CHL2601 Assignment 6 (QUALITY ANSWERS) 2024

This document contains workings, explanations and solutions to the CHL2601 Assignment 6 (QUALITY ANSWERS) 2024. For assistance whats-app us on 0.6.8..8.1.2..0.9.3.4.... Question 1 [40] 1.1 According to Piaget, cognitive development is a progressive reorganisation of mental processes resulting from biological maturation and environmental experience. This view sparked the nature versus nurture debate about the development of cognition. When I prompted ChatGPT about these two conflicting views on the literacy development of young children, it generated the following response: The nature vs. nurture debate in the context of literacy development in young children is a longstanding and complex topic in developmental psychology and education. It centres around the question of whether children’s reading and writing abilities are primarily influenced by their innate biological factors (nature) or shaped by their environment, experiences, and social interactions (nurture). In reality, literacy development is a result of the interplay between both nature and nurture. Let’s explore both: 1. Nature (Innate factors): • Genetic predispositions: Some children may have a genetic predisposition that makes them more receptive to learning language and literacy skills. For instance, certain genetic traits might affect their ability to process phonetic information or grasp grammar rules more easily. • Neurological factors: Brain development plays a crucial role in literacy acquisition. Some children might have neurological differences that affect their language processing and reading skills. For example, difficulties in phonological awareness, which is the ability to identify and manipulate sounds in spoken language, can impact reading readiness. • Biological maturation: As children grow, their brains undergo biological changes that support various aspects of literacy, such as memory, attention, and information processing. These changes can influence how well and how quickly they acquire reading and writing skills. 2. Nurture (Environmental factors): • Home environment: A rich and stimulating home environment, including exposure to books, reading aloud, and engaging in literacy-related activities, can foster early CHL2601/ASSESSMENT 6/2024 7 literacy skills. Children who grow up in homes where reading is valued are more likely to develop an interest in reading themselves. • Parental involvement: Parents and caregivers who actively engage with children in language-based activities, storytelling, and discussions enhance their language skills and literacy development. Regular interactions with adults who read to them and encourage their reading efforts can significantly impact children’s progress. • Quality of early education: The quality of early education and preschool experiences can have a substantial effect on literacy development. High-quality programmes that focus on language and literacy skills provide a supportive foundation for children’s reading and writing abilities. • Socio-economic status (SES): Research suggests that children from higher SES backgrounds tend to have better literacy outcomes. This could be due to access to more resources, including books, educational material, and opportunities for enriching experiences. • Interaction and interdependence: It is essential to recognise that nature and nurture are not mutually exclusive; rather, they interact and influence each other in a child’s literacy development. For example, a child’s genetic makeup might affect their language processing abilities, but their exposure to a language-rich environment can further support and refine those abilities. In conclusion, the nature vs. nurture debate regarding literacy development in young children cannot be easily distilled into a simple either/or scenario. Both nature and nurture play integral roles in shaping a child’s reading and writing skills. Understanding this interaction can help educators, parents and caregivers provide more effective and targeted support for children’s literacy growth. Based on this response, develop an argument to explain to parents why it is so important to provide a literacy-rich environment at home. Your argument must be plain enough for parents, caregivers and grannies to understand. (5) 1.2 Across cultures, children learn through imitation. List five events that young children actively observe that give them opportunities to notice how reading and writing are used in real life. (5) 1.3 Based on your answer to question 1.2, explain what literacy skills children learn through these observations. (5) 1.4 Linguistic, cultural, academic and cognitive diversity is a reality of the South African classroom. It cannot be assumed that all children have similar reading experiences or exposure to books. Examine and discuss five realities that contribute to inequality in the literacy experiences of young children. (10) 8 1.5 Based on your response to question 1.4, cut and paste images from magazines and/or promotional material in newspapers, and develop a story without words to use in a Grade 1 classroom as a way of developing vocabulary, language and a sense of story. Fold an A4 paper in half for this purpose. Your “book” now has four empty pages. Develop your story without words across these four empty pages. Take photos of each page of your book and paste them in the correct sequence in your answer file. (4) 1.6 Based on the book (story without words) you have made, indicate how you will use the book to develop the following: a) language (4) b) concepts about print (3) c) phonemic awareness (4) Question 2 [30] 2.1 Explain how the literature that you select for a reading-aloud session differs from the literature you select to teach reading in group-guided sessions. (8) 2.2 Explain how the books that you select for the reading corner (independent reading) differ from the books you have selected in question 2.1. (5) 2.3 Select any children’s story you like. Explain how you would use the story to develop and/or improve the following: a) listening skills (3) b) memory (3) c) critical thinking skills (3) d) vocabulary, language and grammar (3) 2.4 Explain how you would use the story you have selected in question 2.3 to teach concepts in one non-language subject in the Foundation Phase. (5) Question 3 [30] 3.1 The concept “emergent literacy” is explained on page 49 in your study guide. Do additional research and compare the emergent literacy approach with the school-readiness approach. In your analysis, focus on how each of these approaches view the literacy development of young children. (10) CHL2601/ASSESSMENT 6/2024 9 3.2 Based on the research you have done to answer question 3.1, critique the approach you believe in less in terms of its value for literacy development. (5) 3.3 I have prompted ChatGPT to describe a print-rich classroom. Below is the AI response that was generated by the language model: A literacy-rich classroom is an environment that prioritises and fosters the development of strong literacy skills in students. It goes beyond simply teaching reading and writing: it integrates various elements and practices to create a comprehensive approach to literacy education. Here are some key components that constitute a literacy-rich classroom: • A print-rich environment: The classroom should be filled with books, posters, labels, and other written materials. Students should have easy access to a wide range of age-appropriate reading materials, including fiction, non-fiction, poetry, and more. • Reading corner or library: A designated area for reading, with comfortable seating and ample space for students to explore books independently or engage in group reading activities. • Explicit instruction: Teachers provide direct and explicit instruction in reading and writing skills, using research-based strategies and methodologies to ensure students receive targeted support. • Phonics instruction: A strong emphasis on phonics instruction, which helps students understand the relationship between letters and sounds, laying a solid foundation for reading and spelling. • Shared reading: Teachers and students read together, either as a whole class or in small groups. This practice helps model good reading habits, develops comprehension, and encourages discussion. • Guided reading: Students read in small groups with teacher support. Guided reading allows teachers to tailor instruction to individual students’ needs and focus on specific reading skills. • Independent reading: Regular opportunities for students to read on their own, choosing books that interest them and are at an appropriate reading level. • Writing workshops: Students engage in writing activities regularly, with the teacher providing guidance, feedback, and encouragement. Writing workshops typically include brainstorming, drafting, revising, and editing stages. • Word work: Activities that focus on vocabulary development, spelling, and word recognition to expand students’ large language skills. • Reading and writing across the curriculum: Literacy skills are integrated into other subjects, such as science, social studies, and math, allowing students to apply their reading and writing skills in various contexts. 10 • Technology integration: Effective use of technology to support literacy development, such as interactive reading and writing programs, educational apps, and digital resources. • Parent involvement: Encouraging parents to be actively involved in their child’s literacy development by providing resources and suggesting ways they can support reading and writing at home. • Assessment and progress monitoring: Regular assessment to track students’ literacy growth and identify areas where additional support may be needed. • Culturally diverse texts: Inclusion of literature that represents various cultures, backgrounds, and experiences, and promoting diversity and inclusivity. By incorporating these elements, a literacy-rich classroom can create an engaging and supportive learning environment that empowers students to become confident and skilled readers and writers. Compare this response with the information in paragraph 3.1.4. in learning unit 3 PDF reader, as well as in paragraph 3.5.2 in learning unit 3 PDF reader. a) Identify any three components that are either absent or a weakness in Foundation Phase classrooms where you live. (3) b) Investigate and present reasons why this is the case (5) c) Propose solutions to each of the points of weakness you have identified. Your solutions must be practical and achievable. (7)