Portfolio - 1.2 and 3.1

Week 9 – Portfolio

Outcome
1.2 Explains how young children’s literacy & numeracy learning can be socially conveyed through their behaviour, feelings or approach 

3.1 Offers a careful interpretation & analysis of children's early literacy/numeracy skills & interests 

On placement the other day I read the book “James and the Giant Peach” by Roald Dahl to the children. I brought the book from home as I remember as a child I used to love my parents reading it to me. I thought that there might be a few children who has never heard the story before and might enjoy it. I read the story to them through once and I could tell by their facial expressions and the behaviour that they really enjoyed the story and was intrigued by it. I decided to read it to them again but this time asking them open-ended questions. I first asked them if they have ever been inside of a peach. They all looked at me funny and said “don’t be silly, you can’t go inside of a peach.” I continued by asking them if they knew what the word ‘giant’ meant. One boy said “it means monster.” I asked him what he meant by it and he continued by saying “I have a book at home about a really, really big monster.” It was interesting to me that he was able to explain to me that the book was about a ‘really, really big’ monster, but when I asked him what ‘giant’ meant, he responded with ‘monster’ instead of saying ‘something that is really, really big’. I explained to them that giant meant it is something very big and can have many different meanings such as enormous, massive, gigantic and huge. I used this opportunity to explain to them that we are ‘giant’ compared to ants, but are not ‘giant’ compared to a tall building. I could tell by their approach towards the story that they were now clear as to what ‘giant’ meant. From this experience I have learnt that young children can make meaning of a word through pictures. It also allowed me to think that literacy and numeracy can be used together in so many learning experiences without even realising. With the explaining of the word ‘giant’ and comparing it with different things, I was able to use both literacy and numeracy together.

Week 9 Reading

Week 9

23 October 2013

Reading 

Tags: Numeracy development, literacy development, language acquisition, analogical reasoning, spatial awareness.

What?

The two readings I chose to look at this week were ‘Talk to me, Baby! Supporting Language Development in the First 3 Years’ and ‘Promoting the Development of Young Children’s Mathematical and Analogical Reasoning’. These two readings link very closely together as they both discuss the development of early literacy and numeracy in young children. I found these two readings to be very interesting and took some important points from it for future reference.

So What?

Literacy

I want to start this reading by sharing with you a quote I found in the reading by the National Research Council and Institute of Medicine. “Almost all children learn to talk, suggesting that language acquisition is a relatively resilient process, although they do not all learn to talk well, suggesting that language acquisition includes some more fragile elements” (2000, p.16, as cited in Baridge & Baridge, 2008). This shows just how important language acquisition is. Baridge and Baridge (2008) points out that an unborn child starts to hear his mother’s voice in the last trimester of pregnancy and also becomes acquainted with the sound patterns of language. Furthermore, through crying, body movement, eye contact and facial expressions young infants communicate with their parents and caregivers (Baridge and Baridge, 2008).

Numeracy

When children engage in important mathematical activities it is called a ‘challenge’ approach according to English (2004). She continues by saying that this perspective reflects the belief that young children “can learn, enjoy learning, do not need to be made ready to learn, and should learn a great deal more challenging mathematics” (Ginsberg et al., 2001, as cited in English, 2004). English (2004) provides a great example by saying that we see young children using wooden blocks for hours trying to build a castle, city, roads etc., and as educators we need to ensure that this same enthusiasm in mastering mathematical task continue onto more formal schooling years. Number, number sense, spatial awareness, patterning, logical relations, measurement, early algebra and data analysis have all been classified as key components in young children’s numeracy growth (English, 2004). We need to ensure that all learning experiences that focus on these key components are not only enjoyable and meaningful, but should also direct and focus children’s thinking on the mathematical ideas.

Now What?

Literacy

In supporting early language development we need to always keep in mind that everybody matters. Baridge and Baridge (2008) states that book reading is one of the best ways in teaching babies, toddlers and children about language. They continue by saying a book can be used in so many ways, even if you just point to the pictures and tell them your own story or by making noises that match the pictures, books always provide interesting things to talk about. Infants tune in to the rhythm of literacy language and enjoy seeing pictures of other babies or familiar objects. Toddlers like to get involved – by pointing to the pictures, naming the different objects and making different sounds. Furthermore, by reading to children who have already developed putting words together, book reading introduces rich and new vocabulary.

Numeracy

It is important to provide children with resources such as wooden blocks, material, linking cubes, shapes and miscellaneous items. This can be then used to allow children to explore and communicate different mathematical experiences. However, for mathematical resources to be effective learning material, children must have access to them. It might seem that many of the mathematical materials that children experience with have little mathematical meaning however these materials feature essential relationships and properties that can mirror mathematical concepts and properties (English, 2004).

Reference list

Bardige, B. & Bardige, M. (2008). Talk to me, baby! Supporting language development in the first 3 years. Zero to Three, September, 4-10. 

English, L. D. (2004). Promoting the development of young children’s mathematical and analogical reasoning. In L. D. English (Ed.),Mathematical and analogical reasoning of young learners (201-214). Mahwah, NJ: Lawrence Erlbaum. 

Portfolio 3.2 and 1.1

Week 8 – Portfolio

Outcome 
3.2 Shows competence in observing & planning for literacy & numeracy experiences & environs, adapting to specific learner needs, interests & contexts.

1.1 Clearly describes how the concepts are connected to & supported by social relationships & contexts 

For this week’s portfolio I have decided to write about an experience I had on placement.

One day whilst I was on placement, the kindy I am at went on an excursion to go and watch a performance called “The Moon’s a Balloon.” In this performance they use simple white balloons in all manner of sizes and shapes. The performance uses image, music, dance, light and play that engages, delight and inspire young children.

Each child got a little pamphlet of the performance that shows pictures of the different balloons. One particular child was extremely interested in the performance. I suggested to him that he could perhaps create a book once we’re back at the kindy about what he saw and experienced. He was very excited about this idea and created a book full of pictures he has drawn. I asked him to read me his book and explain to me all the pictures. It was very interesting to listen to him explain the different pictures to me; he was even able to remember the order of the different balloons that came on the stage.

To further create a learning experience, I thought I’d plan a numeracy experience. I went to the store room and found a packed of balloons. I worked with the child to blow up a few balloons in different shapes and sizes. Once the balloons were blown up, I got the child to describe to me what shapes and sizes he was seeing.

I really enjoyed doing these learning experiences with this particular child, especially due to the fact that he has not seem to connect with other children. I realized with this particular scenario, there are so many different literacy and numeracy experiences that can be created.  

Week 8 Reading

Week 8

16 October 2013

Reading

Tags: emergent literacy, songs, literacy development, numeracy development, reading books, rhyming, measurement, patterns

What?

The readings I chose this week were ‘Using Song Picture Books to Support Early Literacy Development’ and ‘More, All Gone, Empty, Full: Math Talk Every Day in Every Way’. I chose these two readings as they discuss great ways in how to teach literacy and numeracy in the infant to toddler years. I found these two readings very interesting and found it to be a great resource as a future educator on how to create these learning opportunities.

So what?

Literacy

Barclay (2010) discusses how adults could use song picture books to support early literacy development. She points out that young children love to hear the human voice and love listening to music. Books with rhythmic language are perfect for young children who are classifying the world and fast adding new words to their receptive and expressive vocabularies. Barclay (2010) states that typically developing toddlers have acute hearing, and their attention is caught by the rhythmic and rhyming patterns found in practically all song picture books. For example, young children love hearing “This old man, he player two. He played nick nack on my show. With a nick nack paddy whack, give a dog a bone. This old man came rolling home” (Adams, 2000, as cited in Barclay, 2010).

Careful selection of books, including attention to illustrations, length of verse, repetition and rhyme, and content, will help ensure appropriate book choices for young children, and will make for a pleasant way to link lyrics to literacy. Song picture books are wonderful tools for fostering emergent literacy skills; they can be used to develop concepts about books and print, language fluency, phonological awareness, vocabulary, comprehension, and emergent writing abilities (Barclay, 2010).

Numeracy

Greenberg (2012) states “the development of math concepts and skills begins in the first years of life.” Furthermore, Greenberg (2012) says “in fact, from the moment they are born, children begin to construct ideas about mathematics through every day routines, experiences, and, most importantly, caring interactions with trusted adults”. It is important for us as educators and potential parents to be aware of early mathematical concepts as it helps you be more thoughtful and intentional about using these concepts in every day experiences and interactions with infants and toddlers. Infants and toddlers are natural mathematicians (Greenberg, 2012). Even without adult support, we see infants and toddlers using math concepts to make sense of their world. For example, infants signal they want ‘more food’; ‘more’ is one of the first math concepts that children construct (Greenberg, 2012).

Parents are their children’s first teachers, and therefore play a vital role in supporting and developing infants and toddler’s maths skills (Greenberg, 2012). As educators it is important for us to share information with parents and ask them too what math they see happening at home.

Now what?

Literacy

To support the development of early language and literacy, the following three steps can assist educators in planning for use of song pictures books.

·         Step one: Learning the song

-       Play music, sing the song, talk about unfamiliar words and ideas, add motions

·         Step two: Linking the Song to Print

-       Share song picture book or chart with song lyrics

-       Invite children to join in reading/singing the song with you

·         Step three: Extending the Song

-       Invite children to illustrate their own version of the song

-       Create new verses of the song with the children

-       Wherever possible, insert children’s names into the song

Numeracy

One way to recognize and talk about math opportunities is to know what math involves. Here are brief descriptions of five math components.

·        

Number and operations

-       Understanding the concept of numbers. For example, “you have two eyes, and so does your bear. Let’s count: 1, 2.”

·         Shapes and spatial relationships

-       Recognizing, naming, comparing, and contrasting objects. For example, “Look, Jason went under the climber and Aliyah is on top!”

·         Measurement

-       Determining qualities such as size, weight, quantity, volume and time. For example, “Moving that stool is heard. It’s heavy.”

·         Patterns

-       Seeing the relationships that make up a pattern. For example, “Marcus has stripes on his shirt – white, blue, white, blue, white, blue.”

·         Collection and organizing information

-       Gathering, sorting, classifying and analysing information to help make sense of what is happening. For example, “You put the big lid on the big pot and the small lid on the small pot.”

Reference List

Barclay, K., H. (2010). Using Song Picture Books to Support Early Literacy Development. Routledge, Taylor & Francis Group, 86 (3): 138 – 145.

Greenberg, J. (2012). More, All Gone, Empty, Full: Math Talk Every Day in Every Way. YC Young Children, 67 (3): 62 – 64.  

Portfolio - 2.3 and 4.1

Outcome
2.3 Sources further information; developing &/ or collecting resources for literary & numerical teaching & learning.

4.1 Critiques other plausible perspectives on early literacy & numeracy awareness & immersion 

For this week’s portfolio I have decided to search for two YouTube clips that relate to literacy and numeracy in the early years and which covers the 2.3 outcome.

Literacy

“5 Predictors of Early Literacy”

Source: http://www.youtube.com/watch?v=HqImgAd3vyg

In the YouTube clip Dr. Theresa Bouley, a professor in early childhood education at the Eastern Connecticut State university , stresses that best practise in early literacy instruction must involve both spontaneous and planned daily activities focused on the five areas of literacy learning that best predict children’s future reading and writing development. The five areas that were discussed include;

·         Oral language

·         Phonemic awareness

·         Alphabet awareness

·         Concepts about print

·         Early writing with inventive spelling

She argues the importance that if early childhood educators know what these five predictors are, they can not only plan daily meaningful lessons in these areas, but they can maximize their ability to catch spontaneous teachable moments throughout the day.

Numeracy

“Preschool – Kindergarten Math Numbers Song”

Source: http://www.youtube.com/watch?v=8WdiTtioi64

I really enjoyed this YouTube clip. It is a great song about teaching preschool to kindergarten age group the numbers one to ten. What I liked about this clip is the fact that for each different number they showed a picture and described the number. For example, number one was described as ‘being all alone’ and then it showed a picture of a face and pointed out that we only have one mouth and one nose. Having done placement at a kindy before, I found that children at that age love songs that they can interact with and doing moves. This song would be great to have children sing a long and doing the moves, and at the same time learning about the numbers one to ten.  

Week 7 reading

Week 7

19 September 2013

Reading

Tags: Emergent Literacy, Home experiences, child-initiated play, Learning through play, previous experiences

What?

The readings I chose this week were ‘From Sight Words to Emerging Literacy’ and ‘Why Play?’ The literacy reading I chose this week was from another topic. I chose this reading as I want to increase my knowledge and understanding of what emergent literacy is. I chose the numeracy reading to inform me as a future educator how to create rich and meaningful mathematical experiences through play.

So what?

Literacy

I found this reading very interesting as it gave me a greater understanding of what emergent literacy is all about. Emergent literacy can be defined as the process of becoming literate, beginning at birth, and developing throughout a lifetime (Browder, Courtade-Little, Wakeman & Rickelman, 2006). It involves the reading and writing behaviours of children that precede and then develop into conventional literacy. The reading states that some children come to school already knowing how to read as they have experiences rich activities before entering school provided by their parents, older siblings or other adults. However, there are other children that come from settings where there are few experiences in literacy and generally experience more difficulties and delay in learning to read. Although students may not learn to read they may benefit from acquiring emergent literacy skills.

Numeracy

The reading ‘Why Play?’ discusses the importance of play in young children’s learning and how particular theories of play have impacted the teaching of mathematics. The four theories of play that were mentioned were, Piaget, Vygotsky, Bruner and Smilansky and Shefatya. It argues that to support mathematical development through play, play needs quality involvement of an adult at some point. Therefore teacher initiated play is just as essential as child initiated play; however, a balance between the two is important.

Furthermore, the reading points out that learning maths through play enables children to understand that maths can be useful, fun, sociable and cooperative, and is an essential part of the world. It is important to understand that mathematics through play enables young children to make meaning and connections to themselves and of what is around them. It argues that for mathematics to make sense, learning must make links with other learning experience. A quote that stood out to me was that play was not in fact ‘unimportant’ ‘but is a feature of effective early years pedagogy’ (p.6).

Now what?

It is important for us as educators to always remember that each child is unique and different and how the ability of emergent literacy develops can vary considerably. The expectation is that children will gain pre-reading skills and then move on to higher stages of literacy. Through interaction with books and participating stories, sight word drill, and some phonemic awareness, will all help to promote early reading skills.

There are many implications for practice  It is important for educator to understand the role of play in learning and to ensure they offer a play based learning pedagogy. Furthermore, the involvement of an adult is essential in supporting mathematical development for young children. Educators have to create mathematical experiences through play and demonstrate that maths is everywhere and in everything.

Reference List

Browder, D. M., Courtade-Little, G., Wakeman, S., & Rickelman, R. J. (2006). From sight words to emerging literace. In D.M. Browder & F. Spooner, Teaching language arts, math, & science to students with significant cognitive disabilities (pp. 63-91). Baltimore, MA: Paul H Brookes.

Tucker, K. (2010). Why Play? Mathematics through play in the Early Years (pp. 5-14). London: SAGE Publications. 

Portfolio - 4.3

Outcome 4.3 Shows recognition of your own potential prejudices & projections, noting ways you hope to overcome them.

Tags: work-life balance, time-management, everyday application

4.3: Experience: How literate & numerate am I?

This page lists the literacy and numeracy experiences I engaged in over a 24-hour period, to help me to reflect on how I define literacy and numeracy in my daily life tasks. The intent is to consider both my confidence as an educator in these areas (i.e. my possible biases and plans regarding the identification of and support for literacy and numeracy learning in the early years), and to consider the opportunities for such learning which are available to very young children in their daily lives as a result.

Activities from 12th September 2013

(N) Alarm goes off at 5am, I think to myself ‘can I sleep in for another 10 minutes?’ and then I decide I’d better wake up and get ready to start work at 6am.

(N & L) All dressed and in my work uniform at 5:25am, I work out how much time I have left to have a quick breakfast and to check my facebook

(N) Arrive at work at 5:55am, run upstairs to finger scan in using my 6 digit code

(L) Check the roster to see who I am working with today

(N) Work for about 3 hours before I take a quick 15 minute tea break

(L) Whilst on my tea break, I check my emails and facebook, making sure I reply to those I need to

(N) Making sure I return back to work after my 15 minutes

(L) Filling in an annual leave form before I finish my shift

(N) Running upstairs to finger scan out at 11am and then running back down to my car to make sure I can get ready and changed to be back at uni by 12pm

(L) Deciding what texts books and readings I need to take to uni

(L & N) My friend rings on my mobile. I recognized her number and I answered. She called to let me know she’s about 5 minutes away from picking me up to go to uni

(L & N) Arrived at uni just on time. Entered classroom and made sure my books and readings were all ready to go

(L & N) Had a moment in class to check my FLO, ensuring that I am still keeping on track with all the assignments and readings that needs to be done.

(N & L) Class finishes just before 3. I go home with my friend, and we decide to do uni work together for a few hours before its time to go home, have a shower and have dinner etc.