Week 4

Why?

This week I wanted to focus on the Freebody and Luke article, In particular I wanted to explore what it means to be a participant and explore how children are participants in literacy and numeracy. 

What?

Freebody and Luke (1990) discuss that to be successful readers children need to develop the roles of a “code breaker (how do I crack this?),a text participant (what does this mean?), text user (‘what do I do within this, here and now?), and text analyst (what does this all do to me?) (p. 7). Throughout this topic we have already discussed children as text users, this week’s focus will be on children as participants.  After reading Freebody and Luke (1990) here is my understanding of a text participant:

Participants develop the ability to engage with and make meaning from the text itself. Essentially it is the process of comprehension, this process requires participants to draw interpretations from connecting written elements, and prior knowledge and experiences in order to understand the unexplained parts of the text. When discussing young children as participants in literacy and numeracy we are essentially talking about how they make meaning. To help broaden my understanding of participants and how teachers facilitate and support children as participants in literacy and numeracy, I did some further reading. Which is when I came across Maine’s (2013) ‘How children talk together to make meaning from texts: a dialogic perspective on reading comprehension strategies’.

The article builds on the meaning of a participant recognising that that children bring their own experiences, expectations and motivations to reading; therefore influencing  their meaning making. “Meanings are not fixed but fluid and situational, created by readers who draw on their experiences, ask questions, evoke images and make predictions to comprehend” (Maine, 2013, p. 151). To facilitate children's meaning making if texts, comprehension instruction should place importance on reading together and on prompting open-ended discussions to enable children to conclude their own meanings.

What Now?

I agree that teachers should view comprehension as “thinking that is a dynamic and continuous process of thought, rather than a series of pre-packaged skills” (Maine, 2013, p. 155). It is the teacher’s role to encourage this thought process, to offer rich and varied literacy experiences for children, and to model the crucial metacognitive skills that enable creative thinkers to develop their own understanding and reasoning (Maine, 2013). In practice I will value comprehension as a thinking process, children’s meaning making, and their varied interpretations and responses of texts in literacy. Although this weeks reading has not discussed numeracy the same principles of thought process and meaning making can be applied to children's numeracy experiences, particularly when their engaged in problem solving. 

References

Freebody, P., and Luke, A. (1990). Literacy programs: Debates and demands in cultural context. Prospect: An Australian Journal of TESOL, 7(3), 7-16.

Maine, F. (2013). How children talk together to make meaning from texts: A dialogic perspective on reading comprehension strategies. Literacy, 47(3), 150-156.

Week 3

Why?

This week’s focus is on emergent and intentional teaching approaches in early childhood settings. This focus was chosen from the questions and discussions raised, on emergent approach verses intentional teaching in general and relating to children’s literacy and numeracy experiences.

What?

Emergent Curriculum:
Kashin (2007) describes emergent curriculum as an approach that emerges from the learner’s interests and is co-constructed with the teacher. The process of emergent curriculum is described as assuming a higher level of effectiveness as it goes beyond interests, to a focus on children’s thinking (Kashin, 2007). Emergent curriculum is the way educators plan the curriculum around children’s interests and the experiences that develop from the daily life of children and adults. This requires observation, documentation, creative brainstorming, flexibility and patience. Emergent curriculum involves both children and teachers and is based on Vygotsky’s theories of co-construction. It relates to the social cultural theories particularly through joint activities and interactions with others. Children construct knowledge when they engage with others, where their interaction accompanies, directs and reflects on their shared experiences (Kashin, 2007).

Intentional Teaching:
Intentional teaching is continually being reconstructed through early childhood curriculum frameworks and documents. In particular the Early Years Learning Framework, it defines intentional teaching as a pedagogical practice used by educators to promote children’s learning. It “involves educators being deliberate, purposeful and thoughtful in their decision’s and actions” (DEEWR, 2009, p. 15). The article discusses two terms used when discussing the pedagogical practice of intentional teaching; these being shared sustained thinking and shared collective imaginary situations. In these situations educators take more active roles in children’s learning by inetionally “designing and implemetning experiences of teacher-child interactions that enact specific pedagogical strategies to foster high level thinking skills” (Fleer & Hoban, 2012, p. 69). Intentional teaching helps children become aware of key concepts and can be used to introduce children to new ideas and concepts.

Now what?

What does this mean in terms of young children’s literacy and numeracy experiences within early childhood settings? I think both of these approaches have strengths and limitations for young children’s literacy and numeracy learning. I think an emergent curriculum and intentional teaching can be used together, Fleer and Hoban (2012) suggest using intentional teaching to help children become aware of key concepts, and then extending these with instruction through children’s characteristics and interests. A balanced approach where educators use a combination of intentional teaching and emergent practices will best facilitate children’s literacy and numeracy learning.

References

Department of Education, Employment and Workplace Relations (DEEWR) (2009). Belonging, being and becoming: The early years learning framework for Australia. Canberra ACT: Australian Government DEEWR for the council of Australian Governments.

Fleer, M., & Hoban, G. (2012). Using ‘Slowmation’ for intentional teaching in early childhood centres: Possibilities and imaginings. Australasian Journal of Early Childhood, 3(37), pp. 61 -70.

Kashin, D. L. (2007). Reaching the top of the mountain: The impact of emergent curriculum on the practice and self-image of early childhood educators. 

Thomas, L., Warren, E., & DeVries, W. (2011). Play-based learning and intentional teaching in early childhood contexts. Australasian Journal of Early Childhood, 4(36), pp. 69-75.

Week 2

Why?

This week’s focus is on children’s literacy and numeracy experiences at home and how parents support their children’s learning. This focus was chosen because of the discussions in the workshop around the roles and responsibilities of both educators and families when it comes to providing and supporting children’s literacy and numeracy experiences. The purpose of this focus is to develop understanding and knowledge on the roles families’ play in children’s learning and the importance of parents providing literacy and numeracy experiences. 

What?

Skwarchuk’s journal article ‘How do parents support preschoolers’ numeracy learning experiences at home’ was a study and discussion paper, on the types of early numeracy experiences parents provide for their young children. The article defined Numeracy as  “a proficiency, which is developed mainly in mathematics … more than a basic ability to do arithmetic. It involves developing confidence and competence with numbers” (Skwarchuck, 2009, p. 192). The article discussed the importance for children to have numeracy experiences at home, which are facilitated and supported by parents. There was also growing research to suggest that numeracy scores were predicted by the amount and types of numeracy experiences children were exposed to at home and in preschool. The researched showed the importance of young children’s exposure to numeracy experiences.

Similarly to numeracy the types of literacy environments created by parents are believed to play an important role in the development of children’s reading and language skills. Evidence showed that pre-schooler’s who were read to more often and participated in independent reading activities at home were better readers by grade two compared to those who had fewer literacy experiences.  The article noted that children do not develop print concepts purely from being read to. To enhance children’s emergent literacy development they must be exposed a range of literacy experiences and have opportunities for shared reading practices. “ Understanding home experiences and parents’ perspectives on literacy are important prerequisites to building connections between home and school, especially when the cultures are dissimilar (Baker, Sonnenschein, Serpell & Scher, 1996, p. 72).

Now what?

I think it is important that educators and families form a working relationship so they can actively support children’s learning. I believe parents play an important role in supporting and providing literacy and numeracy experiences for children, and educators must work with parents to help them do this. It is important that educators have conversations with parents about their child’s literacy and numeracy experiences at preschool. These conversations should discuss how the parents could continue to build upon these experiences at home, and support their child’s literacy and numeracy development through providing examples and experiences in everyday life.

References

Baker, L., Sonnenschein, S., Serpell, R., Scher, D. (1996). Early literacy at home: Children's experiences and parents' perspectives. The Reading Teacher, 50(1), 70.

Evans, M. A., Shaw, D., & Bell, M. (2000). Home literacy activities and their influence on early literacy skills. Canadian Journal of Experimental Psychology, 54(2), 65-75.

Skwarchuk, S. (2009). How do parents support preschoolers’ numeracy learning experiences at home? Early Childhood Education Journal, 37(3), 189 -197.  

Week1

This article was chosen because of the focus on important literacy skills for preschool children. The main focuses outlined were early literacy content, enhancing children’s cognitive and social emotional development, and a teacher directed and child centred approach to learning. Key foundational skills necessary for young children to succeed in learning to read were outlined. These were language, phonological awareness and print knowledge, proper exposure to these skills in early childhood prepare children and give them the best chance at succeeding in reading (Landry, Swank, Smith, Assel & Gunnewig, 2006, p. 307).  The article pointed out the importance of ensuring children have repeated exposure to words in various contexts, and children who participated in activities promoting phonological awareness, showed superior skills in reading tasks and reading comprehension. The article discussed research, which showed that “young children learn cognitive and language skills most effectively if their interests are recognised, supported, and extended” (Landry et al., 2006, p. 307). The article also recognised the importance for a teacher directed and child centred approach, acknowledging that older students respond to clear academic direction, whilst 3 – 4 year olds benefit when their interests are responded to thoughtfully (Landry et al., 2006). I see the importance of teaching young children the key foundations of literacy, so that they will be prepared and have the best chance to succeed in learning to read. If educators use a child centred approach to learning, than literacy skills can be combined within all of children’s learning experiences and both their cognitive and social emotional needs can be met.

References

Landry, S. H., Swank, P. R., Smith, K. E., Assel, M. A., & Gunnewig, S. B. (2006). Enhancing early literacy skills for preschool children: Bringing a professional development model to scale. Journal of Learning Disabilities, 39 (4), 306 – 24.