Readings

Readings – Week 5 - What is literacy and numeracy? To me, to children

Tags:  infants, toddlers, mathematical concepts, patterning, classifying, grouping, seriate (Put objects in order based on number and size, colour etc. Emergent literacy, scaffolding knowledge, engagement, educators, 8-12 months, babies, reading.

This week I wanted to explore what is emergent literacy and emergent numeracy and what does it look like for children from birth – four years of age.

What?

The first reading I selected was titled: Infants and Toddlers Exploring Mathematics by Eugene Geist.  I selected this reading because I wanted to explore how mathematics is used by infants and toddlers within their day-to-day learning experiences.

The second reading I chose was titled: Literacy 8-12 months: what are babies learning? By Laurie Martin.  I selected this reading because it concentrated on literacy for babies from 8-12 months old and I hope over the next few weeks I will be able to find additional reading concerning toddlers and young children up to the age of four.  Thus being able to capture a continuum of children’s literacy and numeracy experiences.

So What?

The Geist (2009). reading explained that a great deal of research is beginning to emerge in supporting the subject around mathematics with children being introduced to maths from the day they are born.    “Infants and toddlers begin to notice relationships as they interact with parents and/or primary care givers through songs, rocking and other verbal and non verbal communication” (Giest 2009).

As babies grow they build on these foundations by beginning to classify, seriate (put objects in order based on number and size), compare and order different objects, by grouping based on colour etc. 

The article then went on to summarize and gave practical examples of how teachers can interact with infants and toddlers to further their involvement with mathematics.  It then looked at how young children’s behaviour relates to mathematics, for example young infants and toddlers begin to explore their world through exact matches, at this young age they don’t have the capacity to classify blue round blocks from blue square blocks etc.

Razaf and Gutierrez (2003) define early literacy learning as “a multidimensional and mutually engaging process between adults and children (P.38)”.

Image source: http://www.kaplanco.com/LearnEveryDay-InfantToddlerTwos/

The second reading by Martin (2006) focused on the importance of shared book reading sessions between parents/caregivers and the child.  Shared book reading is a time for physical closeness between mother and baby.  Early literacy is about the development of relationships and dispositions.  Repeated shared reading allows babies to begin to develop positive dispositions towards reading and a sense of self-efficacy.  Shared book reading also contributes to the foundational literacy skills for example receptive language, and attention to the physical and metaphorical feel of books.  Babies are building on their knowledge through being read too from a young age.

Now what?

The reading by Geist (2009), gave some simple examples of how mathematics can be introduced to infants and toddlers by introducing them to wooden blocks they learn spatial concepts of long, and short.  They can also classify them by grouping all the ‘red’ blocks, green blocks together.

Some practical points I can take with me from this document includes:

§      Have children fill and empty containers at sand and water play tables, introduces them to the concept of measurement.

§    Have children make patterns out of different shapes an activity that involves cognitive, listening skills, recognizing skills and repeat or copy the pattern exactly.  It also introduces them to numbers for example yellow block, red, block, green block, etc.

Some practical points I can take from the Makin (2006), reading into my future practice as an early childhood special education teachers is to ensure that:

§  Shared book-reading needs to be a frequent enjoyable activity for both adult and child.

§  It needs to continue to build on the child’s prior knowledge, thus scaffolding their knowledge.

§  All children need to be engaged with the text and educators need to support children’s active participation when reading together.

Image source: https://dpqe0zkrjo0ak.cloudfront.net/pfil/3339/ph_grid7_3339_13362.jpg

References

Geist, E., 2009. Infants and Toddlers Exploring Mathematics. YC Young Children, 64(3), pp. 39-41.

Makin, L., (2006), Literacy 8-12 months: what are babies learning?, Early Years: An International Research Journal, 26:3, 267-277

Retrieved 30 August 2013 from

<http://dx.doi.org/10.1080/09575140600898449>

Razfar, A., & Gutierrez, K., (2003) Reconceptualizing early childhood literacy: the sociocultural influence, in: N. Hall, J. Larson & J. Marsh (Eds) Handbook of early childhood literacy London, Sage, 34-47

Readings Week 6 - User what do I do with this?

This week I wanted to explore how parents can introduce and nurture children’s literacy and numeracy experiences within the home environment.

Tags: Literacy: birth – five, daily routines, reading, writing, speaking, daily routines,

Numeracy: spatial concepts, dot to dots, counting, measurement, data, graphs, numeracy, number sense, reading numerals.

What?

The first reading focuses on “Promoting Early Literacy Skills: Ages birth to 5” by Sarah Huisman (2012).  I selected this reading because it was linked to the age group I am studying and found the practical suggestions very helpful to engage young children with literacy concepts within the home.

The Second reading was titled How do Parents Support Preschoolers’ Numeracy Learning Experiences at Home, by Sheri-Lynn Skwarchuk (2009).  I selected this reading because of its practical suggestions of how parent’s can involve their preschoolers with numeracy activities within their daily lives.  Research has shown that reading to young children can improve their literacy skills, later in life, however there is little evidence how mathematical skills during the younger years can improve numeracy skills in later life Skwarchuk (2009).

So what?

The first reading by Huisman (2012), found that early literacy skills have been linked to motivation and success in reading and writing in the formal primary school years and are very important to a child’s cognitive skills.  Early-literacy is very important and parents should incorporate reading, writing and speaking into their daily routine.  Parents are role models, and children will learn how to hold a book, that some words have meanings, some words make sounds, identify or point to the books characters, ask the child to point to a particular character, for example, can the child point to “the dog” etc.

Families play a paramount role in developing children’s literacy skills.  The time families spend engaging with their children to learn to read and write, is paving of a strong foundation for their literacy journey well into the future.

The article by Skwarchuk (2009), first defined numeracy as “a proficiency, which is developed mainly in mathematics… more than a basic ability to do arithmetic.  It involves developing confidence and competence with numbers… requires understanding of the number system, a repertoire of mathematical techniques and an inclination and ability to solve quantitative or spatial problems.  Numeracy also includes measuring and counting with data being able to be presented in graphs, charts and tables (National Numeracy Strategy 2009).   It then focused on parents who enjoyed working with numbers also spent more time with their children engaged in numeracy activities than parent’s who disliked numbers.  The results of the study showed that children exposed to numeracy concepts and numbers achieved higher scores in numeracy than children whose parents were not confident in numbers.  The participants in the study were given an opportunity to participate in a variety of numeracy activities some of these included: number sense, i.e. counting objects, adding objects, reading numerals, singing number songs and subtracting objects (Skwarchuk 2009).

Now what?

As a future educator, I am aware of the continuing importance that language and literacy has on a growing child’s vocabulary, from a young age.  I am also aware that learning needs to be fun, and the way this is presented to the child should be creative and engaging for both child and adult.  Below are some examples I can help to educate parents to engage in literacy activities at home with their preschoolers:

• ·      Playing with foam letters in the bath -tub.
• ·      Have the child sign their name on birthday or Christmas cards.
• ·      Sing a song together.
• ·      Have a child help draw a shopping list, as they grow, have them help write the shopping list.
• ·      Have children copy letters a parent writes.
• ·      Have children copy their name.

I found that numeracy has many implications for my future practice in regards to the Skwarchuk (2009), reading include, ensuring that all parents are aware of the importance of early numeracy skills and number sense.  Some practical strategies that parents are able to teach and introduce their preschooler to early numeracy using a range of different materials therefore creating a variety of opportunities for learning include:

• ·      Singing numeracy songs
• ·      Counting objects
• ·      Having children be involved in cooking and measurement activities
• ·      Have children participate in dot to dot activities
• ·      Play money
• ·      Number stickers
• ·      Tape measures

During the week I found the following video, titled ‘Teaching toddlers (2-3) number sense easily through activities.  Hope you enjoy it too!

Video source: <http://www.youtube.com/watch?v=HK6k7TkFV3A>

References

Huisman, S., (2012). Family Connections: Promoting Early Literacy         Skills – Ages birth to 5. Childhood Education, 88 (6), pp.398-399

National Numeracy Strategy. (2009).  Progression maps for          mathematics: Advice for parents, carers and mentors.  Retrieved July 15 (2009) From: http://nationalstrategies.standards.dcsf.gov.uk/node/42765

Skwarchuk, S., (2009). How Do Parents Support Preschoolers'                  Numeracy Learning Experiences at Home? Early Childhood                  Education Journal, 37(3), pp. 189-197.

Week 7 – Readings - User what do I do with this?

Tags: provocations for learning, numeracy, literacy opportunities, resources, early learning centres, emerging literacy, art activities.

This week I explored the idea of what is the role of the educator in exploring and setting up numeracy and literacy provocations (opportunities for learning) within early learning centres and classrooms. 

What?

The first reading I selected was Numeracy Conversations by Sue Webster (2009).  I selected this reading because it gave a variety of different approaches to numeracy filled learning and provocations that could be introduced within the classroom or childcare setting.

The second reading I selected was titled: Young Readers Respond The importance of Child Participation in Emerging Literacy by Claudia McVicker (2007).  I selected this reading because it gave a selection of other provocations that could occur after a storybook was shared with a class or at home, and looks at other activities that could be introduced to build on the learning that has occurred.

So what?

The reading by Webster, (2009 interviewed several teachers and principals, about how they valued numeracy, what they expect to find within a numeracy filled areas, unexpected experiences they have seen through watching numeracy occur and a variety of resources they have found useful.  I found the wealth of knowledge within this article to be of incredible value clearly these educators have had a variety of different and memorable experiences, across their careers.  I particularly liked how each placed a different perspective on the importance of literacy across the early years, how they build on the child’s strengths.

The McVicker (2007), reading spoke about the importance of child participation in emerging literacy.  Have the child participate in listening, inviting them to respond to what is being read aloud, such as asking questions, joining in with repeating phrases etc. Providing opportunities for provocations or other activities to build on the learning that has just occurred.  For example Eric Carle’s Little Cloud book, is about the prediction of rain.  One example of how this learning could be further build upon would be to  have the children to go outside and look at the clouds.  This could then have other activities stem from this learning for example having children draw or paint clouds, make a collage using cotton wool as white clouds, pasted on blue or grey paper depending on the colour of the sky (McVicker 2007).  Another activity could be for the children to look for certain shapes in clouds etc. 

Storybooks are generally read inside why not share the experience of reading to young children outside, particularly if the book is about something that lives outside such as a tree.  A discussion about trees could then take place.

Now what?

The Webster (2009), reading has provided me with a variety of different provocations in introducing numeracy throughout a preschool curriculum.  Some examples of these include:

•  Counting leaves in a sandpit
• Making patterns,
•  Using magnetic numbers having children recognise what these numbers are and their meaning.
• Have children collect items, then make a collage out of what they have collected, have the children create a story about what they have displayed.
• Creating a pet shop and using money in both coins and notes to set prices for their shop.

I intend to go back to the article, when I have some more time to examine the numeracy resources in particular various websites, which other teachers have found useful within their classrooms.  I hope this information will form the foundations of building a wealth of numeracy resources that I hope to use as an Early Childhood, Special Education Teacher in the future.

The implications for practice I see from the McVicker (2009) reading in the future when reading a storybook to young children, I will try to build on the learning that has started within the storybook, with a follow up activity such as an art, dance, drama, music or garden activity.  Involve the children in coming up with ideas of what they want to build or follow interests of particular children, as a class, smaller group or on a 1:1 basis.

References

McVicker, C.J., 2007. Young Readers Respond: The Importance of Child Participation in Emerging Literacy. YC Young Children, 62(3), pp. 18-22.

Webster, S., 2009. Educating Young Children: Learning and Teaching in the Early Childhood Years, Summer 2009, Vol.15(3), pp.10-16.

WEEK 8 -  PARTICIPANT – What does this mean to me?

TAGS The Very Hungry Caterpillar, counting, ascending order, emergent literacy, indigenous and non indigenous children,  vygotskian theory, rhyme, repetition, poetry.

This week I wanted to explore how I can introduce young children to participate in literacy and numeracy activities, within the classroom.

WHAT?

The first article I have chosen is Using Picture Books To Support Children’s Learning by Janis Strasser and Holly Seplocha (2007).  I chose this article because it was interesting and looked at how children can be participants using emergent literacy.

The second article I found was titled Numeracy in the early years: Project good Start by Sue Thomas (2004).  I chose this article because it was an interesting case study comparing indigenous and non-indigenous children and their ability with numeracy and literacy, what they have learnt at home before starting preschool and school.  The article also gave some practical suggestions on how to introduce numeracy concepts within the classroom.

SO WHAT?

Reading picture books to very young children is very important because it enhances their developing literacy skills, which can be embedded when using an engaging book.  Infants love to be held while someone reads aloud to them (Plowman, 2011).  Children are learning to listen to sounds and are becoming familiar with words.  As children become older they also start to learn about phonological and phonemic awareness the ability to hear sounds of words and letters.  They also learn that letters can make a variety of different sounds.  Picture book reading incorporates these  skills together instead of focussing on skills in isolation alone, for example some picture books have rhymes, some have poems some are repetitive, some even have numbers incorporated into them allowing young children the ability to count etc.

Children of preschool age are able to recite the books they love.  They enjoy hearing the same story over and over again.  Research has shown that additional props and tools added to the centres can help to further develop children’s cognitive abilities of understanding and children’s conversations on what they have learnt.

Vygotskian theory supports the notion that through interaction with adults reading texts aloud children transfer their understanding and skills they have heard and make meaning of their world around them (Strasser and Seplocha, 2007.

The numeracy reading explored children’s backgrounds such as geographically isolated, rural locations, socioeconomic and urban areas.  It even looked at children from indigenous communities, and how their home experiences shape their classroom experiences in particular their experiences with numeracy.

Stage 1 of the study found that a fourteen item list of assessment instruction was administered to the children to ascertain their cognitive level ability in three key areas these included:

·      Copying of geometric figures, squares, circles, diamonds triangles etc

·      Symbol recognition – letters numbers, words and the ability to count.

·      Drawing picture of self.

Stage 2 of the study looked at how clearly a child can write their own name, taking into consideration level 0 was the child produced nothing.  Level 1 the child scribbled with no recognisable letters from their name.  Level 2 found that the child could produce some recognisable letters from the name, letters were poorly formed and the child's name was often incomplete.  Stage 2 concluded that most children in the study were at level 3 - could recognise and produce their name, but the study found that letters were poorly formed, or their name was written in reverse.  Level 4 found, letters became clearer over time with only some letters written in the reverse.

The majority of the data indicated that indigenous children performed lower than their non-indigenous peers.  However they only made up for less than one quarter of the preschoolers sampled. The study also found there was a gender difference too, with boys performing better in areas such as number and measurement.  Girls performed better with spacial concepts.  The study also found that children that came from homes with English as a second language also performed less well in areas particular measurement and space.

The study then focused on females performed better in areas such as language and fine motor skills were better nurtured in girls than boys, researchers wondered if educators are more comfortable teaching and communicating with girls and this further develops their language and fine motor skills with girls than working with boys

The article then focused on the importance of play and that children’s growth develops through socialisation and development.  Children developed confidence, independence, curiosity self-control, communication skills as well as cooperative behaviour by working with others.

NOW WHAT?

Picture books are important to young children’s learning.  They provide opportunities for cognitive learning, one way this can be achieved is when reading the story of “The Three Little Pigs” to young children and asking them to compare the house made of sticks to the house made of straw to the house of bricks. 

The teacher is also able to plan open-ended art projects that build on and synthesizes knowledge gained for example the metamorphosis of a caterpillar to a butterfly in “The Very Hungry Caterpillar", by Eric Carle.  

The teacher may even find some silk worms and have the children watch the silk worms grow and change over a period of time from egg to caterpillar, pupa to butterfly.

The Numeracy in the early years paper had some great practical ideas for the classroom.  One which I found of particular interest was the way that numeracy was incorporated into the classroom.  Some of these ideas were subtle such as measuring water with pots and pans rice or pasta, this gave the children opportunities to explore numeracy through play.

Having children sit down as a whole group activity and look at odd and even numbers, by asking what number their house was.

Another idea was introducing books such as “The very hungry Caterpillar” by Eric Carle.  The children made a collage of The Hungry Caterpillar out of paper plates and then drew what the caterpillar ate.  A second piece appears to be a storyboard made out of felt with perhaps Velcro on it.  The children are able to tell the story in their own words, and place the foods that the caterpillar ate in ascending order.  This is a great book for introducing both literacy and numeracy to children, and with ideas such as story boards the children become the participants within their learning world.

Image source: http://cathymc-sewcreative.blogspot.com.au/2012/07/very-hungry-caterpillar-quilt.html

REFERENCES

STRASSER, J. and SEPLOCHA, H., 2007. Using Picture Books To Support Young Children's Literacy. Childhood Education, 83(4), pp. 219-224.

Thomson, S. (2004). Numeracy in the early years: Project good start. Australian Primary Mathematics Classroom, 9(4), 14-17. Retrieved from http://search.proquest.com/docview/61906121?accountid=10910

WEEK 9 -  PARTICIPANT – What does this look like to me?

TAGS: Inter-relationships with learning, literacy, listening, reading, interconnections, mathematical skills, problem-solving, naturalistic experiences, informal learning, adult guided learning.

This week I wanted to explore how I can introduce young children to participate in literacy and numeracy activities, both at home and while attending childcare settings.

WHAT?

The first article I chose was titled “Investigating Toddlers’ and Parents’ Storybook Reading During Morning Transition” by Lee (2010).  I chose this article because I felt it was interesting and linked in well with this weeks’ topic looking at young children as the participants in reading.

The second article I chose was titled “Using Problem Solving to Assess Young Children’s Mathematics Knowledge” By Charlesworth and Leali (2011).  I chose this article because it gave positive examples of how children learn through playing.

SO WHAT?

Young children’s literacy does not just develop in isolation.  Children learn through exploring and participating in new things, which include: observing, listening and experiencing activities with other children.  Bronfenbrenner discovered that children develop with a variety of social contexts and that it is important to investigate the interrelationships when children begin to learn, and make these connections between home and in childcare settings.

Children’s learning can be further enhanced through shared storybook reading.  This daily activity provides a warm positive interaction between the parent and it is often a comforting activity for the child.

Children’s curiosity also drives them to gain many literacy related experiences, and the ability to find something that the child is interested in, can be a great way for parents and educators to further explore the child’s interests and open their world around them.

The article by Charlesworth and Leali (2012), describes many practical examples of how young children participate in mathematics throughout their day. 

Children learn through problem solving.  There are three ways young children can acquire new concepts through their play, this includes: naturalistic, informal and adult guided learning.

Naturalistic experiences are those initiated and controlled by the child, for example building with blocks, pouring of sand or water.  Informal learning occurs when an older child or adult, provides a comment or a question that causes previous knowledge to be applied to the current situation.  The final type of learning is adult guided learning experiences are pre-planned and involve some direct instruction.  For example the teacher may ask the child to make a pattern by threading beads onto a string to make a necklace etc.

NOW WHAT?

What implications do I see for future practice?

It is important that as educators we recognise that young children’s literacy develops both at home and within childcare settings. 

There is a strong interrelationship between parent-child-teacher and interactions within the childcare centre in regards to literacy skill development.

Researchers have identified that young children are more likely to have an increased motivation for reading, when parents believe that reading is important for their development, and read to them at home.

Storybook reading provides children with a secure environment.  It should be encouraged at time of transitions for the parent to come in with their child and read to them before leaving them at childcare.  This research has been very positive in easing toddlers from home to childcare transition and makes for a positive day.

Sharing books during morning transition allows for the child to improve their literacy skills, seeing books with positive eyes and engaging in independent reading.  Parents and teachers are able to develop positive partnerships with teachers that support children’s later literacy development.

The Charlesworth and Leali (2012), reading provides opportunities for regular numeracy assessment that should be carried out each day.  Effective educators will be able to build on Vygotsky’s ‘Zone of Proximal Development’ in teaching daily mathematical instructions to young children in childcare settings.

Assessment should be gradual and incorporated into everyday tasks.  For example an educator may ask a child to make four balls out of play dough.  Then ask the child to count them.  The child is then able to demonstrate the concept of one-to-one correspondence.

Educators need to be able to create hands on or problem solving activities for young children to explore and enhance their mathematical skills on a daily basis.

References:

Charlesworth, R. and Leali, S.A., 2012. Using Problem Solving to Assess Young Children's Mathematics Knowledge. Early Childhood Education Journal, 39(6), pp. 373-382.

Lee, B.Y., 2010. Investigating Toddlers' and Parents' Storybook Reading During Morning Transition. Early Childhood Education Journal, 38(3), pp. 213-221.

WEEK 10 – TECHNICIAN - HOW DO I CRACK THIS CODE?

This week I wanted to explore how children learn about literacy and numeracy and how these two key areas of development are critical in laying the foundations of their learning about numbers and letters.

TAGS: literacy, early childhood, phonological awareness, phonics, words, written material, print material, vocabulary.

Numeracy rules, processes, ascending, descending, informal numeracy, numbering, relations, arithmetic opperations.

WHAT?

The first reading I chose was titled “The role of literacy in early childhood education” by Dorothy Strickland.  I chose this reading because it explained key areas that children use as technicians in learning how to talk.

The second reading was titled “Informal Numeracy Skills: The Structure and Relations Among Numbering, Relations and Arithmetic Operations in Preschool” By David Purpura and Christopher Lonigan (2012), focussed on informal numeracy skills.  Children are continuing to discover informal maths skills through everyday play situations that do not necessarily include or entail written-mathematical symbols or algorithms.  There are three informal mathematical components that occur during early childhood these include: Numbering, Relations and Arithmetic operations.

SO WHAT?

The Strickland (2004), article spoke about the importance of young children learning how to read and write is an ongoing process that begins in early childhood, well before a child starts preschool.  Oral language is dependent on adults often parents who care for and educate their children in oral language and literacy development develop together.  Children learn a lot from listening and talking and this in turn contributes to the child’s later ability to read and write.  Listening and talking introduces children to words and sentences, they also build sensitivity to sounds of words, and thus children are starting to learn about phonological awareness and phonics.  Children learn through oral rhymes and learn how to manipulate individual sounds in words before producing their first words.  Infants sitting on parent or carer’s laps with rhyming games and chants being repeated over and over again further develop phonological awareness.

Research has identified that children who fall behind in early oral language and literacy development are less likely to be successful readers.  As a result, these children could be behind their peers once they commence school, a problem that is likely to persist throughout primary school if there is no early intervention or additional help given to these students.  Teaching skills alone is not enough for children to be successful readers later on they need to be able to apply their newly acquired literacy skills as they learn them, this also increases their ability to read. Children learn by observing adults reading, make shopping or to do lists, and make use of literacy as they go about their everyday lives. 

Research has also shown that children who come from language rich families who are involved with literacy do better in school than children who come from language poor families.  These families are less likely to be able to provide children with different words in everyday conversations.  Exposure too more sophisticated vocabulary at home relates to the child’s later vocabulary acquisition.  There is also a strong link to vocabulary development and reading achievement.

For children to be able to read and understand they need to be able to comprehend and make sense of what they have read, or what they have heard.  Children’s background knowledge also plays a critical role wether this be oral or written influences.  A child’s own background knowledge about their world around them and the knowledge about both print i.e. newspapers and magazines as well as narrative books play a crucial role in comprehension and emersion in early literacy.   

The Purpura and Lonigan (2012) article speaks about children acquire numbering skills from an early age.  Numbering skills include learning knowledge, rules and processes in relation to verbal counting both ascending and descending, sequencing, identifying counting errors, counting without physical touching or manipulating the set.

Children also begin to learn about relations using skills such as two or more.  There are also relationships between verbal and non-verbal areas of numbers.  Relations also make connections with set comparison, set matching and sequencing.  Knowing the relation between Arabic numerals and numeral comparison, relative size, and writing numerals.

Arithmetic operation refers to the understanding in the ways numbers are grouped together.  Although pre-school children are not able to solve written maths problems such as 2 + 2 = 4.  Many have already started to develop and understanding and appreciation of addition and subtraction with or without using objects.

Early number comprehension is critical in developing and understanding further mathematical problems in later life.  Children who do not understand or synthesize early informal numeracy knowledge will have difficulty grasping further mathematical or number related skills during primary school.  Therefore exposure to informal maths and numbers play a crucial role within early childhood centres.

NOW WHAT?

The implications for practice, which was illustrated by the Strickland (2004), reading is that as parents and educators we need to:

• ·      Take time to listen to children and respond to their individual questions.
• ·      We need to talk to children and not at them.
• ·      Engage children in various forms of print media, such as storybooks, newspapers and magazines.
• ·      Introduce children to new words where it is appropriate to enhance their vocabulary.
• ·      Provide interesting content that can be built upon over time.
• ·      Involve children in excursions and talk to them about what they see and do.
• ·      Read to children and ask the children questions about what has been read.
• ·      Read a variety of different books including both narrative and information books.  Acknowledge that books stimulate conversations and concepts beyond everyday experiences.

The implications for practice from the Purpura and Lonigan (2012), reading indicates educators need to be aware that:

·      Children need to explore numbers and basic mathematical concepts from a young age.

·      Educators need to build in play experiences into everyday play such as when children are playing shops encourage the use and value of money may be introduced to further this play experience.

·      Identify children at risk for later mathematical difficulties.

·      Including an intervention program to help identify these children at risk.

·      Use flash cards to identify what number is that?

In addition this week I found this interesting You tube clip.  This clip illustrates teaching maths without words using a visual approach.  Hope you enjoy watching this clip too!

Video source Teaching Math Without Words, A Visual Approach to learning Math from MIND Research Institute  <http://www.youtube.com/watch?v=7odhYT8yzUM>

  

REFERENCES

Strickland, D. S., Morrow, L. M., Neuman, S. B., Roskos, K., Schickedanz, J. A., & Vukelich, C. (2004). The role of literacy in early childhood education. Reading Teacher, 58(1), 86-100. Retrieved from http://search.proquest.com/docview/62125616?accountid=10910

Purpura, D. J., & Lonigan, C. J., (2012). Informal Numeracy Skills: The Structure and Relations Among Numbering, Relations and Arithmetic Operations in Preschool. American Educational Research Journal, 50 (1), 178-209. DOI:10.3102/0002831212465332

Retrieved from

http://aer.sagepub.com/content/5-/1/178

WEEK 11 - TECHNICIAN - HOW DO I CRACK THIS CODE?

TAGS: classification, patterning, blocks, problem solving, subitising, group recognition, counting, rational counting, one-to-one correspondence, phonics, letter name sounds, scribbling, emergent writing, linear-repetitive form, drawing, writing.

This week I wanted to explore the role of technician in more detail and how educators can help young children to crack the code in understanding both literacy and numeracy skills to assist in learning how to decode the world around them.

WHAT?

The two readings I have chosen this week include Early number, Teaching mathematics in primary school by Zeuenbergen, Dole and Wright (2004).  I chose this reading because it was really interesting and it clearly explained number concepts although it had a school/classroom focus a lot of the early information relates well to children between birth and 4 in learning about numbers, counting strategies etc.

The second reading I chose was titled Understanding how literacy emerges by Fields, Groth and Spangler (2008).  I chose this reading because it explains how children learn to read and write, using symbols much the same way that Chinese, Egyptian and Greek cultures did thousands of years ago.  The reading also explains how scribbles are the first signs of learning how to write and draw.

SO WHAT?

The aim of teaching mathematics to school students during there early junior primary years is to develop students’ number sense.  Number sense refers how comfortable a student is in using number, it also refers to students ability to understanding meaning of numbers, knowing relationships between numbers number size understand that numbers can be big or small and feel comfortable at using numbers in every day situations. 

From a young age children know how old they are, often shown to others by holding up the correct number of fingers, how many siblings they have, the number of their house some even know their telephone number.  Many children are able to count to ten before commencing school (Zeuenbergen, et al 2004).

Classification

Children from a young age have the ability to classify objects into groups by colour, shape, texture and size.

Patterning

Patterning is an early step in children’s ability to solve mathematics problems at an older age for example when they study algebraic thinking, during secondary school.

Students learn by copying simple patterns this could include blocks, pasta shapes, large beads, shells etc.

Students are able to create their own patterns by using small coloured square, drawing, blocks etc.

As children become older they are also able to determine the missing element in a pattern, predict what comes next in a pattern, or even extend a particular pattern.

Young children become aware that patterns are found all around them, for example they may be on clothes, sheets, soft furnishings etc.

Subitising: Group recognition

Before children start school many have the capacity to subitise.  Subitising is having the ability to identify the number in a collection without the need to count.  This skill helps students with the ability to workout simple mental additions and subtractions without the need of counting all the objects.

Counting

Student learns to count in stages the first from 1 – 10.  They then learn to count numbers in teens; they also learn to count in 10’s too. 

Children also learn by rote counting this means they can count from 1 – 10 often because they have learnt this from nursery rhymes at home.  Often children are unable to recognise the correct number of objects in a group.

Point counting – is another stage children will often touch the objects as they count.  When asked how many of a particular objects they will generally start at 1 and count again.

Rational counting

Occurs when the child is able to recognise that each item is singular.  They can count 1, 2, 3, 4, 5 and 6 in correct order.

They are aware that the last number counted represents the number of items in the collection.

One-to-one correspondence

Occurs when students understand and can match an object with an assigned number.

The second reading by Fields, Groth & Spangler (2008), describes how children begin to learn how to write, first by scribbling which means placing random marks with no difference between drawing and writing.  When children learn to write they are looking for patterns found within their environment.  Children need to be able distinguish the difference between reading and writing.  Once this has been deciphered they are able to draw squiggly lines that represents a linear-repetitive form of early writing, much like what is produced when doing shorthand, longhand or cursive writing produced by adults.

As children grow from toddler to preschooler they begin to notice letters in signs, books and posters.  Four-year-old children often incorporate a variety of linear squiggles, actual letters and letter like forms into their early writing as they work on their understanding of print.  Young children commonly belief that pictures only show what something looks like and writing tells the reader the name of it (Fields et. Al. 2008).

Children will often decide on a minimum and maximum number of letters to make up a word.  Often they are more concerned with quantity of letters and will often use the same letter over and over again.  When the child becomes older do they realise that words are different lengths and use different letters.

Many children want an adult or parent to read to them what they have just written.  They will often become perplexed because the adult can’t read what is written, but they are aware that the adult is able to read.  Often this will drive the child to try again and again.

Children eventually learn to recognise that letters make up a variety of different sounds.  It is through these sounds that children understand that people are saying words.  Children often conclude that letter sounds should be written the way they are heard.  When they realise this is not the case, it is difficult for them to understand or make sense of the complex language of English.

Phonics is another area that children will learn about the sound-symbol connection and may only write a couple of letters to represent these sounds in the word they are writing because some letters are silent, they don’t hear the individual sound so therefore assume that these letters don’t have to be written.

NOW WHAT?

Outcomes for numeracy

It is critically important that early childhood educators know and feel comfortable and confident with mathematics themselves.  This way they are able to teach young children confidently about mathematics.

The implications for practice of young children’s number sense, is for the teacher to decipher how much they already know about numbers.  Some practical examples that educators could use in future would include:

Focussing on counting activities, for example:

The teacher could take the children outside they can:

• ·      Count leaves in the sandpit
• ·      Number of cars they see
• ·      Number of bricks on a path
• ·      Rungs on play equipment etc

Have a different number to focus on each week.  Incorporate that numbers in specific areas such as children work in groups of 2, during the week, the number 2 could be a focus at the making table, we have two eyes, two ears etc.

Give students explicit instruction when teaching to write numbers.

Students could trace over numbers already written, this gives them the cognitive development of how these numbers should look.

Children could practise to write numerals, children could have a go at making numerals with rope, wool, cord, plasticine or magic modelling sand.

Introduce shapes to children, have children make pictures by shapes already cut out, Children could use foam shapes to make patterns on the floor or at the table.

Polygons are another great tool for children to learn about shapes, they have the ability to click them together and make various items.

In summary number sense is never complete, it is a lifelong commitment that occurs during childhood, adolescence and through adulthood.

Outcomes for literacy

As a future Early Childhood Special Education Teacher I am aware of how young children learn how to write.  That scribble is the beginning of emergent of letters and understanding of literacy.  As a future teacher my role will be to provide support to students by giving opportunities for children to freely express themselves through their writing.  I am aware they will write the way the letters sound this is not always correct.  They will read what they have written which may look different and from a glance make no sense to other adults. 

I will learn how to value children’s efforts in writing, that I am aware it takes a long time before letters are formed correctly and each child reaches this milestone on an individual basis.

It is important as a teacher to provide children with meaningful literacy experiences.  The teaching of Phonics is also important and it provides students with sound-symbol connection.

REFERENCES

Fields, M., Groth, L. & Spangler, K. (2008). Understanding how literacy emerges. In Let’s Begin Reading Right: A Developmental Approach to Emergent Literacy (6^th ed., pp. 20-47). Upper Saddle River, New Jersey: Pearson Education.

Zeuenbergen, R., Dole, S. & Wright, R. (2004). Early number, Teaching mathematics in primary schools (pp. 121-148). Crows Nest, NSW: Allen & Unwin.

WEEK 12 - ANALYST WHAT DOES THIS MEAN TO ME?

Tags: Critical literacy, socio-political, analyst, questioning, differences, similarities, shapes, circles, dots, adding, subtracting, symbols, numerals

This week we continued looking at the analyst module.  I wanted to look into how we as pre-service teachers can teach young children to anylse and think critically and learn it is ok for people to have a different view or opinion

What? The first reading I read this week was Examining Critical Literacy Preparing Preservice Teachers to use Critical Literacy in the Early Childhood Classroom by Katerine Norris, Lisa Lucas & Catherine Prudhoe (2012).  I chose this reading because it defines critical literacy, why it is important and how we as pre-service teachers can apply this knowledge within our future classrooms.

The second reading I read this week was Numeracy Encounters in a book Bag: Meeting the NCTM Standards by Rose Merenda (2000).  I chose this reading because it linked in with the analyst workshop and asked children to think and construct a picture by incorporating 10 black dots or fewer into a drawing.  The task sparked imagination for the children in Year 1.  They had to analyse how they were going to use the dots, what they dots represented and how this could be illustrated within their drawings. 

So what?

In order for children to comprehend what they have heard or read, they need to learn the ability to think critically and be able to analyse or ask questions why things are thus becoming more engaged in their literacy world around them.  Just merely accepting what they have read or learnt is no longer enough.

Reading from a critical perspective allows children to engage in what an author has written, to think of other perspectives of why things are and to also question their own thinking of why they think that particular way.

“Critical literacy views text meaning-making as a process of social construction” (Norris, Lucas & Prudhow, 2012), when we critically review others work, we are focusing on the social, historical and political issues that may also surround texts.  Critical literacy can question ones view on a common understanding and present students with a different view of opinion of looking at things.  It encourages students to examine multiple points of view where students are encouraged to think about the text from various characters.

Critical literacy can also teach students to focus on socio-political issues, where students are able to learn about and examine power relationships between and among various characters for example in a child’s picture book.

Another reason why critical literacy is important is because it allows children to take action and promote social justice to bring about change.  It can also teach children about fairness such as story book characters that have unequal power, that good out does evil for example in the Wizard of Oz, the good witch wins over the bad witch etc.

Critical literacy also teaches children about similarities and differences that may be seen in their own culture as well as those from different cultures.  It is therefore imperative that teachers bring to the classroom a wide range of books that focus on various cultures so children are able to learn.  Critical literacy allows children to share their own experiences with their teacher and peers in a safe environment.

I really enjoyed the numeracy reading by Merenda (2000) as it gave so many practical ideas of how children can incorporate the dots within their drawings.  Families were also involved and the child had to create their own number message picture.

The teacher writing a letter introducing the task introduced the homework activity to families.  The children were asked to draw a picture in the Draw/Write journal they were not allowed to use more than the ten dots.  The second part of the task was to write one or more sentences about the picture, trying to include a number word, action word and a rhyming word in the sentence.

The task also provided the opportunity for children to learn about the numbers 1-10 and provoked an open-ended response, it allowed the children to plan, problem solve and gave them a unique solution in finding meaningful engagement in both real and imaginative ways of using the dots.  For example one child drew a ladybug with their 10 dots and explained that each dot represented a year of the ladybugs life, therefore the ladybug is ten years old.

From this the children learnt counting from 1 to 10, being able to recognise what 10 is, children were able to relate numbers to objects such as we have 2 ears, the car has 4 wheels etc.

Children were able to write numbers and symbols.  Children were able to analyse, problem solve what they did with their 10 black dots, in both creative and imaginative ways.

Children were also able to learn about numbers, identify quantities and number words, see circles and shapes within their environment.  Playing dominos, was another way to introduce children to numbers, adding and subtracting.

The pictures could then be displayed within the classroom, the children could then analyse the pictures, what the illustrator did and why he or she used the colours they did etc.

Now what?

Some of the more practical strategies, which teachers can use within their classroom, include:

·      Engage with all children during story time.

·      Introduce children to picture books, which allow them to think critically.

·      Ask children about what they thought about a particular character while a book is being read.

·      Engage children in the process of critical reflection and involves their participation.

Although the numeracy reading was aimed at a Year 1 class, the same stratergy could easily be introduced and adapted to younger children by:

·      Giving them 10 dots a piece of paper and asking them to draw a picture.

·      Learning to count from 1-10

·      Learning the numerals 1 - 10

·      Having the child tell an adult about their drawing and the adult writing it down etc.

References

Merenda, R.C., 2000. Numeracy encounters in a book bag: Meeting the NCTM standards. Early Childhood Education Journal, 27(3), pp. 151-157.

Norris, K., Lucas, L. and Prudhoe, C., 2012. Examining Critical Literacy: Preparing Preservice Teachers to Use Critical Literacy in the Early Childhood Classroom. Multicultural Education, 19(2), pp. 59-62.