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Early childhood educators regularly read books to children in early childhood education and care settings. However, shared book reading as a strategy for developing the communication skills of children with disability or delay involves much more than simply reading a book. This course will provide evidence-based information about using shared book reading. You will be guided through planning and implementing a shared book reading session.


Description

This face-to-face, interactive course presents the research-based practice of using shared book reading to facilitate communication development. You will be guided through the process of planning an effective shared book reading session for your own early childhood education and care setting. You will learn how shared book reading relates to the EYLF and how it can be used to support planned outcomes for individual children. Tips and strategies for implementing shared book reading for children with a range of language and communication abilities will also be provided. 

By the end of the course, you will have the knowledge to: 

  • reflect on the learning environment and the classroom routine, making adjustments where necessary to minimise distractions and promote engagement in shared book reading experiences
  • select appropriate books to be used in shared book reading experiences
  • use a variety of verbal and non-verbal cues and follow the child’s lead to extend children’s utterances, promote engagement and promote joint attention
  • plan individual shared book reading sessions to support the language and communication development of a range of learners.

This professional development course is not NESA Accredited. However, teachers may log completion of the course as Elective PD. It addresses the following Proficient Teacher Standard Descriptors: 

1.6.2 Design and implement teaching activities that support the participation and learning of students with disability and address relevant policy and legislative requirements. 

 3.5.2 Use effective verbal and non-verbal communication strategies to support student understanding, participation, engagement and achievement. 

Links to National Quality Standard Desciptors

  • 1.1.2 Child-centred

  • 1.2.1 Intentional teaching

  • 1.2.1 Positive educator to child interactions

Links to Australian Professional Standards for Teachers

  • 1.6 Strategies to support full participation of students with disability

  • 3.4 Select and use resources

  • 3.5 Use effective classroom communicationr

  • 4.1 Support student participation