The game promotes language development by reinforces vocabulary, encouraging social play and interactive turn taking. 

This is in line with the Speaking and Listening Literacy Learning Progression Element as it promotes active listening, strategic and respectful questioning and using language to share information (Australian Curriculum, n.d.). 

As children participates in the game and take turns, they may model and imitate other players spontaneously and they realise that interactions require attending to the other player’s actions, gestures, sounds, and words and responding in a way that is somehow related to the partner’s turn (MacDonald & Stoika, 2007).

This activity allows children to listen, speak and interact which relates to Speaking and listening Literacy Learning Progression Element as supported by the Victorian Early Years Learning and Development framework, under outcome 5: Children are effective communicators in which communication and self-expression takes many forms such as sharing stories and symbols from their own culture re-enacting well known stories to communicate with others (Victorian early years learning and development framework: For all Children From birth to Eight years, 2016). 

It is key that beginning readers are well versed in letter recognition as it allows them to work out how printed text is related with the spoken language which in turn guide them to map the relations between the letters and its sound. This skill has to be achieved before phonological awareness and decoding of letters and children will require them to read unknown words. Letter recognition and phonological awareness plays an important part as they form an inside-out process that comprises emergent literacy, one of the necessary sets of knowledge for the acquisition of literacy (Tunmer & Chapman, 2015). This supports the Reading and viewing Literacy Learning Progression Element. 

One of their programmes is the Creative Writing & Reading Programme which helps children with their writing and reading skill such as to form basic sentences, putting simple sentences together to create a paragraph, and simple grammar and comprehension. The children are actively engaged in the learning process as the instructors use various ways to make the programme more interesting such as creating fun and practical activities and scenarios, using of pictures and stories. This in turn helps the children to improve on their vocabulary and grammar skills. 

This programme relates to the writing Literacy Continuum Learning Progression as children ought to be given constant opportunities to experiment with writing as they attain control numerous features of written language and that require frequent directions in the skills and techniques that will further strengthen their development in this area in order to allow children to enhance their ability to form basic sentences, putting simple sentences together to create a paragraph, and simple grammar and comprehension (Fellowes & Oakley, 2014).

According to the Nurturing Early Learners Curriculum Framework (NEL)’s Learning Goal 2: Read with understanding and for enjoyment, where one of the key dispositions is for the children to be able to recognise beginning and ending sounds in words and this relates to the Reading and Viewing Literacy Continuum Learning Progression element (MOE, 2013).

Serafini (2012) also states that phonics instructions guide the reader to map sounds onto spellings which then allows readers to decipher words and guides in the development of improvement in words recognition which makes reading easier (Serafini, 2012).

Australian Curriculum. Australian Curriculum: National Literacy Learning Progression : Speaking and listening. Australiancurriculum.edu.au. Retrieved 14 August 2021, from https://www.australiancurriculum.edu.au/resources/national-literacy-and-numeracy-learning-progressions/national-literacy-learning-progression/speaking-and-listening/?subElementId=50872&scaleId=0.

Fellowes, J., & Oakley, G. (2014). Language, literacy and early childhood education (2nd ed.). Oxford University Press.

Fishing For Letters Game. No Time For Flash Cards. Retrieved 15 August 2021, from https://www.notimeforflashcards.com/2008/07/parents-corner-make-this-tonight-2.html.

I Spy With My Little Eye (Car Game) | BREEZY LOVE. (2021). [Video]. Retrieved 18 August 2021, from https://www.youtube.com/watch?v=E-FuelqGzkQ&feature=emb_logo.

MacDonald, J., & Stoika, P. (2007). Play to talk. Kiddo Publishing.

MOE, M. (2013). Nurturing Early Learners: A Curriculum for Kindergartens in Singapore: Language and Literacy [Ebook]. Ministry of Education. Retrieved 15 August 2021, from https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwixocH5yMTyAhUlhuYKHcawArQQFnoECAMQAQ&url=https%3A%2F%2Fwww.nel.moe.edu.sg%2Fqql%2Fslot%2Fu143%2FResources%2FDownloadable%2Fpdf%2Fnel-guide%2Fnel-edu-guide-language-literacy.pdf&usg=AOvVaw0qpQQ_nNU_MPfU7LpopebQ.

Nickelodeon. (2014). How to Bathe Your Dragon [Video]. Retrieved 17 August 2021, from https://www.dailymotion.com/video/x3np81i.

Programme – Life Sparks Learning. Lifesparkslearning.com.sg. (2020). Retrieved 19 August 2021, from https://lifesparkslearning.com.sg/programme/.

Rodriguez, J. (2017). Practice Storytelling With Your Kids at Dinnertime. Scholastic.com. Retrieved 13 August 2021, from https://www.scholastic.com/parents/books-and-reading/raise-a-reader-blog/practice-storytelling-your-kids-dinnertime.html.

Serafini, F. (2012). Expanding the four resources model: reading visual and multi-modal texts. Pedagogies: An International Journal, 7(2). https://doi.org/10.1080/1554480x.2012.656347

State of Victoria (Department of Education and Training). (2016). Victorian early years learning and development framework:For all Children From birth to Eight years [Ebook]. Retrieved 15 August 2021, from https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwjp2oq4jMTyAhUET30KHdo7DIsQFnoECAMQAQ&url=https%3A%2F%2Fwww.education.vic.gov.au%2FDocuments%2Fchildhood%2Fproviders%2Fedcare%2Fveyldframework.pdf&usg=AOvVaw1-dlSadaaGUmTtOU_QN6vt.

Tunmer, W., & Chapman, J. (2015). Excellence and equity in literacy education. Palgrave Macmillan.