EML1501
Assignment 5 2024
Unique Number:
Due Date: October 2024
QUESTION 1
1.1.
In the Mother’s Day card-making activity, learners can acquire both emergent listening and
emergent writing skills. First, emergent listening is developed as the children attentively
listen to Teacher Rose’s instructions on creating the cards. This process involves
understanding spoken language, following directions, and focusing on verbal cues, which
are all essential skills for later literacy development. Listening to specific details and
sequencing the steps as guided enhances their ability to process and understand oral
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QUESTION 1
1.1.
In the Mother’s Day card-making activity, learners can acquire both emergent
listening and emergent writing skills. First, emergent listening is developed as the
children attentively listen to Teacher Rose’s instructions on creating the cards. This
process involves understanding spoken language, following directions, and focusing
on verbal cues, which are all essential skills for later literacy development. Listening
to specific details and sequencing the steps as guided enhances their ability to
process and understand oral instructions, a fundamental part of language acquisition
and literacy.
Secondly, emergent writing is cultivated as the children engage in the creative
process of making cards. Although they may not be writing conventional words, their
engagement with different shapes, colors, and materials represents an early form of
writing expression. Through this activity, they explore spatial awareness, fine motor
skills, and symbolic representation, all of which contribute to pre-writing skills.
Handling crayons, arranging shapes, and deciding on card composition also promote
creativity and reinforce early writing concepts, preparing them for formal writing skills
as they progress.
1.2.
The Role of the Teacher
In this lesson, Teacher Rose plays a directive role, guiding the children through a
structured activity with specific instructions. Her approach emphasizes providing
clear guidelines and controlling the activity to ensure a uniform outcome. By
preparing materials and outlining precise steps, Rose limits the children’s input,
focusing more on achieving a set result than on exploring individual creativity. Her
satisfaction with the children's compliance and successful completion of the task
reflects her emphasis on order and adherence to instructions over spontaneous,
child-led exploration.
