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

Portfolio Page 4

Portfolio 4
Emma Fitzpatrick 2107606
‘ An experience’

At Kindergarten where I am doing my placement, I was reading to a girl. The book I was reading was ‘Corduroy’ By Don Freeman.

The story was about a girl who went shopping with her Mum, whilst shopping she spotted a beautiful teddy bear that she wanted to buy.  Her Mum refuses to buy the bear because she doesn’t want to spend any more money and the teddy bear is also missing a button from his overalls.

The next day, the young girl comes back to the department store with some money that she found in her piggy bank. At this point, the girl that I was reading the story too says to me:
 ‘Emma, that girl must be 10’
I replied with ‘Why do you think she is 10?’
And she replied with ‘She is at the shops without her Mummy, she must be 10’.
So we turned the page, the girl in the story was buying the teddy bear. The girl who I was reading to turns to me and says ‘Yes she definitely is 10, Emma, she is doing everything by herself’,

I have related this experience to ‘4.2 Describes how parents, peers and communities may see, feel and shape young children’s early literacy and numeracy experiences’.
Although this experience isn’t from the perspective of a parent seeing and influencing literacy and numeracy, it is shown through the child’s knowledge. Her parents/caregivers must produce an environment of ‘when you are older you can be individual’. This student comes across as though she has had the prior knowledge of literacy and numeracy learning, through outside of the kindergarten setting.

4.2 Describes how parents, peers & communities may see, feel & shape young children’s early literacy & numeracy experiences