There are several theories within the field of education as to how children acquire their ability to use language. One such perspective is known as an emergent theory. It is argued that "reading, writing and oral language development are interrelated, emerging through participation in literacy events". From this emergent theory, Early childhood educators are encouraged to "provide print-rich environments and a language based curriculum". The S.I.M.P.L.E framework, would in effect, be of the same mind as the emergent theory as the framework makes use of children's participation in various literacy events. The use of the S.I.M.P.L.E framework has been employed to plan a series of activities for an early childhood class so that they may stage a presentation of a children's story at a school assembly. The S.I.M.P.L.E framework is also being used to demonstrate core learning outcomes as per the Years 1 to 10 English syllabus. These activities are undertaken with the aim of achieving the core learning outcome, sub-strand operational: operating language systems, Op1.1. It is envisaged that children will be able to "make meaning from statements and questions, by drawing on word order patterns of simple sentences, intonation and volume; and make meanings from use of facial expressions, appropriate volume, intonation and sound effects".
             • Adorn classroom with posters of characters from children's story books.
             • Allow children's story books to be readily available.
             • Furnish the dress up corner with costumes of characters from within the story books.
             • During inside time, read stories to children, welcoming comments and questions from the children, as well as inviting discussions about what may happen next in the story.
             • Whilst children are making use of costumes, develop children's vocabulary by asking them to recite a story of the character th...