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

Week 6

Week 6 (Week 2)
Emma Fitzpatrick 2107606

“Learning to read the world: Literacy in the first 3 years. Zero to Three, 25” Sharon E Rosenkoetter, Joanne Knapp-Philo

“Playing with Mathematics: Play in Early Childhood as a Context for Mathematical Learning” J Bobis, S Dockett, R Hunting, B Perry, E Warren, L Thomas, S Lee, K Highfield, E deVries.

I chose these two articles, as I wanted to gain an insight about children’s knowledge and understandings of literacy and numeracy. The literacy reading ‘Learning to read the World: Literacy in the first 3 years. Zero to Three, 35’ , I found very interesting that children from infants are developing skills that I would have never recognised as literacy.

During the first 3 years of life, children learn to distinguish who they are/who they aren’t, what they want/do not want, what Mum and Dad do and like and much more. Babies know exactly what to do when Mum holds them a certain way, that its time for sleeping or eating. Every parent or caregiver is able to help children to grow in literacy and language areas.

In the numeracy reading, ‘Playing with Mathematics’, the many authors describe mathematics through ‘understanding connections, processes and possibilities’. Mathematics and play have many points in common and are able to be combined to assist children’s learning developments. Through guided learning and play, children are able to understand connections, form the processes and understand the possibilities of the focus area.

This article developed my knowledge in mathematics teaching, through relating mathematics and play to achieve desired outcomes. Although I knew, in Early Childhood settings, play is used regularly to convey education and understanding, I had never really put words to my knowledge.  I will now be able to help add ideas and contribute into mathematical learning in the field.

The literacy reading opened my eyes up into different ways that children are developing knowledge and understandings. Different practices and ways that children understand their surroundings are adding to geographical, political, time and intention all through literacy. I will now be able to recognise these factors and help build on the experiences that are given to me, rather than overlooking them and not fully understanding what they mean.

References
(L) Rosenkoetter, S. & Knapp-Philo, J. (2004). Learning to read the world: Literacy in the first 3 years. Zero to Three, 25(1), 4-9.

(N) Bobis, J., deVries, E., Dockett, S., Highfield, K., Hunting, R., Lee, S., Perry, B. & Thomas, L. (2010, July). Playing with mathematics: Play in early childhood as a context for mathematical learning. Mathematics Education Research Group of Australia’s 33^rd Annual Conference: Shaping the Future of Mathematics Education, Fremantle, WA.