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.