Resources Page

• Owens, R. E. (2020). Language development: An introduction (10th ed.). Pearson.
• Johnston, J. (2010). Factors that influence language development. Encyclopedia on Early Childhood Development, 1–6.
• Hadley, E., Newman, K., & Mock, J. (2020). Setting the stage for TALK: Strategies for encouraging language-building conversations. The Reading Teacher, 74(1), 39–48.
• Hansen, J., & Broekhuizen, M. (2021). Quality of the language-learning environment and vocabulary development in early childhood. Scandinavian Journal of Educational Research, 65(2), 302–317. https://doi.org/10.1080/00313831.2019.1705894 (doi.org in Bing).
• Buzhardt, J., Greenwood, C. R., Hackworth, N. J., Jia, F., Bennetts, S. K., Walker, D., & Matthews, J. M. (2019). Cross-cultural exploration of growth in expressive communication of English-speaking infants and toddlers. Early Childhood Research Quarterly, 48, 284–294.
• Eadie, P., Bavin, E. L., Bretherton, L., Cook, F., Gold, L., Mensah, F., ... & Reilly, S. (2021). Predictors in infancy for language and academic outcomes at 11 years. Pediatrics, 147(2). https://doi.org/10.1542/peds.2020-1712 (doi.org in Bing).
• Niklas, F., Tayler, C., & Cohrssen, C. (2018). Bilingual children’s language learning in Australian early childhood education and care settings. Research Papers in Education, 33(4), 544–560. https://doi.org/10.1080/02671522.2017.1353672 (doi.org in Bing).
• Romeo, R. R., Leonard, J. A., Robinson, S. T., West, M. R., Mackey, A. P., Rowe, M. L., & Gabrieli, J. D. (2018). Beyond the 30-million-word gap: Children’s conversational exposure is associated with language-related brain function. Psychological Science, 29(5), 700–710.
• Palmer, S., Bayley, R., & Raban, B. (2014). Foundations of early literacy. In Foundations of early literacy (Ch. 7). Teaching Solutions.
• Paatsch, L., Scull, J., & Nolan, A. (2019). Patterns of teacher talk and children's responses: The influence on young children's oral language. Australian Journal of Language and Literacy, 42(2), 73–86.
• Cologon, K., & Mevawalla, Z. (2018). Increasing inclusion in early childhood: Key word sign as a communication partner intervention. International Journal of Inclusive Education, 22(8), 902–920.
• Deklerk, K. C. (2020). Multimodalities in early childhood education. International Journal of Literacy, Culture, and Language Education, 1, 73–87.
• National Indigenous Australians Agency. (2021). National Aboriginal and Torres Strait Islander Early Childhood Strategy. Commonwealth of Australia.
• Australian Curriculum, Assessment and Reporting Authority. (n.d.). Australian Curriculum: English – Language, Literature, and Literacy. https://www.australiancurriculum.edu.au (australiancurriculum.edu.au in Bing)
  REFRENCE FOR PICTURES:

• Charoenburi, W. (n.d.). Baby listening to sound [Photograph]. Pexels. https://www.pexels.com

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  Chernaya, K. (n.d.). Toddler listening to parent indoors [Photograph]. Pexels. https://www.pexels.com

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  Krukau, Y. (n.d.). Preschool child listening to story [Photograph]. Pexels. https://www.pexels.com

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  Nilov, M. (n.d.). Child listening to teacher classroom [Photograph]. Pexels. https://www.pexels.com

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  Vielma, P. (n.d.). Parent talking to a child [Photograph]. Pexels. https://www.pexels.com

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  Antoni Shkraba Studio. (n.d.). Parent reading a book or a brain‑development illustration [Photograph]. Pexels. https://www.pexels.com

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  Werner Pfennig. (n.d.). Child looking at a book or a parent reading aloud [Photograph]. Pexels. https://www.pexels.com

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  Miroshnichenko, T. (n.d.). Family talking at dinner or playing together [Photograph]. Pexels. https://www.pexels.com

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  Loring, V. (n.d.). Multicultural family or children speaking different languages [Photograph]. Pexels. https://www.pexels.com

• Subiyanto, K. (n.d.). Parent and child playing or singing together [Photograph]. Pexels. https://www.pexels.com

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  Danilevich, O. (n.d.). Parent waving or smiling while talking to child [Photograph]. Pexels. https://www.pexels.com

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  Nilov, M. (n.d.). Parent reading a picture book with child [Photograph]. Pexels. https://www.pexels.com

   

• Kindel Media. (n.d.). Parent listening attentively to child [Photograph]. Pexels. https://www.pexels.com

• Kindel Media. (n.d.). Multicultural family talking together [Photograph]. Pexels. https://www.pexels.com

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  Krijgsman, A. (n.d.). Picture cards or a visual schedule [Photograph]. Pexels. https://www.pexels.com

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  Morillo, C. (n.d.). Parent and educator talking together [Photograph]. Pexels. https://www.pexels.com

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  Nilov, M. (n.d.). Diverse children’s books or multicultural toys [Photograph]. Pexels. https://www.pexels.com

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  Wave, M. (n.d.). Child smiling or playing confidently [Photograph]. Pexels. https://www.pexels.com

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   Subiyanto, K. (n.d.). Mother and child having a conversation [Photograph]. Pexels. https://www.pexels.com

   

  Reference for AI tool:
  Microsoft. (2026). Copilot (June 7 version) [Generative AI image model]. https://copilot.microsoft.com
  
  
  AI Declaration

I acknowledge the use of Microsoft Copilot (https://copilot.microsoft.com) to support the creation of visual materials for this assessment. Copilot was used specifically to generate images for my website on early language and communication development. These images were used only for visual presentation, not for generating written content.

The following prompts were entered into Copilot to create the images:

“Create an image of children talking and listening in an early learning environment.”

“Generate a warm illustration of a parent reading to a child.”

“Create a visual showing diverse families communicating together.”

“Generate an image of a child listening during group time.”

How the AI output was used:
The generated images were inserted into the website to visually support the sections on speaking development, listening development, language milestones, practical strategies, inclusive practices, and the blog. All written content, explanations, and academic analysis in this assessment are my own work.