References

Bialystok, E. (2017). Second-Language Acquisition and Bilingualism at an Early Age and the Impact on Early Cognitive Development. Encyclopedia on Early Childhood Development. Retrieved from http://www.child-encyclopedia.com/sites/default/files/textes-experts/en/614/second-language-acquisition-and-bilingualism-at-an-early-age-and-the-impact-on-early-cognitive-development.pdf
Clarke, P. (2009). Supporting Children Learning English as a Second Language in the Early Years (birth to six years). Retrieved from https://www.vcaa.vic.edu.au/documents/earlyyears/supporting_children_learning_esl.pdf
Department of Education, Employment and Workplace Relations (DEEWR). (2009). Belonging, Being, Becoming: the early years learning framework for Australia (EYLF). Retrieved from https://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia_0.pdf
Department of Education and Training, VIC (DET). (2016). The Victorian Early Years Learning and Development Framework (VEYLDF). Retrieved from https://www.education.vic.gov.au/childhood/professionals/learning/Pages/veyldf.aspx
Dixon, L., Zhao, J., Shin, J., Wu, S., Su, J., Burgess-Brigham, R., . . . Snow, C. (2012). What We Know About Second Language Acquisition: A Synthesis From Four Perspectives. Review of Educational Research, 82(1), 5-60.
Harper, S., & Pelletier, J. (2010). Parent involvement in early childhood: A comparison of English language learners and English first language families. International Journal of Early Years Education, 18(2), 123-141. https://doi-org.ezproxy.lib.rmit.edu.au/10.1080/09669760.2010.496162
Murphy, V.A. & Evangelou, M. (2016). Early childhood education in English for speakers of other languages.Retrieved from https://www.teachingenglish.org.uk/sites/teacheng/files/pub_F240%20Early%20Childhood%20Education%20inners%20FINAL%20web.pdf
Purcell, J., Lee, M., & Biffin, J. (2019). Supporting bilingual children in early childhood. Retrieved from https://www.learninglinks.org.au/supporting-bilingual-children-in-early-childhood/
Tabors, P.O. (1997). One child, two languages: A guide for preschool educators of children learning English as a second language. Baltimore: Paul H. Brookes Publishing Co.



Sources of images (in sequence of appearance)
https://fluencycorp.com/7-reasons-being-bilingual-helps-your-career/
https://penlighten.com/second-language-acquisition-theory
https://study.com/academy/lesson/the-role-of-native-language-in-second-language-acquisition.html
https://www.aisvietnam.com/curriculum/kindergarten/
https://ed.stanford.edu/news/ready-or-not-stanford-researchers-weigh-kindergarten-preparedness
http://clipart-library.com/clipart/1904639.htm
https://ducksnarow.com/2015/09/6-classroom-rules-for-preschool-and.html
https://www.123rf.com/photo_41386734_preschooler-child-playing-with-colorful-toy-blocks-kids-play-with-educational-toys-at-kindergarten-o.html
https://searchengineland.com/the-40-point-seo-checklist-for-startups-296197

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Strategies for supporting bilingual children in early years

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(Photo retrieved from: https://www.aisvietnam.com/curriculum/kindergarten/) Provision of supportive environments and play opportunities Early childhood educators should plan and implement play-based programs that encourage children to explore, ex periment, make decisions, and practice new skills as they play together (DEEWR, 2009).  An inclusive program should  take into account the needs and interests of all children, the socio-cultural environment that children are growing up in, previous experiences that children have, and the values that are important to their families (Clarke, 2009).  A safe and welcoming physical environment will maximise interactions and encourage children’s exploration and learning through play. The layout of the indoor and outdoor space affects children’s emotional security and ability to choose free play. Early childhood educational settings should create playrooms that provide opportunities for children to interact in small groups ...
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(Photo retrieved from: https://penlighten.com/second-language-acquisition-theory) Children learning English as a second language go through an identifiable developmental sequence. There are two main ways to acquire a second language—simultaneous acquisition (when a child learns two languages at the same time), and sequential acquisition (when the second language is learnt after the first) (Purcell, Lee & Biffin, 2019). This assignment will focus on sequential acquisition, i.e. supposing children have no prior exposure to English before they enter kindergarten.  The focus group is children aged four to six. By four years of age, children have developed basic spoken language. Many children at this stage are already fluent in their home language, which provides a sound basis for learning English as a second language (Clarke, 2009). Research shows that the earlier children are exposed to English, the more quickly they will acquire the language (Tabors, 1997). Compared t...
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