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Social learning, language and literacy


Hay, I and Fielding-Barnsley, R, Social learning, language and literacy, Australasian Journal of Early Childhood, 37, (1) pp. 24-29. ISSN 0312-5033 (2012) [Refereed Article]

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Copyright 2012 Early Childhood Australia

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DOI: doi:10.1177/183693911203700104


This article supports the claim that there are strong interactive links between children's language development, cognitive reasoning and their success in school achievement. These links are best facilitated within a social learning framework where children's language and talk is encouraged, accepted and respected. This talk is the most authentic place to begin the adult dialogue with children that is purposeful and designed to build the vocabulary, concepts and understandings of the topic being taught. Marion Blank's level of language analysis is explored along with suggestions to enhance children's level of expressive and receptive language. Blank's strategies have been shown to enhance children's literacy achievement as well as their ability to settle into a positive learning environment.

Item Details

Item Type:Refereed Article
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Pedagogy
UTAS Author:Hay, I (Professor Ian Hay)
UTAS Author:Fielding-Barnsley, R (Associate Professor Ruth Fielding-Barnsley)
ID Code:77722
Year Published:2012
Web of Science® Times Cited:6
Deposited By:Education
Deposited On:2012-05-21
Last Modified:2017-11-07
Downloads:21 View Download Statistics

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