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.