Portfolio

 

 

Week 5

 

Learning Outcome 3.3 Shadow Play

• States the strengths & possible limits of your own ability to observe & offer literacy & numeracy experiences with children less than 4 years of age.

 During my earlier placement at a pre-school I observed a group of children looking at their shadows and playing a game trying to run from them. I took their interests in shadows into my second half of placement and have been working with building on the children's interests in this area. There have been many opportunities to work on concepts of size and measurement, looking at how a shadow changes depending on where the light source is. I have researched and shared books throughout the enquiry including two of the children's favourites:

 

 

Over the weeks I have introduced shadows with the use of a small overhead projector, we have traced shadows outside and looked at what you need to make a shadow.The most recent planning I did was to create a shadow puppet theatre, working with the children to create their own puppets and then helping the children to narrate a short story.

 



 

I began with a few cut out shapes of butterflies, bears and people but at the request of the children I cut out other shapes. The children needed a house and a car for their story, then a tree and a dinosaur.

We used an overhead projector and placed the light box in front of it. The children experimented making their puppets bigger and smaller and took turns behind the box with the puppets, or watching from the front. Some children tried to use their puppets in front of the box, soon realising that their puppet was not creating a shadow.

 

 

Once the children had told their stories we ventured out of the light box and looked at what shapes and sizes we could make the shadows on a sheet of paper against the wall.

 

Throughout the planning I referred to the 'The Early Years Learning Framework for Australia' in particular the following outcomes:

   Outcome 1 – Children have a strong sense of identity

• Engage and contribute to shared play experiences

Outcome 4 – Children are confident and involved learners   Children develop dispostitions for learning such as curiostity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity. Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating. Are curious and enthusiastic participants in their learning Use play to investigate, imagine and explore ideas Participate in a variety of rich and meaningful inquiry-based experiences.

Week 6

 

Learning Outcome 1.1, 1.2 & 2.2  Maths in everyday learning



• Clearly describes how the concepts are connected to & supported by social relationships & contexts
• Recognises subtle differences & levels in literacy & numerical learning & development according to age, ability, culture and social circumstances.

 

At the age of two my son had his first game of bowling, using the ramp he pushed the ball down the lane hoping to knock down all the pins and produce a strike. Until now I had not thought of the significant learning that was taking place each time we took him bowling. He loved to bowl and it became a regular outing over the next few years. I noticed after a few months he would run back to look at the computer screen above after taking his turn. He was looking for that red cross that meant he got a strike. He didn't know yet that meant he had knocked down all ten pins, but he knew that was what he wanted to get. This influence coming from his dad who would often get four or five strikes in a game.

As time went on he learnt that there were ten pins and that knocking them all over in the one shot was called a strike, represented by the red cross. He would count how many pins he had left, and would check the screen if he couldn't see. He learnt to read the score board, knowing how many turns each player had left, who was winning and how many strikes players had.

This was unintentional teaching, it was something he enjoyed and without thought he was learning some basic math. He was recognising symbols in the context of the game, that a strike and a spare had different symbols. This is one experience that he was exposed to at a young age that I had not considered the educational aspects, he was learning the basics of addition and pattern. It is easy to think of math as sums and fractions, something we sit down to do and not as something we learn and use in everyday life.



Week 7

Outcome 3.2 Observation and Early Learning Experience

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

This week at my placement I observed a few children pretending they had a map. It was a blank piece of paper they were using as a guide to take them from one place in the kindy to another. One child would ask 'where do we go from here?' and the other would cry 'quick follow me.'

I asked one of the children if they would like me to draw them a map of the outside area and they said yes. I completed the map and the child ran off outside very happy. A few minutes later I had a line of children wanting me to draw them a map. With their help I drew a few more maps with arrows drawn in the direction they were to follow, each map path was slightly different.

As they ran off with the roughly drawn maps I thought about how I could make this more interesting. It was the children's idea to make a map and I was drawing on their interests to create a learning opportunity. A few of the children returned to me after following the track I had drawn on their map. 'Would you like to do a number hunt?' I asked. The children seemed to like this idea so I proceeded to make up the numbers 1-10 on pieces of paper. I asked the children involved to wait inside while I went outside and placed the numbers in various positions around the kindergarten. When I had finished I told the children I had 10 numbers hidden in the garden for them to find, but they must find them in order .

Again the children raced off, excited at the thought of finding the numbers. They used the mud maps of the kindergarten I had drawn to move around outside looking for the numbers. Once they had found them I was asked to repeat the exercise. I did repeat it, quite a few times adding numbers as I went. As the activity went on more and more children joined in and wanted a map to follow and join in the number hunt.

This child initiated activity was built on and I was able to extend their learning in a way that was fun. Their interest in the maps has given me something to build on for my next visit, showing them actual maps the symbols on maps and what they mean. They will be able to create their own map demonstrating their knowledge of what a map is used for whilst extending their literacy and numeracy skills.


Week 8

Outcome 4.2

• Describes how parents, peers and communities may see, feel & shape young Children's early literacy and numeracy experiences.

Young children's exposure to literacy and numeracy experiences will depend largely on the importance it holds to the parents and those around the particular child.

A child who grows up in a family where sport is an important part of their life will be influenced by this and possibly be more active than a child whose family does not play sport. Just as a child who is not given pocket money or exposed to doing the shopping, may not grasp the concept or understanding of money and its worth as quickly as a child who does.

A child's environment is a huge factor in shaping these experiences and there are many ways to make sure these experiences are varied and rich in quality. As a parent I started reading to my children at a young age, they always had books to look at. Each week when they reached a certain age I would take them to the local library for the reading and craft time. They would sit and listen to a few stories read by the librarian, take part in the activity and then choose some books to bring home. Not only was this a social time for the children it was a time for them to be a part of the community and borrow books which they excitedly returned through the slots the next week ready to borrow more.

Counting with your child 'how many cars do you have?' or as I remember once counting the pegs in the basket or the shoes by the door. A trip to the shops when you always have to stop for a ride, but what if you only have a note and not a coin to put in the ride. We would have to get some change as children know you can only place a coin in the ride.

In my earlier entry I write how my son has played ten pin bowling from an early age, quickly learning some basic maths concepts privy to this game. It could be a game of mini golf when the least amount of shots wins the game.

Cooking with children is another way in which literacy and mathematics combine. Reading the recipe together, looking at the pictures on the page and measuring the ingredients. What temperature do we put the oven on? How long do we leave it in for?

A drive in the car looking at signs and numbers. I remember driving to NSW with my children and my son looking out for the speed limit signs, calling them out as he went. As we passed towns and service stations he would look for the numbers. We would ask him what letters he could see as we passed certain shops.

There are so many ways we as parents, family members and peers can encourage children in their learning experiences. Be positive, introduce new concepts or the same concepts but in a different way. Look at what the child is interested in, if is sport as suggested earlier build on it.
The opportunities are endless and many parents or carers do without knowledge and unaware of learning outcomes or expected outcomes.

Week 9

 

Learning Outcome 4.3

 

• Shows recognition of your own potential prejudices & projections, noting ways you hope to overcome them.

 The Early Years Learning Framework for Australia (2009) outlines Children's learning stating that 'The diversity in family life means that children experience belonging, being and becoming in many different ways. They bring their diverse experiences, perspectives, expectations, knowledge and skills to their learning.' (p.9)

 

Each individual experience and skill acquired by a child through interaction with parents, caregivers, friends and other community members, is contributing to the child's growth and learning. As a parent I understand that along with all the opportunities we provide children, these prospects can also be tainted with some bias, based on our personal beliefs and previous experiences. We can focus on topics and concepts that we are confident in, and focus less in areas we deem difficult. This in turn could prejudice a child's learning capacity.

 

In today's society there is more to literacy and numeracy than just learning to read and count. I read and article earlier in the year called 'Being literate-in-the-world: re-thinking the values of literacy education' (2004) where it discusses the need to expand our concepts of what I means to be literate. 'Being literate in today's society and in the future is more than just being able to read and write the written word.'(p.1).

 

The article goes on to say that to be literate is to have 'a command of a range of increasingly diverse and complex texts and technologies, that is, to be multiliterate' (p.2). Children at an early age are expected to know and demonstrate many skills meeting outcomes as listed in EYLF , thus driving educators to think outside the square.

 

During my experience at placement I discovered that I found it challenging to prepare learning experiences around numeracy. I continuously found myself working around counting and sequence, which in itself is still learning but I was seeking new ways to engage the children.

 

At one stage when we were working with shadows I was asked by my mentor to explore measurement. It wasn't until my mentor pointed out that 'big' and 'small', 'tall' and 'short' were forms of measurement that I realised that the children could learn this concept of measurement and size, without the need for me to initially produce a ruler or tape measure.

 

Each subject expands my knowledge and opens my mind to possibilities and opportunity to overcome any potential predisposition. It is through placement and professional experience that prejudices can be reduced or eliminated.

 

References

 

'Belonging, Being & Becoming' 2009 The Early Years Learning Framework for Australia

 

Thwaites, T 2004 'Being literate-in-the-world: re-thinking the values of literacy education' Voyager

 

 

 

Week 10

 

Learning Outcome 1.3

• Specifies the teaching approaches you'll use & the learning environs you'll create to support the social dimensions of early literacy/numeracy.

 

 

As discovered in my week 6 entry it is clear that early literacy and numeracy concepts are found in socially situated experiences, therefore it is important to create opportunities for learning that are socially based.

 

A child's development and learning are influenced by many social and cultural aspects.Vygotsky’s theory around social development was that children's individual progression is fundamentally intertwined with cultural, historical and personal factors. Whilst personal attitudes and beliefs can undoubtedly be socially influenced, Vygotsky suggests that higher mental development is also reliant on social interactions.

 

• Vygotsky's theory included stimulating children to go beyond what they know, and that interaction with others in play was a vital aspect of learning. "Social constructivism, posits that learner construction of knowledge is the product of social interaction interpretation and understanding"(Vygotsky 1962)

 

Through social interactions children share information and build on concepts and ideas, they 'co-construct' knowledge. This co-constructing of knowledge according to Vygotsky occurs in the 'Zone of Proximal Development' (ZPD) which is the zone between what a child can do on their own, and that of what they can achieve with adult or peer support.

Children encounter literacy experiences in the environment with signs, posters, magazines and books. They begin to recognise numerals on buildings, car number plates and houses and learn concepts of measurement and distance.

Social situations require communication, and in the early childhood setting this can be done through various mediums. The arts whether it be music, dance, drama or visual arts can be a way children express themselves if they do not yet have the language to do so.
When children begin to play and experiment they are learning early literacy and numeracy skills. Children making marks with pencils, paint or chalk leads to scribbling and drawing which over time leads to writing. Dramatic play encourages children in the reality of the world but where they are able to use their own interests and knowledge in that particular setting. In doing this children have opportunities to problem solve, socialise, gain realistic experiences, and make sense of their environment. Each child's learning extended  and challenged by other children's beliefs and experiences.

In stating that learning is socially based how would I encourage and create an environment that will foster these learning theories?

I personally have seen the benefits of the 'Reggio Emilia' approach, and although it is impossible to replicate every aspect of the theory, as we are not in Italy, there are elements that can be adapted and used here, to encourage relationships and social learning.
In 'The Hundred Languages of Children'(2012) it discusses how children are encouraged to think of themselves as authors or inventors 'once they are helped to discover the pleasure of enquiry, their motivation and interest explode.' (p.44) This pleasure of enquiry is established in the environment that is created, a child's personal experiences at home or in their family and through the interaction with adults and peers.

Creating social situations for children to explore in an early childhood setting could involve setting up a doctors surgery, a grocery store, a veterinarian clinic, a hospital or a bakery. Having materials available for children to take and use to create their own social experience. Items to assist in literacy and numeracy development such as measuring scales, measuring cups,  containers with beads or counters. Egg times, stop watches, measuring tapes and rulers, clip boards and pens. Various texts such as books, magazines, posters on the wall. The direction of the enquiry children take will give educators the chance to observe what the children know, and then help them learn and investigate what they don't know.

In previous examples we have looked at how each child brings to a situation their own experience and social capital. For example my son is socially confident when he goes bowling, however his best friend is not. One child may know the process of visiting a hospital or doing the shopping with an adult so they will have learnt what to say and how to behave, whilst another child may not have had the experience, therefore will learn from observing other children in their play.

 

Personally I am keen to read more into sociological perspectives, that learning is primarily social. Social knowledge is important, but the context it which it is learnt is also important and unique to different children. The key theories I believe are important and would like to investigate further are:

• Van Hoorn who states that play which is a social activity is 'an expression of the child's developing personality, sense of self, intellect, social capacity and physicality..' (Van Hoorn et al, 2007,p5)
• Vygotsky as stated above as a advocate for socio-cultural learning
• Reggio Emilia approach and the 'environment as the third teacher'

I believe that children enter into a social system, a social world from day one and, by playing, interacting and negotiating with others, they establish understanding of appropriate behaviours and fundamental social knowledge on which they then explore and build as they grow.

 

References

 Edwards C, Gandini L, Forman G 'The Hundred Languages of Children' the Reggio Experience in Transformtaion ,  2012 Third Edition. Praeger

 

Adams, P 'Exploring social constructivism: theories and practicalities' Education 3-13, 2006, Vol.34(3), p. 243-257

 

Week 11 Learning Outcome 2.3 Sources further information, developing &/or collecting resources for literacy and numerical teaching & learning.

This weeks tutorial I found myself a bit confused when trying to work out a 'Learning continuum' for literacy and numeracy. Where do I start and what are the big concepts I need to understand in order to devise my own model of learning stages?
After doing a few readings the task became clearer as I was expected to compile. The reading that I used for my page this week was 'Readers as Text Code Breakers' (1990) this focuses on literacy and it explained the steps in which children decipher words and text. Although I have not completed my research I have come to find six important literacy skills or stages that assist in developing Literacy.

The first is 'Phonological awareness' this is ability to hear and identify the smaller sounds in words. The capacity to break down the word, and join to parts to make a word. Such as 'corn-er'.
Phonological awareness can be strengthened by word games and this can be done at an early age. Try starting with a word like bake, make, sake, rake. Say words and break the word down into syllables, such as 'mon-key' and read aloud or along with children, let them listen to the sounds and look at the letters on the page.

Letter Knowledge is another of the six, this involves learning that the letters have names and are all individual, having a unique associated sound. Letter knowledge can be developed through reading and writing activities, beginning with pointing and naming letters in picture books, or on signs children see in their environment. For babies this begins by looking at the shapes of letters.

Vocabulary is extremely important in literacy, knowing the names of things and being able to communicate what it is that you want. Developing a child's vocabulary does not need to be hard or daunting, simply by talking to your child about what you are doing, even if it is a mundane job such as soring the washing. With my own children I would always talk to them about the jobs I was doing and the things around us "mummy is folding the pink t shirt now' whilst holding it up for my daughter to see.

Print awareness is a range of skills including basic guidelines we follow everyday in English text. For example we read a book left to right, top to bottom. For a child learning how to open a book and what way to turn the pages is becoming aware of print. When reading to a child point to the words when reading aloud, point to signs and tell them what the signs are. Making children aware that there are different forms of print that have specific purposes and are written in particular contexts. For example a bus timetable compared to a novel or a magazine.

Print motivation is a child who enjoys reading or being read to. It retains a child's interest and inspires a child to want to read and borrow books. Motivating a child to be excited to read can be done by reading together a book chosen by the child, visiting the local library allowing them to borrow their chosen books. Talking with children on how reading and being literate is a part of everyday life and where you can use these skills.

Narrative skills, the ability to understand and tell stories, to be descriptive. If a child has read a book, ask them about it, get them to describe what has happened on a particular page. Ask them what they have done today or how they spent their weekend.

These six early literacy skills are intertwined and are the beginning of my understanding and building of the learning continuum. Whilst these are simplified from the reading, they are the basis a text code breaker.



Week 12

Learning Outcome 3.1

• Offers a careful interpretation & analysis of children's early literacy/numeracy skills & interests

 

This portfolio page demonstrates a few activities I have seen educators plan for literacy and numeracy development, during my placement at a kindergarten.

 

There are two numeracy activities I have observed children participating in, they appear to enjoy the simple tasks whilst also maintaining engagement and interest. The first one is to have ten coloured squares (using only two colours, 5 of each colour) and place them on the floor into two groups. The number of squares in the group are changed and each time, for example to the left you may place 4 squares, and on the right 6 squares. The children are asked to identify the group with more squares or the larger group, but are asked to do this without counting. The children are asked and the reason for choosing the particular group.

 

The placing of squares is also done with varying spaces between them, one group of squares may be placed close together, whilst the other group are spread out. This is particularly good when using even amounts of squares. I observed a majority of children choosing a group to have the most squares when they were spread further apart. Whilst both groups may have had 5 squares each, the line of squares that were almost touching each other would be chosen to have less squares than the line of squares with a large space between them.

 

A second numeracy activity was using buttons, the children were asked to choose a button from a large tub containing hundreds. They were asked to examine their button, did they think it was a small or large button? How many holes did it have in the middle, or did it have no hole? Did anyone else in the group choose the same button? What colour was it, and did it have a pattern? What or where did they think the button had come from?

 

So many questions that can be asked from such a simple and inexpensive activity. They were then asked if they could find any matching buttons for their chosen one in the tub. For some children this was quite challenging as there were so many buttons, and many were very similar. So it was an exercise in observation, and patience as some children found matching buttons quickly, and some found more than one the same.

 

The educators at my placement centre were keen to develop and extend any interests the children had. A few of the boys in one of he weekly sessions were interested in soccer, with the majority of their outdoor play dedicated to kicking the ball between any two points they chose. The centre did not have a soccer goal and discussed with the children at group time about raising the funds for a soccer goal. All the children agreed that it would be a good idea. So it was decided that the children would bring in bottles and cans to be recycled, and then the 10 cent refunds collected would go towards their goal.

 

A chart was drawn up with columns and squares, each square big enough to place a round sticky dot that would represent 10 cents. Once the chart was full the children could purchase the soccer goal. As the money started coming in from the recycling, the children took turns in placing stickers on the chart, as it rapidly filled the columns getting closer to the amount needed.

 

The children enjoyed participating in the fund raising and already discussed what they would save for next.

 

The traditional 'home corner' of my kindergarten day has evolved and can be anything the children want to learn more about. In my time at placement I saw a doctors, travel agent, grocery store, hospital, veterinarian, hairdresser and library. Each setting with opportunities to build on what knowledge the children had and introduce new elements they did not know.

 

The travel agent had magazines, a computer to book flights and passports had to be made. The doctors surgery had an appointment board where the children could place their name, they would then be called when it was their turn. The doctor at the time would need to place their name to the side, to show who was working that day. The hospital had an xray machine and the children would look at xrays against the window and determine what was wrong.

 

These areas were changed and developed based on the children's interests and input. Important social skills such as how to behave in the proposed environment were being observed, and taking turns was crucial to the success of each theme. A few initial props were used, with additional props made by the children to complete their play story.

 

Observing children is vital to educators planning, for the best planning can be a waste of time it the children you plan for have no interest in the topic. The children will not be engaged and learning outcomes not met. Even as adults we know that it is hard to concentrate or retain information when the subject at hand appears to have no relevance or interest to our day to day lives.

 

 

Additional outcomes

 

Learning Outcome 2.1 & 4.1

 

• 2.1 Provides a thorough account of these developmental influences, supported by key theorists, frameworks, literature &/or research
• 4.1 Critiques other plausible perspectives on early literacy & numeracy awareness and immersion.

Learning Outcome 4.1 can also be linked to Readings from week 7 & 9 

 

During the last tutorial we were working towards a proposal of what we would do with a council grant. What resources or items would we purchase? I began investigating an outdoor learning area based on my interest in the 'Reggio Emilia' approach, and as stated in earlier posts my beliefs that learning is socially based.

 

I began by taking the learning outside and creating a natural area that could be situated in an existing school or kindergarten. Once I had my idea the thought of creating a learning area was quite exciting. It would be an area that the whole school community could be involved in creating and using. Whilst reading 'The Hundred Languages of Children" I found a paragraph that reinforced some of the concepts I was thinking of using and ways that families could be involved. It stated 'materials that children and families bring into the school contribute to creating a particular culture. Some are natural materials, such as displays of pine cones, shells or pebbles arranged by size, shape or colour' (p.332).

 

These natural resources obtained would be used to educate and explore literacy and numeracy. Reggio Emilia talks about caring and learning spaces, an environment that encourages sensory experiences for the children to participate and make meaning. 'Often the quality of space favours dialogue, reciprocity, and exchanges by providing a sense of belonging and enjoyment in being part of a learning experience' (p.326)

 

A sense of belonging and opportunity for children to interact and make meaning is what I had in mind beginning this proposal. In my design for the outdoor learning environment named "Little Leaves" I particularly wanted to address sensory experiences. The initial idea includes a sandpit, a shallow pebble stream, a garden area with space for different flowers and herbs to be planted by the children. An area for drawing with chalk  and a seated log space where stories could be read outside or small performances could take place.

 

The theory Maria Montessori introduced is similar in child focussed learning. Her teaching places priority on the materials available and the child's capacity to teach themselves if given the right tools to do so. “The environment must be rich in motives which lend interest to activity and invite the child to conduct his own experiences.”

 

One of the core principles of the Montessori way is a child's individual learning. The option for children to do their chosen activity autonomously without distraction. Whilst a child can ask for assistance from their peers, the basis for their learning is done without interaction with others. This theory differs from that of Vygotsky and his notion of the 'Zone of Proximal development' - children learning more when working with peers.

 

However what I like about Maria Montessori and the Reggio approach is the importance placed on the quality and variety of materials available for the children use, and the values that learning can take place in many different situations. When I was thinking about materials for "Little Leaves" I started with a list of items that would allow children to use their imagination, trying to avoid traditional learning aids. Some of the items listed were magnifying glasses, bug catchers, wooden slices (sliced tree branches used for building), pebbles and recycled containers to use in the sandpit and stream. Given time to further develop this idea my list would be more comprehensive.

 

The Early Years Framework for Australia states the five learning outcomes, when discussing environments it states 'Indoor and outdoor environments support all aspects of children's learning and invite conversations between children, early childhood educators, families and the broader community. They promote opportunities for sustained shared thinking and collaborative learning.'(p.16)

 

Collaborative learning is an aspect that underpins a few of the key theorists I have previously used including Vygotsky. Another theorist is Piaget whom I haven't quoted, also believed that cognitive development occurred through interaction with the environment.

 

These theories are still used as a basis for planning and development for current educators, and the focus on the environment is continuing to grow as child centred learning becomes more valued in todays society.

 

 

References

Edwards C, Gandini L, Forman G 'The Hundred Languages of Children' the Reggio Experience in Transformtaion ,  2012 Third Edition. Praeger

http://www.dailymontessori.com/montessori-theory/

The Early Years Learning Framework for Australia 2009