Week
5
4
September 2013
What:
The readings I have chosen for this week are “Young
Learners: Defining literacy in the early years – a contested space” and “Numeracy
in the Early Years”. I have chosen these two readings as it clearly describes
what literacy and numeracy is all about when we focus on the early years.
Furthermore, it discusses the importance of literacy and numeracy and describes
different ways in which children use literacy and numeracy in everyday life.
The readings also reviews issues surrounding early literacy and numeracy and
seeks to identify a definition of early literacy and numeracy which will
clarify early childhood educators’ understanding of this important areas of
young children’s learning and development, and to support their practise more
specifically.
So
what?
First of all we need to ask ourselves, what is numeracy? I
found an excellent quote that best describes this in the reading,
“Numeracy
is based on a range of skills including pattern recognition, sequencing, serration,
spatial relationships, object permanence, sorting, comparing, classifying and
one-to-one correspondence (Davis & Keller, 2009; Geist, 2009, p. 26; cited
in Sims, 2012).”
This shows us that numeracy is so broad and skills are
learnt in almost everything a child does, therefore it is important for us as
early childhood educators to recognise these skills and to build from it.
I want to continue by providing an example by Sims (2012)
where she explains how something as simple as meal time can teach skills in
numeracy, such as;
- · Putting one spoon next to one plate (one-to-one correspondence)
- · Stacking big plates and small plates in separate piles to be washes (grouping)
- · Making a ‘smiley face’ sandwich (patterning)
- · Piling food up on the plate then spreading it out (conservation)
- · Working out how much food to put on each plate so that everyone gets the same amount (factions)
Sims (2012) also points out that eating a meal creates a
learning environment when adults intentionally draw children’s attention to
what they are experiencing. For example, we can count out loud as Johnny hands
around a plate to everyone.
Next we look at literacy…
What is literacy? In the reading it provides an excellent
definition of early literacy,
“Young
children coming to understand the range of semiotics used to create and
communicate meaning, with particular attention to the linguistically-based symbol
system which supports their developing language, vocabulary and text awareness
(Raban and Scull, 2013).”
Clay (1991) and Purcell-Gates (1991) states that it is very
important for young children to experience literacy practises at preschool and
at home before learning to read and write in a school setting, as this
introduces them to the world of print and messages in texts (p.102; cited in
Raban and Scull, 2013).
Now
what?
The readings indicated that improving children’s numeracy
and literacy requires us to be aware of the learning opportunities that are
available to us in our everyday lives through play and through routines. We as
early childhood educators need to use these opportunities intentionally to
enhance exploration of numeracy and literacy concepts using the principles of
high-quality practise identified in the Early Years Learning Framework (Raban
and Scull, 2013 & Sims, 2012).
References:
Sims, M. (2012). Numeracy in the early years. Every Child, 18(1), 26 – 27. Doi: http://search.informit.com.au.ezproxy.flinders.edu.au/documentSummary;dn=504831332503423;res=IELHSS
Rahan, B., & Scull, J. (2013). Young learners:
Defining literacy in the early years – a contested space. Australasian Journal of Early Childhood, 38(1), 100 – 106. Doi: http://search.informit.com.au.ezproxy.flinders.edu.au/documentSummary;dn=266919869288591;res=IELHSS
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