Early Learning, Supportive Care 20, 30

(a)	Explore aspects related to language and literacy development (e.g., engaging in conversation, exploring words, representing ideas) from birth to six years of age.
(b)	Discuss how language can be developed through interactions in play.
(c)	Identify opportunities for children to listen with engagement (e.g., musical performances, puppet shows, stories, visits from Elders and grandparents).
(d)	Investigate age-appropriate strategies to introduce new vocabulary in an early childhood setting.
(e)	Demonstrate asking complex questions (e.g., “How does that work?”, “Why do leaves change colors?”) rather than simple questions (e.g., “What’s that?” or “Where are we going?”).
(f)	Research songs, poems and books with texts that rhyme, use alliterations and explore different sounds.
(g)	Demonstrate interactive reading with individuals or small groups (e.g., reading with expression, articulating clearly, inviting comments, asking for predictions, sharing feelings and experiences).
(h)	Analyze representations of ideas created by children (e.g., drawing, painting, collage, construction, dramatic play).
(i)	Research the benefits of bilingualism or multilingualism in early childhood.
(j)	Investigate how young children learn additional languages (e.g., extended time period to acquire the additional language and build confidence, exploration and play with peers and adults, singing familiar and repetitive songs).
(k)	Discuss ways to support the use and development of home language.
(l)	Curate a selection of language and literacy materials (e.g., songs, rhymes, books) that are connected to cultures, home languages and familial understandings in the community.
(m)	Develop a template to observe children’s language and literacy skills related to the intellectual developmental domain.
(n)	Discuss how language and literacy development might influence other areas of development.

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