ECE6011 Languages of Play – Assessment Task 2: Mind Map
Checklist
| Assessment Requirements | Tips & Support |
| 1. Working in groups, complete a brainstorm in reference to these discussion points: how babies start to learn language language as a social act theorizing about the process of language acquisition language diversity and multilingualism, the languages of Australia, including Aboriginal languages communication through various modes such as signed languages, non-verbal communication, visual communication the 100 languages of children the arts as communication |
This is a group activity, to be completed in class. Link to Sessions 4, 5, 6 Please email your lecturer if you have not participated in the group brainstorm section. |
| 2. Create a rough draft of your mind-map Your initial mind-map is a draft. It can be hand-written or digitally produced. It should contain the information discussed in your brainstorm. Take a photo/screenshot of your draft. This needs to be submitted with your assessment task later. |
Example: |
| 3. Reconsider and adjust your mind-map. Create a polished version. BUILD ON YOUR INITIAL MIND-MAP. Use colour coding and directional arrows/links. Logical grouping and linking should be visible. Tool suggested: Mindmup Feel free to use other apps: Canva, Publisher. |
Example: This must be a mind-map. Do not produce a paragraph of writing. Do not include images. *Do not reproduce the exact same version of your rough draft. |
| 4. Write a text explanation that considers unit concepts and readings unpacking your mind-map 300 words approximately; consider the following: How do children communicate? Nature VS Nuture Serve & Return How does music link to culture? What is ‘deep listening’? Music, sound, movement, dance, drama, dramatic play – how do these link to language? |
Session 4: Reading – The hundred languages of children: The Reggio Emilia experience in transformation Session 5: Reading – ‘Understanding oral language’, Language, literacy and early childhood education – Theorists to consider: Vygotsky, Chomsky – Oral development: Link to the EYLF – Ages & stages of language development Language development 0-8 Stages of Language Development Chart Language Rich Environment |
| Inclusion of Indigenous perspectives and cultural perspectives Consider your own language & link to ECE: Where are you from? What is the national language? What is your own first language? How was the national language chosen? Are there minority or endangered languages? What is your own relationship to the dominant language of your country? |
Session 6 – Indigenous Languages What is the language of the country you are on? Find out here: Gambay Languages Map – What language is it? – Where else is it spoken? – How healthy is that language? – How long does a language last when under pressure from a more powerful language? When does it die? What are the consequences of this on individual’s world view and identity? |
| 5. References – Include prescribed readings from the unit No minimum required |
Feel free to reuse relevant readings from AT1 – The more meaningful scholarly research the better! |
| Submission must include: 1. Rough mind map 2. Polished mind map (digitally created) 3. 300 written explanation 4. Reference list |
Collate your work together and submit ONE document. Recommendation: Insert your images (two mind maps) in Word Document, followed by your writing & references. Save as PDF and submit. |
| Rubric | Check before you submit |
| Criteria 1: Mind-Map development – Did you participate in group brainstorm? – Did you make a rough mind-map? |
Did you consider how children’s language and communication skills emerge? Did you consider First Nations perspectives? Are these discussed sensitively? |
| Criteria 2: Content and Connections – Does your final mind-map build on your original mind-map? – Have demonstrated rich understanding of the complex systems of language, and how these are acquired in early childhood? – Did you consider the social nature of language acquisition? |
Have you connected to readings and unit concepts? – More is better; please ensure they are prescribed from the unit and relevant to the topic. – No link to unit readings – no marks! Have you explored First Nations perspectives using suitable and acknowledged sources? |
| Criteria 3: Craftsmanship – Is the mind-map clearly presented? Is it engaging and organized? – Are links and connections between ideas presented clearly through colour coding and other visual elements? – Is referencing clear, relevant and accurate and effectively integrated? Have you proof-read your work? Go to the Academic Support Hub for further assistance. |
Library Guide – APA referencing Please adhere to APA referencing guidelines – Did you cite all references? – ANY mention of scholarly literature must be referenced. – Don’t forget to have your reference list in alphabetical order. In-text citation and reference list must match. Anything that is cited in your writing must be on the reference list. Anything that is on the reference list must be cited in your writing. After 30% similarity – this is a red flag for plagiarism |
| Need extra time? Let your lecturer know and apply for extensions through the correct channels. Your health and wellbeing & family come first. |
Short extensions (CUA) Special consideration |