Portfolio - 1.3

1.3  Specifies the teaching approaches you'll use & the learning environs you'll create to support the social dimensions of early literacy/numeracy 

Experience

One of my close friends has a 22 month old daughter (who I will call by the pseudonym of 'Sophie’). I have the privilege of looking after Sophie once a week and would like to share with you what I witnessed last week. Sophie is going through a stage where she loves music and dancing. Her mother told me that her favourite song is Bastille by Pompeii, and will start dancing every time she hears it. I decided to use this opportunity to teach Sophie the song ‘Head, shoulders, knees and toes’ so that she can start to engage in songs by doing the actions. To my surprise she loved the song and watched me do the actions and after prompting she was able to follow along with the actions.

I decided to stop the music and just ask her questions such as “where is your head?” and “where are your shoulders” and she was able to point to them. It was great to witness her learn this new song and especially that she loved doing the actions. I was amazed at how quickly she learned the song and actions and was so excited to share the news with her mother. I believe that Sophie now has a new favourite song!

It is important for us as early childhood educators to be aware of the learning and to build skills where we can. I believe that action songs, especially at such a young age, are a great way to teach literacy and numeracy skills. Action songs involve movement and coordination while also connecting emotionally with the music and words and in most cases the whole body and brain is engaged, which is important for a young child’s development. Action songs also encourage greater parent-child participation and interaction.