Porfolio Page 7

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