465-301 CDS31 Language, Literacy & Numeracy

465-201 CDS21 Social & Emotional Development, 465-202 CDS22 Socialisation and Identity and 465-203 CDS23 Play & Development or equivalent.

A study of child language, symbolic and literacy development and the role of language in early literacy and numeracy. The interactional processes that facilitate this development will be emphasised. Explanations of language development will be explored with reference to theories such as learning theory, nativist theory, social interactional theories and their more recent modifications. A study of alternative views of the development of number awareness and numeracy competence with reference to different curriculum approaches to numeracy. The relationship between the development of meta-cognitive/meta-linguistic competence and literacy/numeracy competence will be explored. Topics to be covered include the child's developing phonological, syntactic, semantic, pragmatic and orthographic awareness; the role of the family in literacy development; and the development of representational abilities and inter-generational literacy.

Written assignments totalling 2000 words and a 2-hour examination.

• A Garton & C Pratt, Learning to Be Literate; The Development of Spoken and Written Language. 2nd edn, Basil Blackwell, 1997.