Details for CRS252 Early Childhood Language and Literacy

This subject introduces the genesis of literacy in babies and early literacy development from birth to five years. Teacher Education Students (TES) examine theories of language and literacy development, government policy and curriculum (EYLF V2.0; NSW English K–10 2022 for K–2), and evidence-based pedagogies aligned with TEEP Core Content. TES will develop a critical understanding of home learning environments and cultural practices that shape children’s multiliteracies, and design learning experiences to develop oral language and emergent literacy. A Christian worldview frames professional identity, ethics, and service to families and communities. 

Quick Stats

• Currently offered by Alphacrucis: Yes
• Course code: CRS252
• Credit points: 10

Subject Coordinator

Prerequisite

• EDU103 Foundations of Christian Education 
• EDU116 Introduction to Learning Theory 

Unit Content

Outcomes

1. Analyse contemporary research on early language and literacy (Birth–5) and explain implications for EYLF V2.0 and NSW English K–2. 
2. Design and justify evidence-informed pedagogies for emergent literacy using explicit, systematic instruction and high-quality texts/resources. 
3. Analyse environmental, cultural and familial factors (including EAL/D and Aboriginal and Torres Strait Islander contexts) and plan culturally sustaining partnerships that support early literacy. 
4. Plan coherent learning sequences across Birth–ES1 that align EYLF outcomes with K–2 syllabus expectations, including assessment and progress monitoring to inform teaching. 
5. Reflect on professional practice and identify pathways for ongoing professional learning to enhance early literacy teaching. 

Subject Content

1. Orientation; Christian worldview and professional identity; Overview of EYLF V2.0 and NSW English K–10 (2022) – K–2; literacy as foundational; culturally responsive practice. 
2. Science of Reading overview; the ‘big 6’: oral language, phonemic awareness, phonics, fluency, vocabulary, comprehension; explicit, systematic instruction.
3. Oral language foundations (Birth–5): dialogic reading, sustained shared thinking; language-rich environments; assessment of language.
4. Phonological awareness & phonemic awareness in the early years; play-based + intentional teaching; progress monitoring.
5. Phonics & decoding: grapheme–phoneme correspondences; scope and sequence; decodable texts in Birth–ES1 transition.
6. Vocabulary development in ECEC: word consciousness, morphology; multimodal texts in early childhood.
7. Fluency development and oral reading practices; repeated reading; prosody and comprehension links.
8. Comprehension in the early years: background knowledge, inferencing, oral retell; Shared Reading text selection – workshop (Assessment 2 due).
9. Teaching for diversity: EAL/D, Aboriginal and Torres Strait Islander learners; inclusive and culturally sustaining pedagogy; family partnerships.
10. Assessment in early literacy (Birth–ES1): observations, running records, phonics/phonemic assessment; using data to plan (Assessment 1 due).
11. Planning coherent sequences: aligning EYLF outcomes with ES1 syllabus; modelling, practice, feedback; task design.
12. Professional reflection and next steps; consolidating evidence-informed approaches; capstone synthesis (Assessment 3 due). 

This course may be offered in the following formats

• ​Face to face on site (extensive) 
• ​​Face to face on site (intensive) 
• ​​E-learning (online/synchronous) 

Please check the timetable to see when this subject will next be offered at Alphacrucis University College.

Assessment Methods

1. Critical Reflection: Forum Posts (20%)
2. Project: Shared reading annotated project (30%)
3. Lesson plans and reflection: Evidence-informed rationale & 3- lesson literacy sequence and reflection (50%)