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.
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.
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).
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.
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.
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
No comments:
Post a Comment