arthur et al., 2014) identify acknowledgement and recognition are important for the development and learning of children at an early age. It is also interesting to see that children feel reluctant to speak their home language due to their lack of confidence in themselves in an English-dominant environment (Ferfojia et al., 2018). Moreover, if they are exposed in their home language from an early age and are constantly reminded about their origin, which is a form of exerting power and dominance (Ferfojia et al., 2018), they should feel more confident in expressing their identities. Regarding technology and media, the same as adults, popular cultures become topics for children to discuss with anyone Implications for practice: What are the practical implications for my work with children and families? The role of educators now involves sensitive and critical engagement with both children and families to encourage the use of home language and culture (Ferfolja et al., 2018). English-dominant environments and limited minority linguistic markets devalue children's home language. Teachers should build activities to encourage the expression and usage of home language and culture more frequently at home. It is important to promote a welcoming and supportive environment for children to freely express their identities and share those with other children in class. Children's lack of confidence in using their home language is the consequence of their amateurism and nobody shares their cultural knowledge at school. Furthermore, children are drawn toward people who share the same interests or popular cultures that they like. As a teacher, I understand this characteristic of children to create

around them which create a sense of belonging, agency, and social power (Arthur et al., 2014). From these ideas, one good way to develop their confidence is to promote their home languages, cultures and identity by exposing children to multimedia and popular culture related to their identity. challenges for children to explore their cultures and share with their colleagues. Furthermore, by participating in an engaging and dynamic learning environment with various ideas and viewpoints, children become more aware of their surroundings, thus allowing them to be unbiased and compassionate with their peers. This then provides a means for children to develop ideas about their personal identities, which then stimulates their confidence in sharing their comfort zone with others. Diverse Literacies Assignment 1 Proforma Diverse Literacies Critical Review of Readings Week 4____ Name: Thanh Truc Tran Bibliographic details (include full details - author, year, title, publisher) Robinson, K. H., & Jones-Diaz, C. (2016). Languages, identities and bi/multilingualism in childhood. In Diversity and difference in childhood: Issues for theory and Practice (pp. 141-165). Open University Press. Jones Diaz, C. (2016). Growing up bilingual and negotiating identity in globalised and multicultural Australia. In Super Dimensions in globalisation and education (pp. 37-53). Springer. Analysis: What are the key ideas? ● The presence of an English-dominant society has a significant impact on bilingual families' capacity to transmit their home languages. ● It is important to negotiate a third space to navigate and locate common ground between different backgrounds to allow children to develop. ● It is also important for bi/multilingual families to maintain their home languages and cultures to allow children to form an identity based on their home culture. ● Understand the reasons children do not retain their home language when coming to English-dominant early childhood and primary.