things that we read, view and listen to and that we create in order to share meaning. Texts can be print-based, such as books, magazines and posters or screen-based, for example internet sites and DVDs. Many texts are multimodal, integrating images, written words and/or sound. Attuned: includes the alignment of states of mind in moments of engagement, during which affect “Attunement is communicated with facial expression, vocalisations, body gestures and eye contact”. (Siegel,1999) 5: Children interact verbally and non-verbally with others for a of purposes This is evident, for example, when Educators promote this learning, for children: example, when they: engage in enjoyable interactions engage in enjoyable interactions with verbal and non-verbal language babies as they make and play with sounds convey and construct messages with are attuned and respond sensitively and purpose and confidence, building on appropriately to children’s efforts to home/family and community literacies communicate respond verbally and non-verbally to listen to and respond to children’s what they see, hear, touch, feel and taste approximations of words use language and representations from value children’s linguistic heritage and play, music and art to share and project with family and community members meaning encourage the use of and acquisition of contribute ideas and experiences in home languages and Standard Australian play, small and large group discussions English attend and give cultural cues that they are recognise that children enter early listening to and understanding what is childhood programs having begun to said to them communicate and make sense of their are independent communicators who experiences at home and in their initiate Standard Australian English and communities home language conversations and model language and encourage children demonstrate the ability to meet the to express themselves through language listeners’ in a range of contexts and for a range of interact with others to explore ideas and purposes concepts, clarify and challenge thinking, engage in sustained communication with negotiate and share new understandings children ideas and experiences, and convey and construct messages with extend their vocabulary purpose and confidence, building on include real-life resources to promote literacies of home/family and the broader children’s use of mathematical language community exchange ideas, feelings and understandings using language and representations in play demonstrate an increasing understanding of measurement and number vocabulary to describe size, length, volume, capacity and names of numbers express ideas and feelings and understand and respect the perspectives of others
things that we read, view and listen to and that we create in order to share meaning. Texts can be print-based, such as books, magazines and posters or screen-based, for example internet sites and DVDs. Many texts are multimodal, integrating images, written words and/or sound. Attuned: “Attunement includes the alignment of states of mind in moments of engagement, during which affect is communicated with facial expression, vocalisations, body gestures and eye contact”. (Siegel,1999) 5: Children interact verbally and non-verbally with others for a of purposes This is evident, for example, when children: engage in enjoyable interactions verbal and non-verbal language convey and construct messages with purpose and confidence, building on home/family and community literacies 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 ideas and experiences in play, small and large group discussions attend and give cultural cues that they are listening to and understanding what is said to them are independent communicators who initiate Standard Australian English and home language conversations and demonstrate the ability to meet the listeners’ 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/family and the broader community exchange ideas, feelings and understandings using language and representations in play demonstrate an increasing understanding of measurement and number vocabulary to describe size, length, volume, capacity and names of numbers express ideas and feelings and understand and respect the perspectives of others Educators promote this learning, for example, when they: engage in enjoyable interactions with babies as they make and play with sounds are attuned and respond sensitively and appropriately to children’s efforts to communicate listen to and respond to children’s approximations of words value children’s linguistic heritage and with family and community members encourage the use of and acquisition of home languages and Standard Australian English recognise that children enter early childhood programs having begun to communicate and make sense of their experiences at home and in their communities model language and encourage children to express themselves through language in a range of contexts and for a range of purposes engage in sustained communication with children ideas and experiences, and extend their vocabulary include real-life resources to promote children’s use of mathematical language
belonging_being_and_becoming_the_early_years_learning_framework_for_australia.%20V5%20docx.docx