2-3 Year old using data

Observation:  The educator sat at the table with toddlers playing around her. She has each one come over and took their picture. She explained to them they were making flowers about themselves. She asked them questions such as how old they were, who lived at home with them, their favourite food and colour. When the children responded she would expand their sentences and write down their answers on a petal, count with them, and show them the answer.

Analysis: The two main literacy concepts addressed in this scenario is communication, naming and print. Children are very curious about what things are called and very interested in themselves, which helps engage students in this activity. Doing this will connect with Outcome 1: Children have a strong sense of identity and children learn about themselves and construct their own identity within the contexts of their families and communities (DEEWR, 2009). The interchange deals with both receptive language; that is understanding the question, and productive language; providing an answer. It can be a really good assessment on the student’s receptive language skills, which it really important at this age. This situation gives children an opportunity not only to see their name in print, but other writing as well. While promoting the literacy in this task, the educator is also building positive relationships from it (Makin & Whitehead, 2006), which supports Outcome 1: Children feel safe, secure and supported  and Outcome 5: Children are effective communicators (DEEWR, 2009).
I suggest most of the children are emergent counters who are unable to count, leading to perceptual counters; being able to count if the objects can be seen. Emphasising number relationships while counting how many animals they have at  home is helping children fully develop number sense (Van de Walle, Lovin, Karp, Bay-Williams, 2014). The child is actively participating using communication and counting with the educator.

Extension: To extend the moment, children could draw a picture of their answer, or trace the word or number, which helps in the early development or written numerals and numerals as labels (Carruthers & Worthington, 2006, cited in Tucker, 2010).  Using literacy, the children could pick the colours for their flower and also cut the shapes out themselves. This would have the children be more actively participating in the process.
Extend with a lesson by putting the information in a graph. Tucker (2010) thinks educators should urge children to use open ended discussions to talk about numeracy, and children should be in an environment where they can choose their own graphics to support thinking.   After collecting this data and displaying it, the educator can encourage children to draw a picture to represent one of the aspects of the data, ie; number of pets at home.  The educator can draw up a graph on something such as butcher’s paper. The children, as a group can then put their picture on the graph in the corresponding column. This aides in children understanding a representation of quantities and counting (Carruthers & Worthington, 2006, cited in Tucker, 2010). Children can begin to understand exploring numbers and seeing patterns through the graph. It is important for young children to learn how data can be recognised and meaningfully engage, which is represented by using the children’s own answers. The data should also be organised in a meaningful way, such as the graph discussed (Van de Walle, et al. 2014).  Discussions around the representations and graph will engage children in literacy and numeracy. Van de Walle, et al. (2014) explains the most important activity is discussing what the graph tells them. Words are used to reason, plan and exchange information (Baridge, 2008). Language is central to thinking, social exchange and sense of self. This task will help children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating (Outcome 4). Children will begin to understand how symbols and patterns work (Outcome 5) and Use information and communication technologies to access information, investigate and ideas and represent their thinking (Outcome 5) by using and discussing data collection and representation. Having the children’s biographies (from the observation) and graph representing their own information shows a welcoming learning space that reflect and enriches the lives of the children and families, also creating a sense of belonging (Outcome 2)(DEEWRA, 2012). Children engage in literacy through extension by recognising text and print, giving information, labelling and communicating information. They are also involved in numeracy by sorting and classifying. Having the child involved in drawing the pictures for the graph, counting what they have with the teacher, and as a group counting together involves participation in the task.

By being involved in the initial observation, as well as the extensions, the children are developing and maintaining a respectful and equitable relationship with their educator (NQS 5.1). It also links with Curriculum decision making contributes to child’s learning and development (NQS 1.1.1), documentation about the child’s program and progress is available to families (NQS1.1.4), Educators respond to children’s idea and use intentional teaching to scaffold and extend each child’s learning (NQS 1.2.2).

References
Australian Children’s Education and Care Quality Authority (ACECQA). (2012). National Quality Standards. National Quality Framework, Australian Government.

Bardige, B. & Bardige, M. K. (2008). 'Talk to me, baby!: supporting language development in the first 3 years ', Zero to Three, pp. 4-10.

Department of Education Employment and Workplace Relations (DEEWR). (2009). Belonging, being and becoming: the early years learning framework for Australia. Canberra: Commonwealth of Australia.

Makin, L & Whitehead, M. (2006). How to Develop Children’s Early Literacy.  4^thed, Paul Chapman Publishing, Britain.

Tucker, K. (2010). Mathematics through play in the early years, 2nd edn, SAGE, Los Angeles, Calif., pp. 5-.49.

Van de Walle, J. A., Lovin, L. H., Karp, K. S. an Bay-Williams, J. M. (2014). Teaching Student-Centered Mathematics. 2^nd ed. Vol 1. Pearson education.