Week 8

Why?

This week the focus topic in class was ‘analyst’, during discussion a few key issues were raised around gender bias, socioeconomic status, stereotyping and cultural diversity. I hope to explore some of these ideas in relation to young children’s literacy and numeracy development

What?

LITERACY

In a broad sense; “diversity reflects, but is not limited to, students various cultural, linguistic, socioeconomic, and academic backgrounds (i.e., various literacy strengths and special needs)” (Hong, 2000, p. 506). Literacy instruction needs to be specific to children’s needs; a ‘one size fits all’ approach is not adequate in our culturally diverse settings. “Teachers must engage in culturally responsive literacy practices that scaffold students' strengths and abilities rather than remediating their perceived deficits. In order to provide culturally responsive instruction mainstream teachers need to understand and value cultural differences” (Colombo, 2004, p. 52). Curriculums and frameworks for literacy instruction that are designed to meet the needs of culturally diverse children will be more successful in engaging them and lead to greater success in literacy skills and reading motivation. When teachers understand issues of cultural diversity their expectations of student achievement increase, they then begin to create lessons that have greater significance for student learning. “They see the children’s potential and understand the diverse literacies children bring to the classroom” (Davis-Russaw, 2006, p. 4). Young children have greater success when teachers understand cultural diversity, and the essence of the framework is to provide literacy instruction that allows for diverse children to actively construct meanings of literacy, within culturally relevant and meaningful contexts.

NUMERACY

Young children develop numeracy skills throughout their daily lives, for most children learning these skills is a natural process that is guided by informal learning within the home (Toll & Van Luit, 2012).  By the end of preschool most children have solid understanding of counting concepts without formal instruction. Although not all children develop these numeracy concepts through informal instruction, as there can be a wide individual difference in early numerical knowledge amongst children aged five.  Socioeconomic status (SES) has shown to be a key factor in explaining these individual differences; those with little numeracy skills are at risk for not developing the conceptual structures required to support their further mathematical development (Toll & Van Luit, 2012). Recent literature on early numeracy has shown a focus on working memory, which is the ability to both store and manipulate information simultaneously (Toll & Van Luit, 2012). Supporting numeracy learning among children 3 – 5 years has a positive effect on their future development and learning. Effective numeracy instruction, and additional assistance and instruction in early years settings for at risk children, is important for their future mathematical understandings and learning.

Now What?

From the readings chosen this week it is evident that frameworks and instruction need to recognise the diversity of all children. It is important that teachers understand cultural diversity so they can adapt their teaching practices and curriculum to create meaningful literacy and numeracy experiences for young children. Teachers must also recognise that children’s literacy and numeracy skills develop differently, and that a child’s socioeconomic status and background can impact on this development. Teachers who recognise this can help young children develop their literacy and numeracy skills by providing appropriate experiences, and ensuring their cultural and social background doesn’t limit their learning.

References

Colombo, M. (2004). Literacy for all students: Professional development for cultural continuity. New England Reading Association Journal, 40(2), 50-54.

Davis-Russaw, M. (2006). Embracing creative and cross cultural K--6 kuumba learning model concepts to improve literacy skills and reading motivation for urban elementary school students.

Hong, S. (2000). Pre-service Teachers in a Literacy Methods Course Consider Issues of Diversity. Journal of Literacy Research, 32.

Toll, S, W, M., & Van Luit, J, E, H. (2012). Early Numeracy Intervention for Low-Performing Kindergartners. Journal of Early Intervention, 34(4), 243 – 264. 

Week 7

Why?

For my second post within the technician module, I have decided to explore children’s literacy and numeracy development in terms of the different stages and the order these occur in.  From readings and class discussions I am hoping to post a learning continuum for my outcome, one that I can continue to work on, and change.

What?

LITERACY

Levine & Munsch (2010) outlines stages of young children’s language development, although emphasis is not put on the ages, as children develop language at different rates. The first development stage is “Infants’ Preverbal Communication”, the early stages of this includes crying, cooing and babbling (Levine & Munsch, 2010). Babies’ crying is first only a reflexive behaviour, but it comes communicative when babies learn it is a signal and it can provide relief from hunger, discomfort and loneliness. Around the ages of two to four, they join the conversation, as they coo, parent respond and talk back (Levine & Munsch, 2010). It is at 4 – 6 months that babies begin to make one sound syllables, and at 6 – 8 months they the join different sounds together; the most common sounds are /b/, /d/ and /m/ (Levine & Munsch, 2010). Within the preverbal communication stage infants also engage in joint attention and use gestures and sign language.  Pointing is a common gesture used by infants, and is continued to be used throughout their language development. Infant’s gestures, and parents response to them is an important interaction that enhances language development, particularly contributing to their vocabulary and comprehension (Levine & Munsch, 2010).

The second stage described is “Toddlers’ Development of words and sentences”, this stage starts by babies learning their first words, which may come from the babbling sounds they play with (Levine & Munsch, 2010). First words, are often made up, as language comprehension comes before language production, infants begin to understand words around 9 months, while their development of words occurs around 13 months (Levine & Munsch, 2010). In this stage infants begin to develop their vocabulary and around the age of two they have around 200 – 500 words. During this second year, toddlers begin to understand that words are symbols, which stand for objects and they begin to from two and three word utterances (Levine & Munsch, 2010). The third stage is called “Language Development of Pre-schoolers”, this is when three year olds begin to use multiword sentences with morphemes, creating more sophisticated sentence structures. This is the stage when children begin to develop written language and phonological awareness (Levine & Munsch, 2010).  

NUMERACY
Young children have a desire to make sense of the world around them, they are “Active, resourceful individuals who can construct, modify and integrate ideas by interacting with the physical world and with peers and adults” (Foundations for Numeracy: An Evidence-based Toolkit for Early Learning Practitioners, 2010, p.12). One way children make sense of the world around them is through numeracy. Some of the key concepts of mathematical understanding include, numbers, geometry, measurement, patterns, reasoning and probability. In the article there was these resource sheets, which I thought could be useful when developing my numeracy continuum.

Now What?

From my readings I have gained a better understanding on some of the developmental stages and milestones of young children's literacy and numeracy, which I hope to use when developing my own continuum. In my continuum I will not use specific ages as children's development happens at all different rates. 

References

Foundations for Numeracy: An Evidence-based Toolkit for Early Learning Practitioners. (2010). Canadian Child Care Federation and Canadian Language and Literacy Research Network.

Levine, L, E., & Munsch, J. (2010) Child Development: An Active Learning Approach, p. 299 – 337. Sage Publications. 

Week 6

Why?

The current module is Technician, I have chosen to focus on young children's numeracy and literacy development. Specifically children’s developing mathematical understanding, and how educators knowledge of this helps them plan for and support children in numeracy experiences. For the literacy aspect, I have chosen an article on developmentally appropriate emergent literacy activities for young children. 

What?

NUMERACY

Young children have an innate desire to make sense of the world around them, to problem solve and to make connections, their play is the means to their learning (Eisenhauer & Feikes, 2009). Children’s mathematical understandings emerge from their daily experiences with the world they live in, from rich home environments and from engaging in early childhood programs. So by the time children reach kindergarten they are “equipped with their own knowledge about the world, including their own constructions about quantity, relationships and space” (Eisenhauer & Feikes, 2009, p. 19). During play children engage in mathematical activities such as creating complex patterns, building balanced structures and problem solving. A significant point made in the article was that it is important for educators to acknowledge children’s previous mathematical understandings, as educators can develop children’s emerging ideas, if they begin with what the child already knows (Eisenhauer & Feikes, 2009). Not only do educators need to recognise the importance of early learning, but they also need to offer young children open ended toys and materials and provide them with guidance, prompts and questioning to encourage their conceptual development. Within the article there were two tables on ‘young children’s interactions with materials and mathematical connections’. I found this an interesting resource, particularly the section on infants (click on images to enlarge). 

LITERACY

Children usually do not learn to read until the age of five and six, but the year’s birth to five are crucial for emergent literacy development. Pre-readers should have knowledge of the “alphabet, phonological awareness, letter–sound correspondences, awareness of print concepts and some experience using writing as a form of communication” (Elliot & Olliff, 2008). Children’s knowledge of the alphabet is a good predictor of their first years reading success and very powerful in predicting their later reading success. Most interestingly in the article was the discussion on the Early Literacy and Learning Model (ELLM), a research based curriculum designed to improve language and pre-literacy skills of young children aged 3 – 5.

The programs classroom activities and goals focused on six emergent literacy concepts, for a minimum of one hour a day, these are: “Read aloud, independent reading, oral language, phonological awareness, letter and sound knowledge, and development of print concepts” (Elliot & Olliff, 2008, p. 552). Another important aspect of the model is the creation of print rich and literacy rich environments, this is achieved by using: “word walls, letter listening, writing centers and prescribed literacy packets with accompanying children’s literature” (Elliot & Olliff, 2008, p. 552). Promoting literacy at home was another large component of the curriculum, this was achieved by having a library at the centre, and by the teacher parent partnerships which were formed and maintained through calendars, monthly newsletters, daily informational stories and literacy events that took place throughout the year (Elliot & Olliff, 2008). Lastly the model promoted integrated skill development, children were immersed in literacy activities and behaviours, which also enhanced development of their social-emotional, physical, language, and cognitive skills. All aspects of the children’s day such as group time, free play, and meal times incorporated emergent literacy experiences (Elliot & Olliff, 2008).

Now What?

This weeks readings gave me better understanding on how to plan for children’s numeracy experiences and how to promote young children’s literacy development. I think the main points that I can apply to my practice, is to find out what children already know, understand and how they perceive the mathematical world around them. By finding out these key things, you can then begin to develop children’s emerging ideas, and plan for and support their numeracy experiences.  “Knowledge of what young children can do and learn, as well as specific learning goals, are necessary for teachers to realise any vision of high quality early education” (Clements, 2004, p. 9). Creating a literacy rich environment and immersing children in literacy within all their daily activities and play, is essential to young children’s literacy development. Young children’s exposure to literacy concepts in early childhood is so important as it effects there reading success and performance in later years.

References

Clements, D, H. (2004), Major themes and recommendations. In Engaging young children in mathematics: Standards for early childhood mathematics education, eds. D, H, Clements & J, Sarama, 7 – 72. Mahwah, NJ: Erlbaum.

Eisenhauer, M. J., & Feikes, D. (2009). Dolls, blocks, and puzzles: Playing with mathematical understandings. Young Children, 64(3), 18-24.

Elliot, E, M., & Olliff, C, B. (2008). Developmentally Appropriate Emergent Literacy Activities for Young Children: Adapting the Early Literacy and Learning Model. Early Childhood Education Journal, 35, 551 – 556.