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Language development:

Children learn to

Recognise sounds

Make meaning out of symbols

Identify letters, symbols and characters and the sounds that go along with them

Increasingly use conventional speech and writing and punctuation

Social construction:

Exchanging ideas, feelings and understandings using language and representations.

Interact with others to explore ideas and concepts, clarify and challenge thinking, negotiate and share new understandings.

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Activity 2 - Can you find evidence of social construction?  Outcome 4.

There’s no specific evidence that can be prescribed. If the teacher can identify children engaging and responding either during child initiated or adult- directed learning then the child can be perceived as an involved learner. However, I am a bit concerned about the word ‘confident’ - I am guessing this means a teacher can use ‘intentional teaching’ methods to find out what the child is interested in and build educational programmes based on the evidence. A child centred approach is experimental in nature, as every child is different and how/ what they wish to learn can also vary.

Examples -
Imitating sounds during a book reading/ singing song session (Social interaction with the educator)

Expressing themselves through body gestures to interact with their peers during play. Toddlers usually interact with their peers by taking food from another child's plate. They want to know how the other child will react to this. Even during block play, while a child is constructing a tower another child might try to add a block to the tower.

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Language is a tool for children to seek and receive assistance, learn how to express and manage their emotions and feelings, and express their thoughts and views. Children can use verbal and non-verbal languages to communicate their needs and feelings. Language development occurs when children engage in social interactions with their peers and adults. Not only through verbal language, children can convey their feelings, thoughts, and ideas through cues such as body gestures, movement, and eye connection.

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Evidence of language development

Children openly express their feelings and ideas

respond to ideas and suggestions from others

confidently explore and engage with social and physical environments through relationships and play (e.g. dramatic play and artwork)

Language development needs to occur at home, classroom and community and have interactions with others.

Evidence of ‘social construction’

share aspects of their culture with other children and educators

develop their social and cultural heritage through engagement with Elders and community members

show interest in other children and being part of a group,

empathise with and express concern for others, display awareness of and respect for others’ perspectives

Associated language and social expectation

Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community.

Understand that people use different systems of communication to cater to different needs and purposes and that many people may use sign systems to communicate with others.

Explore how language is used differently at home and school depending on the relationships between people.

Participate in shared imaginative activities and respond through singing, chanting, play-acting and movement.

Gender equality and other gender-related issues are not mentioned in the Identity outcome.

A culturally inclusive environment should be created where children would feel safe, secure and supported and develop knowledgeable and confident self-identities.

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- Children express and respond by using nonverbal to verbal.
- Recognize letters, sounds, and symbols.
- Share and negotiate ideas with others.
- Expand vocabulary during communications.
- Interact with others by using own languages.
- Learn and explore knowledge from others

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Using muli type language to express their meaning, like oral, offical, modal particle etc.

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Children are able to communicate their thoughts and ideas through multimodal means to their peers/educators.

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Language:
- Children use language to describe what happens and how they feel during a range of interactions
- Children express their opinions about matters that interest and impact them
- Children recognise that different languages reflect different peoples and places. They learn to notice similarities and differences between different languages
- Children use effective vocabulary in familiar contexts

Social Construction
- children cooperate and negotiate in play and group experiences
- children assist others to participate in group activities
- children participate in reciprocal relationships
- children begin to show sympathy for others
- children collaborate to solve problems and achieve group goals

No leanring outcomes mention gender directly

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children exchange ideas and the understanding of language and non-language in communication. Increasing interaction with others, be interested in other people’s communication (which expand knowledge and vocabulary). Update the way of thinking (learn more from others), give more diversified feedback, and show a better understanding of communication.

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Evidence of language development is in the child's ability to participate as part of the group eg. ability to use names, understand direction/instruction, resolve conflict, cooperate/negotiate.  It occurs as the children begin to understand the use of vocabulary in familiar contexts as they share routines, events and experiences. In terms of social construction, children learn to operate within the expectations and boundaries of the various groups they belong to. This outcome also focuses on respect - both for self and others and for culture.

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Children need language to share their experience, connect with others, negotiate, express ideas, participate in relationships. Social participation and the chance to co-construct knowledge with peers would be affected if children don't have the language they need to join in. Possibilities for disadvantage here if not all voices are heard (eg. non-english speakers, more softly spoken, cultural differences leading to some children being less forthcoming in conversation?) The learning outcome needs to guide educators to support participation of all children so that can be connected and able to contribute; this will look different for each child. Multiliteracies is a relevant approach here - how can the child connect and express themself? What voices are being heard in the classroom? What styles of communication and language use are valued?

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Children need language to share their experience, connect with others, negotiate, express ideas, participate in relationships. Social participation and the chance to co-construct knowledge with peers would be affected if children don't have the language they need to join in. Possibilities for disadvantage here if not all voices are heard (eg. non-english speakers, more softly spoken, cultural differences leading to some children being less forthcoming in conversation?) The learning outcome needs to guide educators to support participation of all children so that can be connected and able to contribute; this will look different for each child. Multiliteracies is a relevant approach here - how can the child connect and express themself? What voices are being heard in the classroom? What styles of communication and language use are valued?

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In my opinion, this learning outcome is very symbolic in children's language and literature learning, which is aimed at the respect for children's culture, race and language growing environment. In EC setting, children will be exposed to a large number of language activities, most of which are for their first language. In such language interaction, children will enhance their awareness of their mother tongue, and actively express their feelings and opinions in the activities, which will also enhance their cognition of their own language and even culture. In this way, children's sense of identity can be enhanced. Such as: Children who are innocent express their feelings and ideas, respond to ideas and suggestions from others,  confidently explore and engage with social and physical environments through relationships and play (e.g. dramatic play And artwork).

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Evidence of language development:
- Children cooperate with others and negotiate roles and relationships
- Gradually learn to read the behaviours of others and respond appropriately
- Contrubute to democratic decision making about matters that affect them
- Are playful and respond positvely to others, reaching out for company and friendship.
Language development needs to occur across all areas of a child's life, home environment, schooling/education environment.

Gender Equality is not mentioned in the VEYLDF although Outcome 2 does discuss:
- consulting families and children in order to understand their cultural and everyday traditions and routines
- Providing equitable oppotunities for children with diverse capabilities and life circumstances supports engagement and connection, enabling them to contribute positively to their world.

Education for all educators on how to approach gender bias in the classroom and how to encourage children to develop appropriate language in regards to gender.

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Language Development:
- Learn how to express feelings.
- Seek support from others around them.
- Learning to constructively resolve conflicts with others both in the learning environment and outside.
- Opportunity for language development should be encouraged within all aspects of learning. As we largely use language to communicate with peers, it should be a strong focus that every learning outcome is accompanied with the language that is needed to enhance it.

Social Construction:
- Learning to become adaptable and confident in differing situations.
- Learning to be comfortable in the range of settings that are part of their lives.
- Learning to seek and receive assistance, as well as becoming comfortable with being both alone and with others.
- Warm and supportive relationships help to develop strong bonds and attachments with others.
- With progression and maturity comes increased social skills and resilience.
- There appears to be a lack in encouraging non-gender bias activity and language differences. Although it should not be assumed all children will take to gender stereotypical activities, perhaps it could be encouraged that biological gender does not separate children in social engagement.

Suggestion for inclusion:
- An overarching view of cultural understanding and inclusion should be incorporated throughout. All areas of development of vital for every child, of all cultural backgrounds. Breaking down existing biases that may exist is very important, especially in the early learning setting. Becoming aware and accepting of differences will help to create an a well rounded understanding of community and family between child-child, child-educator and child-self.

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Children's ability to understand their own culture, their environments, and their emotions is consistently developing. Language development is a key part of children having a sense of identity, as it allows for children to demonstrate emotional awareness and concerns for others, create trusting relationships and communicate their needs. Their sense of identity also allows to strengthen and form social construction through developing strong foundations in both their own culture and language/s of their family and the broader community without compromising their cultural identities.

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1. Communication is explained from birth and how a child's ability to communicate develops throughout their childhood
3. Children's social skills and reliant on their communication skills as being able to express one's feelings and interact with others allows them to make friends and be understood
4. Mentions of diverse communities and families. Emphasis on having a 'first language' whilst also being able to learn additional languages with assistance from surrounding adults. No mention of gender

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children demonstrate their language development when they communicate their needs, express their feelings and ideas, respond to others and engage in interactions. it needs to occur not only in the learning process, but also in daily routines, activities at school, at home or in the society. When children express their thoughts and communicate with others, they are engage in social interactions with people and the world around them. instructions for educators about how to develop children's awareness of gender and gender equality need to be included in order to achieve an inclusive environment for all children.

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Evidence of language development:
-Children are able to interact with others, to explore ideas and concepts, clarify and challenge thinking, negotiate and share new understandings.
-listen and respond to sounds and patterns in speech, stories and rhymes in context.
-understand key literacy and numeracy concepts and processes, such as the sounds of language, letter–sound relationships, concepts of print and the ways that texts are structured

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Children’s wellbeing can be affected by all their experiences within and outside of their early childhood settings. To support children’s learning, it is essential that educators attend to children’s wellbeing by providing warm, trusting relationships, predictable and safe environments, affirmation and respect for all aspects of their physical, emotional, social, cognitive, linguistic, creative and spiritual being. By acknowledging each child’s cultural and social identity, and responding sensitively to their emotional states, educators build children’s confidence, sense of wellbeing and willingness to engage in learning.

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I think the evidence of language development is that children are able to participate in a group, for example by sharing personal experiences and activities with their peers. At the same time, they learn to use accurate words to express themselves, resolve conflicts or cooperate with others. It is also their ability to understand the directions by others.

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Children use language to describe some interactions to cooperate in games and group experiences.

Children stimulate empathy, are active and helpful, and be kind to others.

Children recognize the similarities and differences between different languages

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1. Language development is intertwined with identity formation. The acquisition and maintenance of first or home language is essential to construct self-identity and sense of belonging.

2. Language development can be supported at home, in childcare centres and in communities. Adults should recognise and respect the importance of children's home language. Creative activities such as singing and dramatic play can help children explore how language is used differently across contexts.

3. Once children form a strong sense of identity, they also gain confidence and competence to contribute to their social groups. Through understanding the diversity of language, children could gain insight into the importance of social cohesion and cultural interdependence. Dramatic play, as a way to develop language skill, also allows children to experience different perspectives and understand the relation between individual and groups.

4. This section does not include how gender, which is inherent in identity formation, can be developed through language. Children perceive socially expected gender roles in conversations with adults. They often engage in gender information during dramatic play, where language facilitates gender awareness.

5. Adults scaffolding children during identity formation should be included. Adults are responsible for guiding children develop agency and competence through language using. Adults need to carefully choose the language and vocabularies they use during the conversations with children to appropriately engage children in meaningful exploration of identity.

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Evidence of language development
-Children enojoy sharing their everyday routines, events and experiences, and use opportunities to contribute to decisions.
-Children become aware of the impact of the local environment, both physical and social, on their lives.
-Children understand different ways of contributing through play and projects.
-Children begin to show concern for others and listen to other's ideas and respect different ways of being and doing.

This language development is occuring during the process where children try to undestand the connection between themselves and their community, their country and the world. In terms of 'social costruction', children can use appropriate language to describe what happens and how they feel when experiencing positive interactions or conflict in their society.

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Evidence of language development
Children

use language and engage in symbolic play to imagine and create roles, scripts and ideas

listen and respond to sounds and patterns in speech, stories and rhymes in context

Explore sound and silence and ways of using their voices, movement and instruments to express ideas.

Evidence of "Social construction"
- Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations using interaction skills, including listening, while others speak.

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Language development:
1. becoming capable of seeking and receiving assistance
2. expressing their feelings
3. be encouraged to express their views in line with their capabilities
4. outdoor play, an important activity for children to improve their language in cognitive development

Most of the language development occur when social interaction involve. In other words, children practice their language skills when they are interacting with others (parents, peers, educators, etc.)

Social Construction:
1. learn to constructively resolve conflict begins in infancy.
2. learn to being with other, seeking and receiving help
3. learn to identify and accept their own and others's feelings, developing strong attachments and bonds.

Not much about gender in this part but children are expected to continually acquire, refine and consolidate their motor functions and skills and integrate their skills across domains.

Elements like the effects of different languages on expressions

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Children respond verbally and non-verbally to what they see, hear, touch, feel and taste. They use language and representations from play, music and art to share and project meaning. Thus language occurs through play.

For social construction, children can contact with adults who model and respond to children’s oral and written messages, continue to strengthen the progression of learning. Community encourages children's social construction. One thing that needs to be included is effective communication between adults and children, and try to speak more to children.

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Children can feel safe to express their feelings and ideas, able to interact with others. Language development can be supported by the family, peers, and community. The initial development occurs in the family. The maintenance of the home language provide a solid support for children to have a strong sense of identity. Children feel safe and secure when their identity been respect. Identity can refers to gender, generally refers to how people will build their identity include gender identity. This curriculum did not refers to children's gender identity but refers to the normal family structure. The parents should choose the language use carefully when talking to the children. A culturally inclusive environment will be very essential for children's language development.

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Language Development:
- Language as a means to connect, build relationships, describe and understand individual and shared experiences.
- Children can use language to contribute within social settings and their world.
- Family, others, educators play a critical role in promoting children's connection and contribution to their world (EG. reciprocal, supporitve language).
- Vital for children's sense of identity and belonging.

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evidence of language development:

They build a large vocabulary and are able to express ideas verbally and use a wide range of media.

evidence of ‘social construction’:

Their communication and self-expression take many forms, including sharing stories and symbols from their own culture, re-enacting well-known stories and using creative arts.

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1. Language development is key to identity construction as it is through language that we can begin to answer the big questions such as who am i? who are we? where do I belong? And so on. Maintaining a connection to home languages is also key to this outcome because the culture in which we are born into is integral to our comprehension of who were are. And as noted in the VEYLDF "Develop a vocabulary and practise the expression of emotions to describe how they feel in different familiar situations", therefore language development cannot be separated from this outcome.
2. "A strong sense of identity enables a child to be confident, and to recognise and accept that in any social setting there are consequences for their actions and behaviours"- this implies that there are social rules that are constructed dependent on the different social contexts.
3. Nothing is said about gender explicitly, despite it being integral to one's identity construction.
4. Explicit exploration of gender identities needs to be included to ensure that language around the diversity of gender experiences is learnt, which will promote inclusiveness and value for diversity within the construction of every identity.

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There is evidence of language development in outcome 4 where it discusses how children should engage and communicate with each other about their thoughts and ideas. Children's language development is being supported as they learn to express what they are thinking. As such, language development should occur throughout all learning processes as children are learning to express their understandings. This section also mentions that children's receptive language is often more advanced than their expressive language, stressing the importance of engaging and communicating with children through their learning.

‘Social construction’ is discussed in this outcome where it mentions that children are active learners engaging with others about their interests. They socially construct and shape their learning experiences based on collaboration and interaction between learners as well as between learners and teachers.

Nothing is specifically mentioned about gender and social expectations, however the final subsection of this outcome addresses children's connections with people and place as well as other things. This section could contain information about social expectations and how they impact on children.

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Evidence of language development:
- Using language to communicate,  build relationship and engage with community and get a sense of belonging
- Cooperate with others and negotiate roles and relationship in play episodes and group experiences
- Express themselves and their opinions that matter and affect them.
- Participate in a reciprocal relationship. Children are both students and teachers to adults. They teach adults to view the world through their lenses and learn from the adults through observation, modelling, imitating etc.

Language development needs to occur across all aspects of children's life, including hime environment, formal school settings, informal learning experience with peers and adults, etc.

Social construction is discussed as children become involved in decision making process, recognise their rights and responsibilities, express their opinions, assist others and build meaningful relationships.

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Evidence & Where:
- "The acquisition and maintenance of first or home languages has a significant and continuing role in the construction of identity. "
- Early childhood professionals respect children's cultures and languages.

Social Construction:
- Dramatic play is important for exploring different identities and points of view.

No findings directly relate to gender.

Better to include:
- How to respect children's first language in an English early childhood settings, otherwise saying "respect" just means letting the children talk in their first language, and there are no benefits for their social interaction with other English speaking peers or their learning.

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1. The development of young children's language usually happens on school and family, which focus on daily communication and interaction.
2. The development occurs on Children feel safe, secure and supported.
3. Dramatic play provides a special way to support children to experiencing different social roles so that achieving 'social construction'.
4. The section does not include how gender, but it often engages in gender information during dramatic play, which through language promotes the awareness of gender. Moreover, children also  can gain the gender information by the intertration with adults.
5. The inclusive Environment for different culture and people is important for  development.

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There is definitely some form of language development incorporated in this first outcome. As part of developing a strong sense of identity, "children feel safe, secure and supported" through the exploration of roles, characters and actions in dramatic play/improvisation. In a way, children get to express their ideas through language as they act out their roles and unpack how they interpret characters. In a way, children get to learn some vocabulary associated with their roles (i.e context-specific vocabulary)

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1. There is a wealth of opportunities for language development as children are encouraged to explore and represent themselves. For example,  through dramatic play children are encouraged to explore ideas and characters.
2. Language development needs to occur in every aspect of a child's life, there are opportunities and moments for development in every situation. utilising the small moments or interactions is so beneficial in conjunction with planned experiences.
3. Gender is not explicitly mentioned it is hinted at through "children feel recognised and respected for who they are", this lays a foundation for acceptance and exploration but doesn't give children that defined space to question gender or provide the resources for educators to really explore that.
4. In reference to gender, a use or introduction of gender neutral terms should be introduced. Children need to be given the agency to decide, and in doing so educators need to provide the knowledge and a safe space to do so.

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Can you find evidence of language development

Yes, there are plenty of evidence of language development. For example:
1. Children develop the ability to mirror, repeat and practice the language of others. This includes children imitate or mimic the words and sentences spoken by other people.
2. Children explore ideas with imagination, creativity and play. When children are engaged in socio-dramatic play, they take up different roles and practice languages used by different characters. This fosters their awareness of semantics, syntax and language functions.
3. Children create and use representation to organise record and communicate ideas. From the perspective of multiliteracies, children's language development is multimodal, extending beyond traditional print-based ways (e.g., the inclusion of ICT), or linguistic aspects (e.g., the inclusion of diverse ways of expression/representation, drawing, building clays, even manipulating blocks). The language development is reflected through children learning to express themselves and make meanings in a range of ways.

Where does language development needs to occur?

I think language development is incorporated in every aspects of learning across the curriculum (in different disciplines, not just literacy and arts, but STEM subjects as well). Language learning also occurs in different settings and contexts during children's play and social interaction.

Can you find evidence of ‘social construction’

Yes. This outcome mentions children develop dispositions for cooperation and commitment. It also mentions that children learn through connecting with people and place. Their learning is shaped by interaction with people (family and community) and interaction with the environment (more-than-human beings).

What is/is not being said about gender and associated language and social expectation?

Gender is not directly mentioned in this outcome. But it mentions that children use reflective thinking to think about why things happen and the lessons that can be taken away from their experience. This could be an opportunity to reflect on issues regarding gender.

What needs to be included in this outcome to ensure language development in this area?

Questions from ECTs (e.g., asking a girl, why do you want to be a princess when you were in role play or do you want to be a knight?). This is to challenge children to be critical about their behaviours,  disrupting the gender assumptions in children's mind.

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1. Evidence
-take action to assist other children to participate in social groups
-begin to recognise that they have a right to belong to many communities
-contribute to democratic decision-making about matters that affect them
2.  It occurs all aspects, such as school, home and society. When children express an opinion in matters that affect them,  and gradually learn to ‘read’ the behaviours of others and respond appropriately, which is the process of language development.
3. Social construction is children beginning to recognise that they have a right to belong to many communities and have responsibility to help others.
4. The gender expectation not has specific demonstration, but it mentions that develop the ability to recognise unfairness and bias, which involves the gender equality.
5. Showing more aspects for gender, and educators should encourage children to keep gender equality.

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In social interactions, children practice their language uses in cooperation, negociation and responses to others, and learn to express opinions with cocerns for peers in matters that affect them and democratic decision-making. Their language skills are demonstrated in their description of what happens and how they feel in positive interactions or conflicts. children's language development occures in multiple dailly routines including classrooms and homes. In terms of social construction, children are active citizens with rights and responsibilities, and they respect and assist others from diverse social backgrounds when building reciprocal relationships. They also express concerns for the environment and nature. Gender issues are indicated in raising children's awareness for fairness with critical thinking about gender differences and stereotypes.

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This outcome is about communication and how children express themselves, including oral and written language. It also involves multiliteracies and a number of other forms of expression. Language development is clearly stated, for both reception and expression skills and it needs to occur through a wide range of experiences and modelling.
'Social construction' is discussed throughout the outcomes, e.g. in the 5.1 ''Children interact verbally and non-verbally with others for a range of purposes'', where it emphasizes the crucial role of relationships in the development of communication and language.
Nothing is really stated about gender norms and social expectations. In the ''5.2 Children engage with a range of texts and gain meaning from these texts '', it could include a recommandation about the importance of representations and having a range of texts with children/families of different ethnicities, family composition, gender and identities etc.

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Children are born with the desire to communicate (verbally and non-verbally) with others which can be a driving force for language development. Language development needs to be promoted for children constantly at home , in ECEC ect.

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Children's first language learning place would commonly be the home environment, which leads to children's language development would be beginning. However, it is convinced that children's personality development would not be affected by gender issues, due to personality identification was constructed through daily interpersonal skills.

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Language development of children in Outcome 2 always occurs in families, groups and communities children are in. Child learn to respect and communicate naturally with each other in social settings as they were born. Children develop their language with the impact from the environment and their peers. They are expected to linked to the world and society receptively, expressively and culturally. So adults' engagement an support are needed in children's language development and contribution to the world they live in.

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1. Evidence
-demonstrate trust and confidence
-remain accessible to others at times of distress, confusion and frustration
-share humour, happiness and satisfaction
2. social construction
-increasingly cooperate and work collaboratively with others
-recognise the contributions they make to shared projects and experiences.
3. I think to encourage children express their happiness and transmit wellbeing is important.

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1. Language Development
-They listen to others’ ideas and respect different ways of being and doing ( where multiple vocabulary is used)
2. Language development needs to occur when:
- expressing an opinion in matters that affect them
- they are playful and respond positively to others, reaching out for company and friendship
3. Evidence of ‘social construction’
- they participate in reciprocal relationships
- participate with others to solve problems and contribute to group outcomes
4. Gender and associated language is not mentioned when it comes to diversity with respect with social expectation.
5. Support from family, educators, and all social aspects.

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1. Yes. For example, children describe their ideas more confidently, and use play to investigate, imagine and explore ideas.
2. Social construction is mentioned,  which shows that children follow and extend their own interests with enthusiasm, energy and concentration. According the interaction with teacher and peers, they socially construct and develop their learning experiences.

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Children through share their ideas with others to learn and explore knowledge from others. And children express and respond by using nonverbal to verbal.  They are willing to express themselves, whatever at home or school, adults should provide they free space.

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1. Evidence of language development: Evidence of langauge development is weaved through the  Outcome 5 in VEYLDF, as children continously engage with environemental prints, conventional  speech and writing through various modes of communications (art making, dance, sing, etc.). This development is also scaffolded by the adult/educator through modeling, shared-thinking and inquires. In EYLF, the evidence of development is strongly linked to children's communication and self-expression through play. As play is the foundation for children to communicate and express with peers and themselves through various forms of languages and in multiple contexts (collaboration, negotiation, sustained shared thinking, problem-solving, role play).
2. Where to occur:
The development occurs through play, home literacy environment, as well as every day life daily rountine, where adults can scaffold children's language development through adult-led and child-initeated activities.
3. Evidence of social construction:
The evidecne of social construction is threaed through children's play as their mening-making. In VEYLF, the aquisition of  home language allows children to form social construction with community, as well as community members. Children also construct social identity through role play, as children take on different social roles in play through effective communications.
4. What is not being said:
The gender stereotype and gender role comformity realted in children's  social dramatic play, as well as other kinds of play is not being addressed. The associated language in this aspect is kind of general, as the emphasis of the learning framwork is on the dvelopment of language through play in various micro social groups. The social expectance does not tightly associated with gender role in children's communication and play.
5. What needed to be included to ensure child's langauge development:
For educators to provide enriched print in environment that intentionally challenges gender role conformity (such as books like "Mister Seahorse", or book about Madam Curie)
For educators to engage children to play different roles during role play (for example, assign girls to play prince, and boys to play princesses or queens), through which children explore language through different gender roles.

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Evidence of language developement is illustrated when:
1.

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1. Children use language to interact with each other, to display care, respect and empathy to other children. Language is one of the ways they can express their thoughts and emotions effectively, and through these interactions children develop their identity. Educators should support children's use of home language to express themselves, so that they can confidently express their cultural identity.
2. Language development can occur at home, at the early childhood setting and during play. Any conversation can be a language development opportunity, and even eye contact can be a form of language. Educators need to be intentional during activities, and develop opportunities for children to discuss and interact. Children are capable of having deep conversations about pressing issues, so educators can acknowledge children's potential and have realistic conversations and allow children to contribute to the discussion.
3. There is definitely social construction in terms of how gender is represented in language learning experiences. Are children supported in a gender neutral environment? Are children restricted to gender typed play? Do educators talk about gender and discuss with children about gender stereotypes? In my placement I can definitely see that teachers encourage children to defy gender stereotypes, by placing dolls of different gender and colour and by having a gender neutral colour scheme in the room-brown, green, etc.
4. I think encouraging children to think about their identity and what they want to be, regardless of gender stereotypes is important. Children need to have a voice in their language learning experiences, and educators should provide experiences that support children's expression.

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There is evidence of language development where children cooperate with others and negotiate roles in group experiences. Children are also encouraged to express their opinions as well as listening to and respecting others' ideas.

Language development needs to occur in every setting and aspect of children, including their family, school and community. Through connections, children use their language to interact with and listen to each other reciprocally.

'Social construction' is described in this learning outcome when children contribute in social settings that strengthens their sense of identity and belonging, while acknowledging the impact of physical and social environment on children's lives.

Gender and social expectations are not specifically mentioned in this learning outcome. However, it did state the importance of children contributing to democratic decision-making that affect them and the importance of being aware of similarities and differences between themselves and others. To ensure language development in this area, teachers have the role to set up classroom activities that promotes gender equality.

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Learning outcome: Children interact verbally and non-verbally with others for a range of purposes. This is evident when children:

engage in enjoyable reciprocal interactions using verbal and non-verbal language. This could be listen to and respond orally to texts and to the communication of others in informal and structured classroom situations using interaction skills, including listening, while others speak.

contribute their ideas and experiences in play and small and large group discussion. This could be Engage in conversations and discussions, using active listening, showing interest, and contributing ideas, information and questions, taking turns and recognising the contributions of others.

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1. Language can be communicate verbally and non-verbally. The VEYLDF demonstrates language development across this outcome. This can be done when children listen to music, or use play to communicate ideas. When they read and interpret texts etc.
2. Language development can occur anywhere and in any form.
3. Children interact with adults and their peers, they learn to communicate verbally and non-verbally. Children also view how other adults and peers act in social contexts through which they can gain information of their social contexts.
4. There is no mention of gender.
5. There needs to be a section that addresses gender inequalities or, to highlight how children's gender should not limit them to their expression.

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1. Evidence of language development
- Children have positive depositions towards learning, and acquire language and literacy skills throughout the process of exploration, experimenting and discussions and exceed their ability to express themselves using language.
2. Where does language development needs to occur
- Toddlers learn that by watching and listening and from imitating others out of their modelling and  demonstrations.
- They also develop language skills such as vocabulary and simple grammar structures in the process of making-believe and creating imaginary texts.
3. evidence of social construction
- Children learn to share feelings and perspectives during the process of learning together with their peers. Social construction also takes place while children learn to listen to and teach others, to make experiences together and to be more connected to the world.
4. What is/is not being said about gender and associated language and social expectation?
- There is no mentioning for achieving gender equality.
5. What needs to be included in this outcome to ensure language development in this area?
- Concept of equity can be included to ensure everyone can be equally engaged in learning experience to develop language through participation and interactions with others.

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Children have a strong sense of identity is a fact people can see in the possum classroom easily. Also, it is very symbolic in language and literature learning development. In the classroom, children are exposed to language activities and many setting for development. Also, they identified themselves so well. For example, one child moves to the next room, but he keeps trying to come back to the possum room which is accustomed to being in. He feels that his identity is belonging there. "Children who have a strong sense of identity feel comfortable within local, social and cultural practices important in their lives." We can check it in VEYLDF.
Children are always being exposed to the cultural practices which are already in social, local, and classroom.

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Through the acquisition of language, children are able to express themselves in multiple ways. By being able to express themselves, children are able to interact with others on a more complex level. They are able to forge bonds, to express their opinions and ideas, to express their emotion, to argue and to resolve. Language development can occur in all settings, and personally I think it is more beneficial for the children to explore language in multiple settings. The social construction of gender identity is not explicitly stated. However, some educators (at least at my placement) do try to defy stereotypical gender construct by allowing children to dress up as anything they want during play, by placing dolls of different gender and colour and having them wear neutral clothings (not girls wear dress and boys wear pants.). The outcome should also include statements about encouraging children to also develop their mother tongue. Given Australia community consisted of people from diverse background, an abundant number of children will also speak a second language besides language. Thus, the outcome should encourage educators to allow children to explore and practice their native language.

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Language:
-express and manage their feelings and develop self-reliance.
-seek support from others around them
-express their views in line with their evolving capabilities
-learn and practise strategies

Social Construction:
-Outdoor play
-maintain their own basic hygiene practices
-manage emotions and impulses,
-motor functions and skills and integrate their skills across domains
-Dance, drama and musical experiences

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Identity
- Children can response to their peers and adults verbally and non-verbally.
- Children's body language and  eye contact.
- language developement occurs
EVERYWHERE! Becacase, language development helps children make meaning to thier internal and external world. It happenes everywhere and anytime in children's lives.

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1.Evidence of language development: Children use language (verbal and non-verbal) to express their ideas and have conversations with their peers during play. Also, there are multiple forms of language development that children can print or design some art work to show their opinions.
2. Place of language development  occurrence: It can occur in any places through play, daily conversation, home environment.
3. Evidence of social construction: When children are involved into play, they have to communicate with others, which requires them to master the communicative skills, express their ideas and control their emotions. And these skills can be beneficial to social construction.
4. Something is not being said: The gender stereotypes are not mentioned in this document.
5. Something need to be included: The gender and associated language need to be mentioned.

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Language development:
From birth, children communicate with others by using gestures and facial expressions, then gradually use vocabulary for oral communication, and learn to express themselves by writing and drawing.

Social construction:
Children are effective communicators. Their social interaction takes many forms such as gestures, verbalism, writing, drawing, collaborative learning etc.

Social expectation:
With the development of science and technology, children can use digital technology and multimedia resources to communicate, play and learn. They learn to use and create simple texts and choose content, form and vocabulary in their writing. As a result, they can create and display their information in a way that suits different audiences and purposes.

Included:
We also need to pay attention to the impact of modern communication mode or popular language on children's language learning. Children can accept new things very quickly, and their way of expression may also be affected by the current trend.

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Language development is an important skill. Children need to feel safe in their environment and some of the ways they can achieve this is by use of appropriate words to express their feelings at any particular time. Culturally, language development is of utmost importance as often there is a need to connect to one's heritage and culture. Although this can be done in many ways, language is a way of exploring elements of a culture but communication in a mother tongue is sometimes very symbolic to people and also a way families operate cohesively, for eg, grandparents might not speak English therefore it might be very important to speak the family language.

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Language Development
- Children acquire vocabulary related to emotions and how these emotions are expressed (verbally and non-verbally)
- They are able to name parts of the body, and describe how their bodies are growing and changing.
- Use music, dance, and other story telling techniques to express themselves
- Using social language in group settings and for conflict resolution

Social Construction
- Working with other children in group settings.
- Conflict resolution
- How our emotions affect self and others and how they can express their emotions in an appropriate way.

Gender/Associated Language and Social Expectations
- Not only should emotional expression be included here, but the use of inclusive language should also be included.
- There is a large focus on individual development and not much on development of children as a social group. It would be beneficial to have more on that as humans are social beings and class culture is built on socialization between one another. Classroom culture becomes important as there might be numerous moments gender stereotypes come into play (She can't play with that because she's a girl).

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language development evidence:

engage in enjoyable reciprocal interactions using verbal and non-verbal language

respond verbally and non-verbally to what they see, hear, touch, feel and taste

convey and construct messages with purpose and confidence, building on literacies of home and/or family and the broader community

exchange ideas, feelings and understandings using language and representations in play

etc

These developments happen in schools, communities and families. Children need both adults' leading and peer interactions.

social construction evidence:

share the stories and symbols of their own cultures and re-enact well-known stories

The gender and associated language has not been discussed yet. I think “Being able to understand gender differences and boundaries，and being able to communicate equally with people of different genders.“ may need to be included in the outcomes.

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Outcome 5
language development evidence:
1. children could use gestures, movement, non-verbal cues, sounds, language to engage in a  communication, reciprocal interactions and form relationship
2. Children understand symbols and pattern systems
3. Children use language and representations from play, music and art to share and project meaning
4. Children could express their ideas

Social construction:
Children learning how to communicate in verbal/ non-verbal way through interaction with peers and adults. They learn social behaviours when they witness how other people talk and behave in certain social contexts. There is no evidence of gender-related language expectation. I think inclusion should also be included in this area, as there are many different types of languages and understating diversity and show respect are also importance for a effective communicator in this global world, hence, acknowledgement of culture diversity should also be included in this outcome

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The evidence of language development can be seen when children interact and negotiate their role in communities, they will use verbal and non-verbal language to deliver their intentions. As children start to build a connection with community, they could develop a sense of belonging and security, and those feelings are crucial to social construction. And gender has not been discussed in this outcome, but I think gender equity and non-stereotyped expectations can be included in this area.

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1. Children learn to take turns in communication exchanges through their relationships with responsive adults, exploring sound and movement patterns, singing songs, reading stories, playing games and recording their thoughts and ideas.
2. Adults who spend time in one-to-one communication with very young children, verbalising and conversing with the child, with multiple back and forth exchanges, make significant contributions to the expansion of children’s vocabulary development.
3. Children can successfully learn English (or another language) as an additional language through exposure to the language, explicit modelling and language teaching, and appropriate time to acquire the new language.

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1. Language develoment occurs when children engage with parents, grandparents, caregivers, and friends from birth. Through the attentitive, affectionate, consistant and available relationships from adults, and the experiences with others in a group, children's language skills are developed.
2. Language development needs to occur basically in all aspects of children's lives.
3. The cultural diversity helps build social cohesion.
4. Gender is not mentioned explicitly, children can develop a sense of who they are and respect the differences between different gorups of people.
5. Gender related issues..

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Explore aspects of identity through role-play: For example, children may represent their home language or something meaningful from their family and home life that they are making sense of, in other words role-play through gestures, words, actions, playing with objects to make sense or roles they see at home or in their community.

share aspects of their culture with other children and educators. For example, children may share in imaginary play situations with their peers and in this peer learning environment, children both express aspects of their own identity and learn about other children’s identities. One example might be sharing a mint tea and engaging in dialogue with one another.

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Evidence of language development can be found in Outcome 5, as verbal language is one ways of communicating with others. Children develop their language through:
- contributing and/or exchanging their ideas or opinions with each other through play, group work or any other forms of interactions with others;
Language development could occur in any places and situations children show up, including schools, home, any other public places he/she goes.

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Social belonging helps children develop language skills. A sense of belonging comes from being connected to the environment, and language is an important part of a child's social connection. In the process of communicating with parents, teachers and peers, children's sense of belonging is further strengthened.

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Language:
Wellbeing can be displayed through children's social skills which includes being able to express feelings and ability to seek assistance from others. Although children can express themselves in many ways, language is key way of communicating feelings and thoughts with others - enhancing children's sense of wellbeing.

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Learning Outcome 5 is closely connected with language develpment. It occurs when children communicate verbally and non-verbally, when they get and make meaning through various texts and when they understand abstract symbols. It needs to occur on a wide range of media and through relationships, which is social construction, the interaction between people and the environment. However, language or social expectations on gender is not expressed. Literacy on gender, other-than-human perspectives and disabilities can be included to make the learning outcome more inclusive.

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Language development can occurs everywhere. Children:
- interact with their natural and social world both verbally and non-verbally.
- people around children play a significant role in promoting their language development. These people can be teachers, parents, care givers, and peers. Children observe and learn what has been taught. For example, the adult points to a car and says "A car."
- Children also learn from peer interactions. In plays, they exchange information and learn new vocabulary from each other.
- Children learn to express their emotions and thoughts verbally: "My puppy is sick. I'm sad."

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Under sub outcome: Children develop knowledgeable and confident self-identities
The indicators include:

develop strong foundations in both the culture and language/s of their family and the broader community without compromising their cultural identities

develop their social and cultural heritage through engagement with Elders and community members

It promotes that children are encouraged to use their home languages and understand the culture of their family. This is significant to promote children's self identity. "Social construction" is  found when children are offered to engage with Elders and community members to co-construct knowledge.
In the sub outcome, it mentions that children can use dramatic play to explore different identities, which  can involve diverse roles in society. However, it does not specifically mention about gender and the way of viewing gender in diverse cultural perspectives. Thus, the outcome may include children's exploration and development of critical thinking from diverse cultural perspectives. Also, it should include the importance of allowing children to use their home languages in classroom.

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Language occurs in the social contexts as a dominant way for people to communicate meanings. There are different language in different countries and cultural settings.  Whatever your language is, it is the bridge connecting you and your family, friends and communities as you share,  interact,  negotiate through language you speak.

-interactions, play, scaffolding can be included in this outcome to ensure the language development. As children intentionally or spontaneously learn language from others, share meanings.

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Language development reinforced and needed while children are connected and communicating with their world (e.g. peers, family, educators, bigger society)

Social construction is playing an important role in all identity, community, well being, learning and communication. While children are interacting with others, they develop a sense of belonging which helps them to shape their own identity and also promotes wellbeing. And the support from peers and educators help children learn and develop.

It’s not mentioned about the gender role in this outcome aspect. In this sense this could be the limitation within the outcome and can be improved in the future.

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Language development should occur both inside and outside class setting. It should be in children's daily life. Children's identity would be formed when they have the same languages spoken to them everyday. This way children who were raised in a certain cultural/language would have a strong sense of identity. Children would also feel the sense of belonging within that culture and strong bond. They would gradually realize the differences between cultures and values.

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Evidence of language development/ where does it need to occur?
Language is used in maintaining conversations, it is evident when children contribute their ideas and also to make sense of what others are saying. These interactions enables children to form social constructs and aware of other people's ideas. It could be used in play as well as expressing their feelings and understandings. Although nonverbal communication assist children's learning, language allows children to convey and receiving greater ideas.

Gender, associated language and social expectations
This outcome did not mention how gender is involved in communication. However it did mention how children could use language to create roles in symbolic play (this may be a gendered role). Social expectation associated with language and communication may be when children reaches certain language milestones.

Communication and language are naturally correlated but to ensure language development, children might need to be exposed to social interactions.

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1. Evidence of language development
- Initiating interactions and conversations with trusted educators
- Exploring and engaging with social and physical environments through relationship and play
- Using their home language to construct meaning
- Celebrating and sharing their contributions and achievements with others.
- Expressing a wide range of emotions, thoughts and views constructively

2. Language development needs to occur when:
- Reflecting on their actions and consider consequences for others
- Engaging in and contributing to shared play experiences
- Begin to initiate negotiating and sharing behaviours

3. Evidence of 'social construction'
-  Developing strong foundations in both the culture and language/s of their family and broader community without compromising their cultural identities
- Exploring aspects of identity through role-play
- Exploring different identities and points of view in dramatic play

4. What is not being said about gender and associated language and social expectation?
- These things are not mentioned explicitly in this outcome, however when children have a strong sense of identity, they have their own agency in knowing their own identity and who they want to become.

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"Children are citizens with equal rights and are consulted
meaningfully, with families and communities, about
issues that affect them."
Language is a way for children to express themselves and speak up for what they believe in. Building the foundations of a 'social construction' where children are informed and can independently express their passions or concerns in a meaningful way

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language development
a. children use languages to cooperate with others and negotiate roles and relationships in play episodes and group experiences b.express verbally about how they feel and what they think c. understand that people might use different languages and they all have different ways of being and doing. d. use decontextuaized languages to explore, infer, predict and hypothesis to build better understanding of people, living things and environments.
Where does language development needs to occur?
when children engaging in play groups; when children negociate and discuss with others; when children want to express their opinions; when children try to respond positively and understand others
‘social construction’
within the notion of community, social construction occurs when children work with their peers in a play group during which they would have ample social interactions and discussions; also occures when children build social relationships with others by understading others' needs and feelings and responding properly.
What is/is not being said about gender and associated language and social expectation?
this outcome doesn't talk about gender and associated languague and social expectation like the different ways that boys and girls might have when children are connecting with the community and how might be the differences of the community treating different genders
What needs to be included in this outcome to ensure language development in this area?
individual differences? it might relate to gender, culture, personality. Children from different cultural backgrounds would follow different language development ( local children and immigrant children); Children with different personalities( introverted or extroverted) might also show disparities in this area.

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Evidence of language development

Understand that a letter can represent more than one sound, and that a syllable must contain a vowel sound.

Understand that texts can take many forms, and that imaginative and informative texts have different purposes

Understand patterns of repetition and contrast in simple texts.

Evidence of social construction

Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations using interaction skills, including listening, while others speak.

Engage in conversations and discussions, using active listening, showing interest, and contributing ideas, information and questions, taking turns and recognising the contributions of others.

Language development occurs in all environment the children are exposed to, such as home and ECE settings.

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Kaihua Wang  -Seminar 5                                         Language development:  Children are able to learn how to express their own feelings.     Social development:      Children who has good sense of wellbeing have developed social skills and dispositions. They understand how to be comfortable in their environment  and they learn how to express their own feelings and build self-reliance. After given birth, warm and supportive relationships help them express their feelings and understand others’ feelings.                               

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Kaihua Wang  -Seminar 5                                         Language development:  Children are able to learn how to express their own feelings.     Social development:      Children who has good sense of wellbeing have developed social skills and dispositions. They understand how to be comfortable in their environment  and they learn how to express their own feelings and build self-reliance. After given birth, warm and supportive relationships help them express their feelings and understand others’ feelings.                               

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Language development is occuring both at home and in the early childhood setting, as children communicate their needs, wants, and feelings with educators, peers and family. Social construction is occuring as children build their identity and develop ways of communicating who or what is their family, and how they view themselves.

Their is little expicitly said about gender and associated language aside from children building strong and secure identities and 'feel recognised and respected for who they are'''. More could be included particularly in "Children learn to interact in relation to others with care, empathy and respect" to include children respecting and caring for other's identities.

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Language development:
- Children express their ideas and feelings responding different learning experience and surrounding environments. Their language and literacy skills improve through continuous practice and investigation of different topics.
- For example, when they ask questions or express ideas during outdoor environment investigation activities.

Social construction
- Peer interactions are involved.
- Exchanging ideas and feelings with peers and teacher and work together of how to solve problems together during science experiments.

Family's and teacher's support are needed for children to ensure language development as acknowledgement and modelling from adults are important for children's learning.

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Evidence of language development:

initiate interactions and conversations with trusted educators

use their home language to construct meaning

reach out and communicate for comfort, assistance and companionship

Language needs to occur:

communicate their needs for comfort and assistance

openly express their feelings and ideas in their interactions with others

share aspects of their culture with other children and educators

Evidence of social construction:

build secure attachment with one and then more familiar educators

establish and maintain respectful, trusting relationships with other children and educators

confidently explore and engage with social and physical environments through relationships and play

begin to initiate negotiating and sharing behaviours

About gender, I have not seen any clear explanation about gender except the general introduction. and it should include the respect various language background of children, such as how to showing inclusive with their home language.

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Language development is evident when children communicate their needs for comfort and assistance, use their home language to construct meaning, and openly express their feelings and ideas in their interactions with others. Language development occurs in daily life in social settings such as family, community, early childhood services, and schools. Social construction occurs when children establish and maintain respectful, trusting relationships with other children and educators, increasingly cooperate and work collaboratively with others, share aspects of their culture with other children and educators, and display awareness of and respect for others’ perspectives. Gender-related issues are not discussed, but this outcome has mentioned the diversity of languages and social expectations. Gender is one part of identity. Hence the instruction should include gender equality or gender-related issues (e.g., same-sex family).

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Language development: Children develop a sense of belonging in groups and contribute to the community and family, they begin to show concern for others, listen and understand others.  The language development occurs among the community, school and family.

Social construction: Children express opinions and ideas with others, and participate in decision making in the community. They also develop an awareness of the environment and human activity.

Gender is not specified in the outcome. I think it would be great if it could be mentioned and develop the awareness of gender and sex. It could be linked to the awareness of fairness. It is related to people, identities and stereotypes.

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Can you find evidence of language development? Where does language development needs to occur

Children interact with others both verbally and non-verbally to form connections and exchange ideas and feelings. Infants communicate from birth through sounds (e.g. crying), facial expressions (e.e. smiling, eye contact), and gestures. At later years children continue to develop and language and communication skills when adults around them respond to their efforts to ‘tell’ others about what they need or want. The development of language is evident when children use language and representations from play, music, and art to share and project meaning.

Can you find evidence of social construction:

Children learn to take turns in communication exchanges through their relationships with responsive adults. Adults who spend time in one-to-one communication with very young children, verbalising and conversing with the child, with multiple back and forth exchanges, make significant contributions to the expansion of children’s vocabulary development.

What is/is not being said about gender and associated language and social expectation?

Gender is not mentioned.

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Language development: Children explore the world and engage with people who speak to them. When children are involved in learning, they have great opportunities to take part in sustained shared conversations. Language development occurs from birth, and it develops in families and communities. The language development of very young children requires adults’ help.

Social construction: Children learn from experiences. Very young children develop their language by watching what adults do and listening to what adults say. When children study with their peers, they are encouraged to share their feelings and ideas with each other.

There is not much mention of gender, associated language, and associated language. In addition, I think ‘response’ is crucial in this outcome.

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Evidence: Children start  communicating with their parents since they are born. Communication could be in a verbal or non-verbal form. Eye contact; body language and verbal conversation are the examples of communication. In Outcome 5, children are learning how to interact with people that are around them through effective communication. They use language to express themselves through play-based learning.

Language development needs to occur when a child could like to interact with others. It could be verbal and non-verbal. It occurs from their parents or caregivers initially, then it develops to the community and education system such as childcare and schools.

Gender; Associated language and social expectation:
- Gender is not mentioned in the VERLDF
- Associated Language: In outcome 5, the main aim is to ensure children are interacting verbally and non-verbally with others in purpose. This is directly linked with language and literacy of children
- Social expectation could be the guidance and standard of the developmental milestones.

What needs to be included:
- It should include children with different language such as home language development
- It should include learning outcome with inclusion support in special needs and other additional needs.

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MELODY(MENGXUAN LI)- SEMINAR 3: Evidence of language development

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MELODY(MENGXUAN LI)- SEMINAR 3: Evidence of language development

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communicate their needs for comfort and assistance

openly express their feelings and ideas in their interactions with others

respond to ideas and suggestions from others

initiate interactions and conversations with trusted educators

initiate and join in play

Evidence of ‘social construction:

share aspects of their culture with other children and educators

use their home language to construct meaning

develop strong foundations in both the culture and language/s of their family and the broader community without compromising their cultural identities

develop their social and cultural heritage through engagement with Elders and community members

Gender was not mentioned in the identity outcome, which might be included as the following:
children are confident to experss thier gender recognitions as well as respecting individual differences.

# data[].attributes.headline
MELODY(MENGXUAN LI)- SEMINAR 3: Evidence of language development

# data[].attributes.subject
MELODY(MENGXUAN LI)- SEMINAR 3: Evidence of language development

# data[].attributes.body
cooperate with others and negotiate roles and relationships in play episodes and group experiences

express an opinion in matters that affect them

gradually learn to ‘read’ the behaviours of others and respond appropriately

understand different ways of contributing through play and projects

Evidence of social construction:

begin to recognise that they have a right to belong to many communities

broaden their understanding of the world in which they live

build on their own social experiences to explore other ways of being

demonstrate a sense of belonging and comfort in their environments

Again, the idea of gender was not mentioned in this outcome, and hence might be addresed as the following:
children are also able to confidently express their opinions through gender-related issues to support the minorities.

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MELODY(MENGXUAN LI)- SEMINAR 3: Evidence of language development

# data[].attributes.subject
MELODY(MENGXUAN LI)- SEMINAR 3: Evidence of language development

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remain accessible to others at times of distress, confusion and frustration

share humour, happiness and satisfaction

ncreasingly cooperate and work collaboratively with others

show an increasing capacity to understand, self-regulate and manage their emotions in ways that reflect the feelings and needs of others

experience and share personal successes in learning and initiate opportunities for new learning in their home languages or Standard Australian English

recognise the contributions they make to shared projects and experiences

respond through movement to traditional and contemporary music, dance and storytelling of their own and others’ cultures

Evidence of social construction:

show an increasing capacity to understand, self-regulate and manage their emotions in ways that reflect the feelings and needs of others

assert their capabilities and independence while demonstrating increasing awareness of the needs and rights of others

show increasing independence and competence in personal hygiene, care and safety for themselves and others

show enthusiasm for participating in physical play and negotiate play spaces to ensure the safety and wellbeing of themselves and others.

gender was not included and hence could be included as followed:
children are able to communicate their physical and psychgological well-being related to gender, as well as care for others' overall wellbeing.

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MELODY(MENGXUAN LI)- SEMINAR 3: Evidence of language development

# data[].attributes.subject
MELODY(MENGXUAN LI)- SEMINAR 3: Evidence of language development

# data[].attributes.body
express wonder and interest in their environments

are curious and enthusiastic participants in their learning

use play to investigate, imagine ainitiate and contribute to play experiences emerging from their own ideas

participate in a variety of rich and meaningful inquiry-based experiences

nd explore ideas

create and use representation to organise, record and communicate mathematical ideas and concepts

make predictions and generalisations about their daily activities, aspects of the natural world and environments, using patterns they generate or identify, and communicate these using mathematical language and symbols

contribute constructively to mathematical discussions and arguments

use reflective thinking to consider why things happen and what can be learnt from these experiences.

social construction:

explore their environment

use their senses to explore natural and built environments

use feedback from themselves and others to revise and build on an idea.

# data[].attributes.headline
MELODY(MENGXUAN LI)- SEMINAR 3: Evidence of language development

# data[].attributes.subject
MELODY(MENGXUAN LI)- SEMINAR 3: Evidence of language development

# data[].attributes.body
engage in enjoyable reciprocal interactions using verbal and non-verbal language

respond verbally and non-verbally to what they see, hear, touch, feel and taste

use language and representations from play, music and art to share and project meaning

contribute their ideas and experiences in play and small and large group discussion

are independent communicators who initiate Standard Australian English and home language conversations, and demonstrate the ability to meet the listener’s needs

interact with others to explore ideas and concepts, clarify and challenge thinking, negotiate and share new understandings

convey and construct messages with purpose and confidence, building on literacies of home and/or family and the broader community

exchange ideas, feelings and understandings using language and representations in play

demonstrate an increasing understanding of measurement and number using vocabulary to describe size, length, volume, capacity and names of numbers

express ideas and feelings and understand and respect the perspectives of others

use language to communicate thinking about quantities to describe attributes of objects and collections, and to explain mathematical ideas

listen and respond to sounds and patterns in speech, stories and rhymes in context

view and listen to printed, visual and multimedia texts and respond with relevant gestures, actions, comments and/or questions

sing chant rhymes, jingles and songs

take on roles of literacy and numeracy users in their play

begin to understand key literacy and numeracy concepts and processes, such as the sounds of language, letter–sound relationships, concepts of print and the ways that texts are structured

explore texts from a range of different perspectives and begin to analyse the meanings

actively use, engage with and share the enjoyment of language and texts in a range of ways

recognise and engage with written and oral culturally constructed texts.

experiment with ways of expressing ideas and meaning using a range of media

Gender was not mentioned in this outcome, and could hence be included as:
children are effective communicators in conveying gender-based issues.

# data[].attributes.body
1.Outcome 5 discusses how children engage in the activities, how they respond and communicate using verbal and non-verbal language. Further it describes children’s engagement of language to communicate and interact with the world in a range of ways.
2.Language development needs to be occurred from very early years of life with the help of adults who are around the children such as parents, families and early childhood professionals.

3.We can find evidence of ‘social construction’ in outcome 5 where it mentions interaction of children with others to explore ideas and concepts, clarify and challenge thinking, negotiate and share new understandings. It also discusses how children use communication to express ideas and feelings and understand and respect the perspectives of others

4. The Outcome discusses the importance of keeping the first language is important for children’s identity, wellbeing, communication and learning. Including diverse societies and recognizing the importance of their language preferences support the evidence to the social expectations. Gender is not specifically mentioned.

5.One things needs to be included in this outcome is the more information about safe use of information technology which ensure the outcome safe, appropriate and effective for the children.

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Children would negotiate and discuss with peers and adults, which would begin the connection between worlds and societies and the sense of belonging for the

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Evidence of language development
Children can expand their vocabulary bank and use these vocabularies to express their ideas and knowledge verbally with the use of different media.

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Language develops and is evident when children build a sense of identity by to communicate comfort, assistance and companionship.

social construction: local, social and cultural practices through establishing, maintaining and trusting relationships with other children and educators

In the Outcome 1: Children have a strong sense of identity there was no mention of gender and associated language. However, it would be recommended to potentially include a section regarding the different type of gender parents.