Teaching Approach to Literacy and Numeracy

I believe Literacy and Numeracy learning is the most important learning in foundations of life.

Because A child’s early years , where they will begin to learn life skills and abilities are a critical time. Children will continue to develop and strengthen throughout their lives. During this significant period, Educators and caregivers need to give them plenty of encouragement and praise, as to build their self esteem and confidence, leading to them trying new things (OECEC, n.d.).
Literacy and Numeracy are essential life skills, and children need the opportunity to use them and see them, in real life situations. Educators need to provide positive experiences and feelings of success for children to remain motivated and persistent, as Literacy and numeracy are lifelong events that are built upon. It is an evolving process where children gain more sophisticated understandings over time, building on small experiences and interactions (DEEWR, 2013). Longitudinal studies indicate some emerging literacy in the early years, are reliable predictors for outcomes later in life (Scarborough, 1998; cited in Snow, 2004).
People gather more pleasure and understanding, as they encounter more literacy in text, conversation and experiences, leading them to lifelong literacy learning. Children at the early stage of life need to be lead on a positive path to gain as much as possible from literacy and numeracy (DEEWR, 2011).

Therefore as an Educator I will have literacy and numeracy at the forefront in all learning. I would make the learning environment safe, and have the children feel secure, to ensure they have every opportunity to explore, experience and build an understanding of the world at their pace. Having a positive environment to help the child succeed, learn and feel motivated would be a top priority. Observations and awareness of the child’s level of development would help in supporting their growth in life skills and abilities. Gaining respect and building relationships with the children you teach, will have them be eager to learn and trust you, when you are trying to push them to the next level outside their comfort zone to new areas of thinking and intellect.

However some children may not bond with you in ways you would prefer. Collaborating or having someone assist that the child bonds with, means you can still get the desired outcome and what is best for the child.
Some parents, or even other educators, may not see the importance that you believe or enthusiasm you feel, toward literacy and numeracy. They may not make it a priority which could delay the rate of development the child has the potential to reach.

I believe that play is vital to literacy and numeracy learning, socio-dramatic play in particular.

Because many connections exist between pretend play and cognitive, social, academic development. Pretend play involves transforming objects and actions, social dialogue, negotiation, role play, script knowledge, improvisation, joint planning, problem solving and goal seeking. It has been linked to mathematics readiness, linguistic abilities, cognitive functioning, impulse control, representation and mental representation ability; that is, theory of mind (Bergen, 2002).
Play is internationally valued, being stated in the United Nations Convention that it is a fundamental right (DEEWR, 2010b). The Early Years Learning Framework explains that play is used by children to make sense of the world and actively engage with people and objects (DEEWR, 2009).
Children who are exposed to literacy and numeracy through practical and play-based experiences, they are likely to be more successful because the learning is meaningful. When children partake in pretend play experiences, it allows them to use their own ideas and language from real life, to connect to literacy and numeracy (DEEWR, 2013).

Therefore I want to ensure that children I educate get as much play time as possible. The environment I educate children in should have many opportunities to engage in pretend play. One of the most important aspects would be setting up different environments and providing tools and toys the children can use to engage in that play. Having opportunities where children can model their play, such as literature would be very important also. I would attempt to build upon children’s experiences when necessary, introducing an element either in the moment, or in later lessons. I would ask the children what they want to learn about and offer resources for them to use. 

However there is pressure for academic readiness for those in Kindergarten, for when they start school the following year. For some preschools, the time allocated for play is affected by the focus on structured learning such as numbers, letter and colours, having a negative effect on social play (Bergen, 2002). Issues can arise in Educator’s understanding of play; how and when it might be used (DEEWR, 2010a). Educating the educator’s about the importance of play can be done by sharing resources with them that they can learn from.

I believe literacy and numeracy has a complex definition, as it evolves and changes through a child’s development and age.

Because much of the literacy and numeracy learning in an Early Childhood environment is incidental- particularly those rich in language and mathematics, without having to give formal instruction. DEEWR (2013) explains a broader definition of literacy not only includes reading and writing, but all forms of verbal and non-verbal communication. Numeracy is not only about counting; it includes patterns, sorting, categorising, time, measuring, arranging and shapes, as well as other concepts.
Snow (2004) argues conceptions and definitions of literacy vary enormously. She claims “Everyone agrees that literacy is a complex and multi-faceted skill which changes enormously as it is acquired” (Snow, 2004, p. 275).
Kennedy and Barblett (2010; cited in DEEWR, 2010a) explain that in each phase of childhood, children have different ‘learning agendas’. They change the way they play, using literacy and numeracy, as they grow. The move from body exploration and communication (such as babbling crying) as a baby, to things such as learning the names of things, words and spatial awareness as a toddler, and much more complex communication skills and formal learning such as counting, measuring, numbers, letters and colours (DEEWR, 2010a).

Therefore I will always be enriching the children’s lives with anything and everything that interests them. Educators have to look at literacy and numeracy in a very abstract way, and learn to be able to extract the literacy and numeracy out of observations, and analyse and expand upon it. The ultimate goal is to have children be positive, engaged in experienced so they can take risks and get as much out of experiences as possible.

However some educators may have a narrow vision of literacy and numeracy. Further training for Educators to learn how to look for numeracy not just through numbers, and literacy not just through letters is of vital importance for children in their company to thrive.
In different circumstances, such as learning difficulties and disabilities, a child’s age and developmental stage may differ considerably. Some children may remain on a developmental stage for some time, not able to progress and scaffold their learning.

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

Bergen, D. (2002). The Role of Pretend Play in Children’s Cognitive Development. Early Childhood Research & Practice, vol. 4 (1), pp. 2-13.

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

Department of Education, Employment and Workplace Relations (DEEWR). (2010a). Thinking about play. The Early Years Learning Framework: Professional Learning Program, no. 3-2010.

Department of Education, Employment and Workplace Relations (DEEWR). (2010b). Talking about play. The Early Years Learning Framework: Professional Learning Program, no. 1-2010.

Department of Education, Employment and Workplace Relations (DEEWR). (2013). Play-based approaches to literacy and numeracy. The Early Years Learning Framework: Professional Learning Program, no. 66-2013.

Department of Education, Employment and Workplace Relations (DEEWR). (2011). Becoming literate. The Early Years Learning Framework: Professional Learning Program, no. 18-2011.

Office for Early Childhood Education and Care (OECEC). (n.d.). Supporting your child in Early Childhood. Literacy and numeracy Fact Sheet.

Snow, C. E. (2004). What Counts as Literacy in Early Childhood? Blackwood Handbook of Early Childhood Development, pp. 274-294

Gender Stereotyping 4 year olds

Observation:
Deanne & Mark (Preschoolers – 4 years)

Deanne says proudly, ‘My mum drives a bus’.

Mark yells: ‘Your mum can’t drive a bus!’

Deanne yells back: ‘Yes she does!’

Mark says: ‘Nuh-uh girls can’t drive a bus’

Deanne yells: ‘Can too!’

Mark’s 3 friends Cody, Sam & Boyd join in, ‘Nah they can’t. Bus driving is what

Daddies do!’

Analyse: Mark and his friends are showing gender bias. They believe that because Deanne’s mother is female, she cannot have that employment. Between the ages of 3 and 5, children develop gender identity and begin developing gender stereotypes which they apply to themselves and others to gain meaning. They become tightly interwoven into beliefs between 5 and 7 years of age, making it critical to address the issues as early as possible (Aina & Cameron, 2011).
Kohlberg (1981; cited in Aina & Cameron, 2011) believed children’s cognitive understanding of gender actually influenced their behaviour.  In media, popular culture, consumer products, books, peers, family and movies have a tremendous persuasion on a child’s beliefs of gender roles and stereotypes. A study by Freeman (2007; cited in Aina & Cameron, 2011) revealed large discrepancy between the messages the children perceive and a parents professed attitude.

Extend in session:

The behaviour of educator’s  is a crucial factor in the quality of the learning process (Aina & Cameron, 2011). This observation and gender stereotyping can be acted on immediately. Intervening and suggesting to the children that we could ‘research’ it could settle the argument, as well as extend  their thinking. Go to the computer or iPad and typing in ‘female bus driver’ will give you many pictures of just that. Asking the children what other jobs ‘only Mummies and Daddies do’ could lead to more searches of workers in ‘non-traditional’ roles. This could include females firefighters and mechanics, male nurses and flight attendants. Leading on from occupation you could bring up pictures of people who do not fit the gender stereotype in day to day life; such as women with short hair, and men who are androgynous for example, to show the children that everyone is diverse. If there is no access to computers for the children, then you could go and print some pictures for them to see. Having a discussion about this is extremely important.
You could also turn this into a discussion, art or perhaps pretend play on what the children want to do when they ‘grow up’.
This could all also be used to extend later in further lessons.

Extend later:
A lesson to expand on the observation can include having the children draw pictures or discuss at group time what boys like and what girls like. Then ask if any of the opposite gender actually like playing with these toys. Prompting the children with questions such as ‘Why can’t a boy play with hair styling?’ or ‘Why do you think girls don’t like cars?’ would encourage some open minded thinking on behalf of the child.
The observation and extensions can be further enhanced by addressing diversity in the classroom so the children embrace their differences.
Having visitors visit that do not fit gender stereotypes could be used in this case. Children usually love meeting new people and would be able to see it in person to make it more meaningful, as well as ask lots of questions that they might have. This helps them in resourcing their own learning through a range of media.

Books are a very useful tool for children, not only for literacy, but for them to engage in and learn a new topic or lesson. There are many books that can be used to combat gender stereotypes. Some of these include; Allie’s Basketball dream by Barbara E. Barber, Ballerino Nate by Kimberley Brubaker Bradley, Heroines and Heroes by Eric Hoffman and William’s doll by Charlotte Zolotow (ADL, 2013). Non-sexist books produce positive change in self-concept, attitudes and behaviour and has been proven to have a positive effect on Children’s gender attitudes (Aina & Cameron, 2011).

Every Outcome of the Early Years Learning Framework apply to the extension of this observation. Children will have a strong sense of identity (Outcome 1); they will feel safe, supported and secure in expressing themselves and their beliefs, develop a sense of agency, and confident (hopefully unbiased) identities and empathise, care and respect others and the decisions they make. Children will connect and contribute to their world (Outcome 2) by belonging to the group and community of the centre and classroom, respect, be fair and be socially responsible with their peers in the environment, in regards to the choices one another makes. With the topic of these lessons they will have a strong sense of social and emotional wellbeing (Outcome 3), by standing up for their beliefs and friends.
By using enthusiasm, curious, enquiry, researching and resourcing their own learning, when finding out and learning about gender equality, they are confident and involved learners (Outcome 4).
They will interact verbally for a range of purposes, such as those above, use a range of texts (books, research, and the visitor), be encouraged to express their ideas and use information and technology to gain information, supporting the development of the children becoming effective communicators (Outcome 5) (DEEWR, 2009).
These extensions contributes to children’s learning in their identity and other key aspects, to maximises opportunities, uses children’s current knowledge, their agency is promoted and they are fully supported in this program because of its importance of their self-identities. Their learning will be documented, assessed, scaffolded and responded to by educators (Standard 1)

References.

Aina, O. E. & Cameron, P. A. (2011). Why does gender Matter? Counteracting stereotypes with young children, vol. 39 (3), pp. 11-19.

Anti-Defamation League (ADL). (2013). What are examples of Books for young children that break gender stereotypes? http://www.adl.org/assets/pdf/education-outreach/What-are-Examples-of-Books-Gender-Stereotypes.pdf

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

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

Babies feeding babies

Baby Observation:
The baby girl had a doll in the outdoor play area. She walked over to the highchair and dragged it into the sandpit. She put the doll into the highchair. She picked up a bowl and large spoon and filled it with sand. She scooped the sand up with the large spoon and put it to the doll’s lips and poured it out. She did this until the bowl was empty. A baby boy came over, filled up a bowl with sand, then put it to the babies lips and poured. After he did this a few times, he then looked at the scoop the girl was using and went and picked a small spoon up to use. The girl saw his small spoon and went and found her own. They stood next to each other for over 10 minutes talking to the baby and one another. They spoke to each other in conversational tones, and to the dolls in a very childlike tone like a parent would. When asked what they were feeding the baby, they responded with ‘Weetbix’ and ‘Milkshake’.

Analysis:
Children learn through play and often want to be like adults or characters they have observed. The children are using prior knowledge of either being the child fed and/or watching someone do this.  They engage in socio-dramatic play to know what it is like to be a literate member of society (Makin & Whitehead, 2006). This observation is drenched in literacy, particularly Snow’s (2004) elaboration; an interactive, collaborative activity embedded in social purpose. Children also participate in literacy activities by enacting the literary practices they see their parents engaging in. This relates to Outcome 1: Children have a strong sense of identity; developing autonomy, inter-dependence, resilience, a sense of agency and developing self identities (DEEWR, 2009).
Vygotsky (1978; Tucker, 2010) emphasises the significance of social interaction, in particular the use of language. The children are connecting socially, playing alongside one another, talking to each other and talking to the dolls. This relates to Outcome 5: Children are effective communicators, more specifically; Children interact verbally and non-verbally with others for a range of purposes. Due to the children resourcing their own learning in this instance, through connecting with people and resources (DEEWR, 2009).
The children are using their literacy prior knowledge in knowing objects and their uses; knowing what the highchair, bowl, spoon etc. is, knowing how to use these objects, knowing types of food and drink to feed the dolls and using communication effectively. The children changed their tone when talking to each other, and then talking to the dolls.
Numeracy concepts in this observation include sequencing; knowing to empty one bowl, before filling up another, using different spoons and bowls of different sizes, filling their bowls with the correct amount, shape recognition and using spatial recognition to move the spoon from the bowl to the dolls mouth.
The children are using prior knowledge; decoding by knowing what the items are, what they are used for and how they are used. The children are acting as technicians in using maths connecting to other areas, recognising shapes, using speech and tone, self expression and sending and receiving information from one another via communication.

Extend the Moment:
Makin & Whitehead (2006) strongly emphasise the fact that an educator should only join if they are invited by the children. However, the most important aspect in children’s play is offering opportunities. This is where an Educator needs to find the correct balance. Extending this moment could include offering different consistencies of food, which could include adding water to the play or play dough. Introducing other shapes and sizes of bowls and spoons, as well as different pretend ‘food’ the children could use out of made or natural materials, as babies use their sense to explore their surroundings (Makin & Whitehead, 2006). This simple extension could meet a number of National Quality Standards including Promoting a child’s agency to make choices (Element 1.1.6) and supporting the child’s collaborative learning (Element 5.2.1) (ACECQA, 2012). It would also extend Outcomes 1, 3, 4 and 5 of the Early Years Learning Framework (DEEWR, 2009).

Extend through lesson:
There are many ways in which you can extend the observation in future lessons. You could assist in them mastering their fine motor skills with a number of activities, and even focus on the holding the spoon skill. Having them transfer materials from one place to another with a smaller opening, like spooning from a bowl to a mouth, could be very beneficial. This would assist in them gaining independence in being able to feed themselves, meeting outcome 4: Children are confident and involved learners (DEEWR, 2009) and helping them master a skill (or crack a code).
Reading books is always a great literacy practice, however, making these more specific to the children’s interest of an adult’s tasks, such as feeding a baby, could engage them and further teach them more skills.
Expanding on what the children already played with could be really beneficial to their learning. Setting up a little ‘house’ play area could encourage them to explore more surroundings and continue to use enjoyable ways to learn about language (Makin & Whitehead, 2006). The physical environment needs to be planned so that it works in conjunction with independence and providing opportunities for success. Including materials with potential for creativity and cross-curricula such as natural objects (shells, nuts, pinecones, leaves, sticks etc), fabric, and numeracy concepts such as more jugs and scoops and scales (Tucker, 2010). Introducing healthy foods (such as plastic fruit) can be also introduced into the environment. Taking photos and writing observations to help in further planning as well as documenting progress is essential.
Providing children with these kinds of opportunities assists in them being able to master skills and crack codes. This type of planning contributes to curriculum decision making contributing to a child’s learning (Element 1.1.1), responding to the children’s ideas and play (Element 1.2.2), reflecting of children’s learning and development (Element 1.2.3), and promoting healthy food (Element 2.2.1) meets a number of National Quality Standards (ACECQA, 2012). It also strengthens the relationship with Outcome 1, 3, 4 and 5 of the Early Years Learning Framework (DEEWR, 2009).

References

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

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.

Snow, C. E. (2004). What Counts as Literacy in Early Childhood? Blackwood Handbook of Early Childhood Development, pp. 274-294.

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