Week 12

Reading Week 12
Emma Fitzpatrick 2107606

(N) Murphy, M. (2009). Mathematics and social justice in grade 1: How children understand inequality and represent it. Beyond the Journal: Young Children on the Web, May, Retrieved 21^st July, 2011 from http://www.naeyc.org/files/yc/file/200905/BTJMurphy.pdf.

  (L) Harris, P., Turbill, J., Fitzsimmons, P. & McKenzie, B. (2006). Readers as text code breakers, Reading in the Primary School years (pp. 114-158). South Melbourne: Social Science Press.

I chose to read the Mathematics and Social Justice in Grade 1 reading for this week. I found this reading to be very interesting in the way that the children who were hesitant at the start, were much more relaxed about Mathematics at the end of the year. I also found it very interesting how a child compared mathematics to people and how when we are born, that is addition, and when we die, that is subtraction.

Children of grade 1 age are still very young and I believe still work and learn effectively from a somewhat play based learning game/games.

The second reading for literacy I chose to read was called Readers as text code breakers. Text code breakers, are children that are able to recognise and understand written words. Code breakers are said to – decode, predict, confirm, self-correct and make sense of what they are reading (P Harris 2008). Text needs to be given in order to begin decoding and can be given in different wants such as books, writing, computers screens, iPads and televisions. A text decoder creates a great sense of awareness for his or her self. Through trial and error and problem solving, text decoders are able to decipher and understand the text given.

Portfolio Page 8

Portfolio Page 8
Emma Fitzpatrick 2107606
The Early Years Learning Framework (EYLF) (Early Years Learning Framework, 2013) provides practices that supports and enhances children’s learning in the Early Childhood area. It supports children from ages birth to five (EYLF, 2013). The Early Years Learning Framework has a motto of – Belonging, Being and Becoming. Belonging is to help support children by giving them the opportunity to be a part of the community, being – allowing the children to explore and learn in their own time and begin to develop their own ideas, becoming – supporting the children to their full potentials (Campus Kindy, 2013).
As provided by the Early Years Learning Framework, there are five key learning areas: Language and Literacy, Mathematical Thinking, Scientific Thinking, Social Relationships and The Arts. It has also provided five learning outcomes:

1. Children have a strong sense of identity.
2. Children have connected with and contribute to their world.
3. Children have a strong sense of wellbeing.
4. Children are confident and involved learners.
5. Children are effective communicators.
(EARLY YEARS LEARNING FRAMEWORK, 2013.)
The Language and Literacy learning area aims to provide learning that supports and builds on children’s knowledge to achieve the best outcome for the individual. The Early Years Learning Framework aims to provide children with daily communication and interactions with children and adults, through conversation, experiences, group time, stories and song. Through this they begin to develop awareness of literacy skills that are around in their daily life such as the importance of communication. It encourages children to begin reading books, making their own stories through play which helps them to learn their surroundings (Early Years Learning Framework, Early Childhood Australia, 2013).
The Mathematical Thinking area also aims to provide learning that supports the needs and enhances the knowledge to achieve the best outcome possible for the individual. The children will explore a range of different concepts through initiated play to do with mathematical thinking. They will explore size, develop a sense of spacial awareness, begin and learn to count and read numbers. They will develop problem solving skills that will help them to overcome problems not only in mathematical areas. Sorting, patterning and measuring are included in teacher initiated play (Early Childhood Australia Early Years Learning Framework, 2013).
At my placement kindergarten, children are put through a huge range of play based activities that involve the enhancing of literacy and numeracy skills. For example, on a 40 degree day, the teachers set out a water play activity. This activity was a large plastic tub full of water and had a range of measuring cups, jugs, spoons and test tube plastic objects. The children were immediately engaged in the activity, as it was hot and there was water. The children were automatically participating in a teacher directed activity without having to enforce any activities. They were measuring different jugs and seeing how much water would fit into a measuring cup compared to a jug.

3.1  Offers a careful interpretation & analysis of children’s early literacy/numeracy skills & interests

Australia, E. C. (March 20, 2013). Early Years Learning Framework. Retrieved 28/11/2013, from http://www.earlychildhoodaustralia.org.au/resource_themes/eylf_early_years_learning_framework.html

Kindalin (2013). 5 Key Learning Areas - Language and Literacy. Retrieved 28/11/2013, from http://www.kindalin.com.au/kindalin/5-key-learning-areas/Language-Literacy.html

Kindalin (2013). 5 Key Learning Areas - Mathematical Thinking. Retrieved 28/11/2013, from http://www.kindalin.com.au/kindalin/5-key-learning-areas/Mathematical-Thinking.html

Kindy, C. (2013). Early Years Learning Framework. Retrieved 28/11/2013, from http://campuskindergarten.org.au/early-learning-framework

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Portfolio Page 7
Emma Fitzpatrick 2107606

Whilst being on placement at kindergarten, I have noticed differences between children’s abilities to perform different activities. As much evidence suggests, development of literacy and numeracy are different for different ages.

At preschool age, literacy developments are such things as: learning to read, listening to stories, learning to write their names, writing numbers, learning the alphabet, show interest in reading and developing better communication skills.  Numeracy skills of this age are counting, simple math, working towards achieving an outcome in games, experimenting with size and shape.

There is a certain timeline where you can observe literature and numeric development. From birth to age three, infants and toddlers are able to make sounds, pretend to read, listen, understand, respond to gestures and produce scribble that represent writing of words and numbers. From ages three and four, they are able to begin writing and reading, they are able to recognise some numbers and letters and begin to make relations from books to real life scenarios (Reading is Fundamental, unknown).

At the centre, I can definitely notice a difference in age through communication with myself and the other children. The older children in the group, who are moving on to school sooner than others, are generally much louder, more confident and have developed a sense of attitude. They are beginning to understand how to get reactions from a larger group of children, and also teachers. The younger children are very quiet and placid compared to the older children and are usually very sensitive towards the way the older children speak to the younger children.

In activities set out by the kindergarten educators, I can see the difference in the way children respond. The younger children tend to go towards the “fun” activities, such as play doh and the making table, whereas the others tend to go to the activities that involve cutting, writing and sticking objects on certain materials.

I noticed during an activity that involved cutting out an A3 angel, and decorating it, that the younger children were constantly asking me to cut it for them, or glue something for them, whereas the older children took the activity more individually or would notice that their friend needed help and ask them if they needed help.

Overall I can see that there is a difference in literacy and numeracy learning and development according to age, although I would like to out myself towards researching more about social circumstances and culture differences as an influencing factor.

2.2 Recognises subtle differences & levels in literacy & numerical learning & development according to age, ability, culture & social circumstances     /50

Andrea DeBruin-Parecki, with Kathryn Perkinson and Lance Ferderer. (Unknown). Reading Is Fundamental . Retrieved 28/11/2013, from http://www.rif.org/us/literacy-resources/articles/literacy-milestones-from-birth-to-age-six.htm

Portfolio Page 6

Portfolio Page 6
Emma Fitzpatrick 2107606

(2.1)>The kindergarten where I am doing my placement currently has an inquiry question for the children of the centre. The kindergarten analyses children’s play habits, through filming and using the Leuven Involvement scale (Adapted from the Leuven Scale, S. Krieg). The question that they have chosen is: “How do we know that children’s language is being supported by child initiated learning?”.

The parents and teachers from the centre use iPads to record whatever the children may be doing at the time they begin filming. The centre has around 12 children that were randomly selected for the inquiry. These children are alternatively filmed for two minutes, every fifteen minutes or as close to fifteen minutes as possible. After filming the children, the educators using the Leuven Involvement Scale, look closely at what the children are actually doing, what interests them and what they are talking about to determine how involved they are.

The scale involves circling in what context the play is in (sensory, exploratory, social, pretend, symbolic), what type of play it is in (small group, whole group, teacher initiated/directed, child initiated, indoor/outdoor) and giving an involvement rating from 1-5 (Adapted from the Leuven Scale, S Krieg). <(2.1)

(3.2)> I have begun working with the director and educators at the kindergarten by helping to do the filming for the inquiry. I am being introduced to the Leuven Involvement Scale although I am not filling them out for the kindergarten.

I am very interested in understanding how to properly use this scale for future use at other placements and in my future career. I believe that it is a very good way to determine what is going on in children’s play. <(3.2)

2.1 Provides a thorough account of these developmental influences, supported by key theorists, frameworks, literature &/or research

3.2 Shows competence in observing & planning for literacy & numeracy experiences & environs, adapting to specific learner needs, interests & contexts

Leuven Involvement Scale (Modified) , Child Involvement Observation Sheet, Adapted from the Leuven Scale by S. Krieg http://www.flinders.edu.au/ehl/education/professional-experience/

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Portfolio Page 5
Emma Fitzpatrick 2107606
 

Over a twenty four hour I recorded a range of things that I was doing and then determined how literacy and numeracy fitted into what I was doing. Before determining particular literacy and numeracy elements, I assumed that literacy and numeracy was as simple as English and Mathematics. Below are my twenty four hour recordings.

Driving
Numeracy - correct speed, estimating time, spatial awareness of my and others positioning, changing gears from 1-5.
Literacy – reading signs, reading speedometer, knowing the road rules, thinking about how to correctly drive to the road rules.

Dinner Time
Numeracy – how many people were eating, how many of each thing was needed (utensils, chairs, glasses, plates, food portions)

Literacy – communication at the table, understanding the way that the food has been produced and cooked.

Uni Homework
Numeracy – word counts, positioning and sizing of text on a poster so that all words fitted, shapes to cut out for the poster.
Literacy – reading, gathering knowledge for the assignment, writing, communication, editing, gaining new or building on prior knowledge.

Watching TV
Numeracy – changing channels, channel numbers, watched a gaming show that involved calculation and use of numbers.
Literacy – reading tv guide, communication with family members, listening and watching, comprehending what is going on.

Playing on Phone
Numeracy – unlock my phone with a number code, ringing people by using a certain combination of numbers.
Literacy – reading, communication, understanding what the other person is saying or texting.

Eating Breakfast
Numeracy – how many pieces of toast, how big the piece of toast, how much spread to put on, how much juice did I want.
Literacy – read the paper, comprehending.

Shopping
Numeracy – comparing prices, recognising prices, addition of multiple items prices, estimating or working out the final costing, pin code for my card/ numbers on the swipe, locating items.
Literacy – reading shopping list, locating items, reading labels.

Before doing this activity, I assumed that literacy and numeracy wasn’t in almost if not every aspect of what you are doing. I certainly assumed that because mathematics has never been my strong point that I never got myself involved with any ‘numeric’ aspects. I can know see that it is everywhere in what you partake in. Literacy and numeracy is also a key aspect for children’s learning and involvement. Literacy and numeracy is dominant in aspects of children’s play and learning, meaning that it is socially constructed.

1.1 Clearly describes how the concepts are connected to & supported by social relationships & contexts