Outline

Overview

The ability to communicate effectively in a range of different contexts and for different purposes is central to children's life chances. This unit of study enables students to begin to develop understandings, knowledge and skills about the language development of young children. It will provide key ideas about how young children begin to make meaning from the moment they are born as they learn to talk, listen and interact with those around them. Through lectures, readings, and other activities, the theoretical ideas and practical knowledge required to guide young children's learning of language and emergent literacy practices are examined. Students will learn how to listen carefully to young children's language and analyse their development intelligently. Making a difference for those children who experience additional language and literacy needs will also be introduced and the role of the teacher in addressing children's atypical language development will be considered. The unit also emphasises the centrality of providing rich language arts experiences including quality literary texts in early childhood settings. The intersections between play and language development are carefully explored. Pre-service early childhood teachers are encouraged to further develop their own interest in language and literature, and to reflect on how they can partner with parents and caregivers to help children learn through and about language.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	42 credit points including EDEC1005 and EDEC1006 and EDUF1020
Corequisites ?	EDEC2011
Prohibitions ?	EDEC2004
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Amanda Niland, amanda.niland@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Interactive oral	Curriculum planning oral assessment Oral task	15%	STUVAC Due date: 02 Jun 2026 at 13:00	10 minutes (1000 words equivalent)	AI prohibited
Outcomes assessed:
In-person practical, skills, or performance task or test	Language development in-class quiz Short answer quiz	10%	Week 02	400 words	AI prohibited
Outcomes assessed:
In-person written or creative task	Language analysis task Details in Canvas	10%	Week 03	45 minutes (500 words equivalent)	AI prohibited
Outcomes assessed:
Written work	Language development essay Full details in Canvas	25%	Week 05 Due date: 29 Mar 2026 at 23:59	1000 words	AI allowed
Outcomes assessed:
In-person practical, skills, or performance task or test	Book sharing and reflection In class task and written reflection	15%	Week 07	5 minutes (400 words equivalent)	AI prohibited
Outcomes assessed:
Written work	Curriculum planning Full details in Canvas	25%	Week 12 Due date: 24 May 2026 at 23:59	1200 words	AI allowed
Outcomes assessed:
= early feedback task ?

Early feedback task

This unit includes an early feedback task, designed to give you feedback prior to the census date for this unit. Details are provided in the Canvas site and your result will be recorded in your Marks page. It is important that you actively engage with this task so that the University can support you to be successful in this unit.

Assessment summary

Book sharing presentation: You will choose, bring to class, and read a picture book aimed at children aged from three to five years (from selected lists) to a group of your peers. You will also lead a short, informal discussion explaining your reasons for selecting the book, focusing on its quality, key points of interest and potential for engaging young children and supporting their meaning-making through shared reading.
Analytical report: The focus of this assignment is the language interaction between a child and a parent/carer in two different social contexts, and the linking of this to theory and research about young children’s language development and the role of the adult in supporting this. There will be two stages - 1) a formative language analysis task done in class; 2) a full analytical report
Picture book portfolio: You will select and analyse a varied group of picture books that you consider to be of high quality. Your choices will encompass a range of textual and visual styles and media, and should include books that will engage children of diverse ages, backgounds, contexts and interests.
Curriculum planning from portfolio and case study: This assignment requires you to begin to develop a curriculum plan for a particular child based around a picture book from your portfolio.

Detailed information for each assessment can be found on Canvas.

All assignments must be submitted for students to be eligible to achieve a passing grade in this unit.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Late submission will result in marks penalties, according to FASS assessment policy.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Language development - learning how to mean - part 1	Lecture (1 hr)
Week 01	Language development - learning how to mean - part 1	Tutorial (2 hr)
Week 02	Learning how to mean, part 2	Lecture (1 hr)
Week 02	Learning how to mean, part 2	Tutorial (2 hr)
Week 03	Language development and EC pedagogy - the role of EC educators	Lecture (1 hr)
Week 03	Language development and EC pedagogy - the role of EC educators	Tutorial (2 hr)
Week 04	Picture books for early literacy development: questions of design and meaning making	Lecture (1 hr)
Week 04	Picture books for early literacy development: questions of design and meaning making	Tutorial (2 hr)
Week 05	Sharing books with young children and the magic of picture books. Significance for language and emergent literacy development	Lecture (1 hr)
Week 05	Sharing books with young children and the magic of picture books. Significance for language and emergent literacy development	Tutorial (2 hr)
Week 06	Learning to read - more than letters. Expanding our understandings of literacy	Lecture (1 hr)
Week 06	Learning to read - more than letters. Expanding our understandings of literacy	Tutorial (2 hr)
Week 07	The role of play in supporting language and literacy development	Lecture (1 hr)
Week 07	The role of play in supporting language and literacy development	Tutorial (2 hr)
Week 08	Picture books and early literacy for under 3s	Lecture (1 hr)
Week 08	Picture books and early literacy for under 3s	Tutorial (2 hr)
Week 09	Diversity, language and literacy	Lecture (1 hr)
Week 09	Diversity, language and literacy	Tutorial (2 hr)
Week 10	Mark-making and writing - Forms of meaning-making and emergent literacy	Lecture (1 hr)
Week 10	Mark-making and writing - Forms of meaning-making and emergent literacy	Tutorial (2 hr)
Week 11	Children as authors and illustrators - creativity, language and literacy	Lecture (1 hr)
Week 11	Children as authors and illustrators - creativity, language and literacy	Tutorial (2 hr)
Week 12	Language, literacy and play in practice	Lecture (1 hr)
Week 12	Language, literacy and play in practice	Tutorial (2 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Required text:

Ewing, R., Callow, J. & Rushton, K. (2016). Language and literacy development in early childhood. Melbourne: Cambridge University Press.

All other readings for this unit can be accessed on the Library Reading List link available on Canvas.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. articulate the nature of language learning as a social practice in relation to the development, personal strengths and interests of individual children, including the role of parents/caregivers’ language and literacies in children’s language development
LO2. explain the relationship between play and language development
LO3. identify relevant theories about language learning and meaning-making
LO4. explain the centrality of language in all learning and the implications for their role as early childhood teachers
LO5. discuss the relationship between spoken, written and visual language
LO6. articulate the important role quality rhymes, poems, songs and children’s literature play in the lives of young children
LO7. develop criteria for selecting high quality, authentic picture books, poetry and folk tales to share with young children
LO8. begin to observe, listen to and assess young children’s language development in birth to five settings within a developing knowledge base of typical language development for infants, toddlers and preschoolers

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Children's Education & Care Quality Authority - 1.2. Language development 2.5. Children with diverse needs and backgrounds 2.6. Working with children who speak languages other than, or in addition to, English. 3.1. Early Years Learning Framework 3.4. Language and literacy 4.1. Developing family and community partnerships 4.2. Multicultural education 4.3. Aboriginal and Torres Strait Islander perspectives 4.5. Culture, diversity and inclusion
	Australian Children's Education & Care Quality Authority - 1.2. Language development 2.2. Play based pedagogies 3.1. Early Years Learning Framework 3.4. Language and literacy 4.5. Culture, diversity and inclusion 5.2. Contemporary theories and practice
	Australian Children's Education & Care Quality Authority - 1.2. Language development 2.2. Play based pedagogies 2.5. Children with diverse needs and backgrounds 3.1. Early Years Learning Framework 3.9. Curriculum planning, programming and evaluation
	Australian Children's Education & Care Quality Authority - 1.2. Language development 2.2. Play based pedagogies 3.1. Early Years Learning Framework 3.9. Curriculum planning, programming and evaluation 6.3. Professional identity and development
	Australian Children's Education & Care Quality Authority - 2.2. Play based pedagogies 3.1. Early Years Learning Framework 3.4. Language and literacy 3.9. Curriculum planning, programming and evaluation
	Australian Children's Education & Care Quality Authority - 1.2. Language development 2.3. Guiding behaviour / engaging young learners 2.4. Teaching methods and strategies 3.4. Language and literacy
	Australian Children's Education & Care Quality Authority - 2.4. Teaching methods and strategies 3.1. Early Years Learning Framework 3.4. Language and literacy 3.9. Curriculum planning, programming and evaluation
	Australian Children's Education & Care Quality Authority - 1.1. Learning, development and care 1.2. Language development 2.4. Teaching methods and strategies 2.5. Children with diverse needs and backgrounds 3.4. Language and literacy

Australian Children's Education & Care Quality Authority -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Learning, development and care
1.2		Language development
1.4		Child health, well-being and safety
2.2		Play based pedagogies
2.3		Guiding behaviour / engaging young learners
2.4		Teaching methods and strategies
2.5		Children with diverse needs and backgrounds
3.1		Early Years Learning Framework
3.4		Language and literacy
3.9		Curriculum planning, programming and evaluation
4.1		Developing family and community partnerships
4.4		Socially inclusive practice
5.2		Contemporary theories and practice
6.3		Professional identity and development

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

In response to student feedback on the complexity of knowledge and challenging nature of assignments in this unit, an extra formative task has been introduced.

Additional information

In order to get the most benefits out of this unit, please read as many picture books for young children as you can, and take any opportunity to read books with children

Please note that students must submit all assignments in order to be eligible to achieve a passing grade in the unit

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

EDEC2006: Language and Communication in EC

Semester 1, 2026 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links