Readings

Week 5: Reading blog

To begin this topic we discussed our understanding of what is Literacy and Numeracy. Following this I began to think about what we expect children to know before they begin school, and how do we measure this.

I found two readings that investigated different factors in what children know and what may influence their development. The first article was ‘Measurement of Kindergartners’ Understanding of Early mathematical Concepts’ (2011) and the second ‘Early and late talkers: school-age language, literacy and neurolinguistic differences’ (2010).

The first article explored the expansion of how children are tested for their early mathematics understanding.  Children are expected to know that numbers follow a sequence, for example when counting we begin 1,2,3,4 etc. The children needed to have ‘number sense’ described by Griffin (2004) as ‘a child knowing that numbers represent quantity and therefore have magnitude, that one number may be bigger or more than another number (or quantity)’. The children’s competence was measured in the area of number sense; however it was not the only means by which their understanding was recorded.

It is noted that some children’s knowledge of numbers and concepts became apparent during testing while others required ‘more systematic opportunities and structured support’ (p.297) to expand and progress. Conceptual understanding of mathematics in the early years is thought to be useful in its potential to provide information for future assessment, and improve the learning outcomes for children in preparation for school.

While the first article delves into Numeracy and children’s basic understandings of mathematics, the second article investigates the link between the age a child begins to talk and their development with language and literacy. The findings were gauged with children who began to talk prior to turning 24 months and those older than 24 months. It recorded the impact it had on the children once in elementary school in particular providing ‘novel insights into the neural systems associated with early and late talking’ (p.2186).
The results of the study found that children who spoke early are found to be more competent in language and literacy than those who are considered ‘late talkers’- children who were later in forming sentences. The study confirmed that neural differences had been recognised between the children who had been reported to talk early and those children who didn’t, but a reason as to why these differences are present had not been established.

After completing both these readings and the quite complex research contained within, it becomes apparent how important the early years are in a child’s life for learning. We as Early childhood educators have a huge responsibility to assist children in their early understanding and learning of Literacy and Numeracy.

 

References

Preston JL, Frost JS, Mencl WE, Fulbright RK, Landi N, Grigorenko E, Jacobsen L, Pugh KR "Early and late talkers: school-age language, literacy and neurolinguistic differences" Brain, 2010, Vol.133(8), p.2185-2195

Vanderheyden AM, Broussard C, Snyder P, George J, Lafleur SM, Williams C "Measurement of Kindergartners' Understanding of Early Mathematical Conepts' School Psychology Review, June, 2011, Vol.40(2) p.296-305

 

Week 6: Reading blog

I have always been a believer in reading to children, and chose to read the article by Mem Fox 'The Power and the Story: How reading Aloud To Children Will Change Their Lives Forever'(2002).

In this article Mem Fox clearly states that she is not advocating to teach children to read, but that through reading aloud we engage with our children and undertake discussions about what we read.
As we read to children they hear different sounds and rhymes, the change of expression for different words and the structure of  a sentence. When talking about reading to children Mem states "The stories they hear and the pages they see and the chatting we do about what we're looking at and reading, help them to understand the look of the print, the way words work in sentences, and how the world works."

There is a huge emphasis once children start school about reading and what level they should be on, but the article reinforces that reading should be fun. Exposing children to the vast language expressed in literature is important and most important in the first few years of life. Reading encourages imagination and develops vital literacy skills and it is our responsibility as parents to give our children the best start.

In the second reading I looked at 'Running the numbers' (1993) this talked about math and that anyone can learn, to say that someone can't learn math 'is equivalent to saying someone can't learn to read' (p1). It is the way math is taught that is often the problem, children are open to mathematics as opposed to many adults who fear it and pass down this attitude to children.

Just as literacy and reading to our children is important so is math. We appreciate that reading a book to a child assists in developing literacy skills but educators need to 'instill an appreciation for mathematics'(p3).  Using everyday concepts will make math more attractive, and teaching it in conjunction with other topics. The article states that children should be require to write and talk mathematics, allow for mistakes as this is a process for learning.

We are aware that some people are illiterate, but there is a 'growing problem of mathematical illiteracy' that needs to be overcome.

These two articles reinforce the importance of Early childhood educators, especially for those children who do not receive the experiences they need at home. We have a responsibility to the children in our care engage in meaningful literacy and numeracy activities and encourage not only a love for reading but a love for math.


Reference
L) Fox, M. (2002). The power and the story: How reading aloud to children will change their lives forever. Orana, 8(2), 4-8, Retrieved 18^th July, 2011

(N) Stites, J. (1993) Running the numbers: The rumination of John Allen Paulos. Omni, 15(6), 34-36+.



Week 7: Reading Blog

After reading the article last week by Mem Fox 'The Power and the Story: How reading Aloud to Children Will Change Their Lives Forever' (2002) I wanted to look further into the importance of family and parental involvement with children in the early years. The articles I read were 'A randomized trial examining the effects of parent engagement on early language and literacy: The Getting Ready intervention' (2011) and 'Shopping for Mathematics in Consumer Town' (2009).

The first article reviewed a programme 'Getting Ready Intervention' aimed at promoting school rediness for children with the precursor for developmental risk. The programme involved children, teachers and parents in a combined effort to increase children's language and literacy skills prior to attending school. It stated that there are two major influences in young children's learning and development, family and school with Family being the primary resource and therefore the most important.

               'Parental efforts to enhance the learning and literacy environment at home through
                rich verbal exposure, joint book reading, and provision of print materials are
                positively related to preschool children's emergent literacy skills' (p363).

The programme offered support for parents including 4 home visits a year, a parent-teacher meeting twice a year and monthly organised activities for families at the school and within the community. The findings from the 'Getting Ready intervention' were significant and positive 'both groups of children showed gains over time in their scores for language use, reading and writing....' (p377) The collaborative effort of the teacher and parents was reflected in the results, with the study also demonstrating a different approach by engaging parents as partners in teaching.

The influence of parents and their daily involvement was also evident in the second article I read 'Shopping for Mathematics in Consumer Town'. This article explored a creative way to incorporate learning mathematical concepts with children within daily activities they would undertake with family, such as doing the shopping, withdrawing money from an ATM and calculating change when purchasing items.

The school looked at the application of what children were learning and how to incorporate these learnt concepts into day to day life. The article states that 'learners need to know how various concepts learned in class can be applied in the real world. Such understandings can help them become independent, lifelong learners' (p36).

To do this the school created a virtual town using cardboard boxes stocked with products made from cardboard and Velcro. The children made their way around town on scooters moving from shop to shop making purchases. This virtual town had made learning fun, the children were learning about denominations of money, what coins they needed when purchasing an item and what change they would receive. Whilst they were learning these math concepts they were also engaging in social behaviour and learning social skills, such as how to speak to a shop assistant when you want to purchase something.

As the children busily went around the town some children drew similarities to their own experiences shopping with a parent. One of the older students involved in constructing Consumer Town observed that "just watching their parents shop teaches little children math. I often heard them saying 'My mom does this.....' or 'My dad does this....' They learn just from observing everyday things."

As educators in the birth to four sector we know that these are vital years in laying the foundations for a smooth transition to formal schooling. With the support and cooperation of parents each child had the opportunity to reach and obtain many learning outcomes in these early years, simply by participating and observing daily activities within the family context.


References

Sheridan, Susan M, Knoche, Lisa L, Kupzyk Kevin, Edwards, Carolyn P, Marvin, Christine A 'A randomised trial examining the effects of parent engagement on early language and literacy: The Getting Ready intervention' 2011 (pp 362-381)

Wolff, Ann L, Wimer, Nancy 'Shopping for Mathematics in Consumer Town'.
Young Children, 2009, Vol 64(3), P34-38



Week 8: Reading blog

For both this weeks readings I looked at the ideas discussed in the last tutorial and how children 'make meaning' in their early literacy and numeracy experiences. The first article I looked at was 'Young children as storytellers' (1998) and the second 'Learning stories and Children's Powerful Mathematics' (2007).

The first article explores the role of children in telling stories. The first few lines of the article made me smile as it describes the feeling parents have when their child first begins to talk. A parent is proud and excited when their child starts to say words and form sentences, showing them off to family and friends. Talking is encouraged and nurtured, but as the child grows the constant chatter and telling stories can often be met with being told to be quiet, and stop talking.

Thankfully as a parent I know that children do not listen to this instruction and continue to talk. In most cases a child's first and most frequent exposure to literacy is through books and being read to. As a child grows they will talk about what they have heard in a story, they develop their speech and vocabulary listening to stories and in turn become storytellers themselves.

Telling stories is one way children make meaning in their world. A study done in 1993 found that children used their storytelling to 'explore the past, the present, and the future, and did so by drawing on their life histories, dreams, television and film, Children's books, other oral stories, toys, Rhymes and verses, drawing, and school' (p.4)

Sociodramatic play is the way children explore and use their storytelling skills. Time however is often restricted or interrupted by structured group times and planned activities.
'This "making sense" is inevitably complex. When children create their stories in play they often may appear simple to observers, but the themes are ones that raise fundamental issues relating to existance' (p.14)

Making sense through storytelling is a way of learning, a literacy experience for young children. The article also discusses the use of other mediums such as a tape recorder to enhance a child's learning. They may not be a confident speaker in front of other children, or not so vocal in 'play' but by telling their stories to a recorder they are still getting the experience of being a storyteller.

The second article also looked at improving a child's learning and knowledge, this time in mathematics. Teachers are experiencing pressure on how much mathematical knowledge a child has in their first year of school. This pressure is filtering back to those teaching prior to school with the expectation of improving and lifting what a child knows before they start school.

Research was undertaken as to how to gauge and record mathematical experiences had by children prior to school, and their understanding. The question being asked was 'How can the powerful mathematical ideas that are displayed by young children before they start school be recognised and celebrated in a valid manner, within the context of a mandated reporting regime and a child-centred, play-based approach to learning?'

Observations of children were recorded by practicing early childhood teachers and a table was constructed called the 'numeracy matrix'. Using the matrix for planning the teachers also looks at using 'learning stories' as part of the assessment. Learning stories are a page on each child that may include photographs, a written summary of what is happening and quotations from the child about what learning is taking place at that time. For example a child building with blocks at a table, counting each block as he places it on top of another.

The development of the matrix was designed to help with planning and implementation of mathematical learning outcomes. There are many opportunities for children and as is states in the article 'look not just at the skills that children are required to have in numeracy but it looks deeper into "how" and "what" we do to encourage and provide opportunities for children to experience and develop mathematical understanding.'


References

Perry, B, Dockett, S, Harley, E (2007) 'Learning stories and Children's Powerful Mathematics'
Early Childhood Research & Practice, Fall, Vol.9(2)

(L) Hall, N. (1998). Young children as storytellers. In R. Campbell (Eds.), ‘Facilitating preschool literacy’ (pp. 84-99). Newark, Delaware: International Reading Association.

Week 9: Reading blog

The two articles I explored this week were ‘Talk to Me, Baby! – supporting Language Development in the first 3 years’ and ‘Mathematical Processes’.

The first article ‘Talk to Me, Baby!’(2008) discusses the important role language (verbal communication) plays in a child’s development. In the first paragraph it states ‘Language is central to thinking, social exchange, and sense of self,’ (p.4). In the course of placement and my personal experience with children, I have seen how a child’s language competencies can affect their acceptance or refusal into play situations and impact on their time in care.

Often a child will enter a situation by simply asking ‘Can I play?’ but for those children lacking in language development or skills this can at times be lead to them being excluded. During my current placement I have observed two children from non -English speaking backgrounds spend whole sessions wandering around the centre alone. When I asked a few of the other children if they can join in some respond ‘No they can’t play, they can’t even talk’.

The children may not be capable of speaking English at this stage, but they can respond to some questions with a nod of their head, or through gesture. As Australia is a multicultural society (consisting of people from different cultures) the article states ‘early childhood professionals are becoming increasingly aware of the need for strategies that support the language and communication skills of children from many cultures and languages.’ (p.4) This is the case in the situation described above, with the centre I attend providing language support, and early entry for those requiring help to integrate their cultural background with the expectations of attending kindergarten and school.

Talking to children and engaging them in age appropriate games and rich language experiences gives a child opportunity to respond and develop. This is an important role for parents and caregivers in the early years.

A study mentioned in the article found that children from more talkative families also talked more themselves. Not only did they talk more often ‘their talk was likely to be richer in vocabulary, description, information, and ideas.’ (p.5)

An early grasp on language and words provides children with more prospects to:

• Be understood in play
• Negotiate problems that may arise with other children in an acceptable manner    and not with physical reactions.
• Be more prepared to begin reading

During the first few years of life ‘the more that parents and caregivers talk, engage, label, and support during this period, the faster a child’s vocabulary is likely to grow as he comes to rely on language.’ (p.7)

Early childhood educators play an important role in supporting language development as they do in providing mathematical experiences and extending on existing knowledge.

The second article I read was ‘Mathematical Processes’ (2009) which reviewed the age of children and various processes they undertake and achieve at a given age such as – Classification, Seriation, Reasoning and Problem solving. It sates ‘educational experiences can help children learn reasoning skills that are significant throughout the lifespan, and suggests that children can learn from exposure to problems, figuring the solution out for themselves, and also from corrective feedback’ (p.337).

In the reading it begins with classification and how children often begin this process from ‘functional relationships’ (p338) it uses the example of a teacup and saucer. Children will recognise items that belong together based on prior experience or exposure, and this form of sorting or classifying can start at a very early age (between 6-12 months).

Seriation is described by Piaget and refers to the ‘ability to sort objects or situations according to any characteristic, such as size, colour, shape, or type’.  This is a process also learnt by children within the first 12-18 months of life.

Problem solving requires children to receive a wide variety of examples and research has found children benefit from discussing their solutions and reasons. It was also revealed that ‘decorative pictures do not facilitate problem solving’ (p.342) and those problems that were presented in written form or asked orally were more efficient.

The process of reasoning and problem solving is considered the most important of these processes in developing early childhood mathematics. The significant skills of reasoning can rely on the development and language skills as discussed in the first article, ‘Encouraging language can support the growth of reasoning abilities’ (p.341). The use of language allows children to compare and solve more complex tasks.

 References

(L) Bardige, B. & Bardige, M. (2008). Talk to me, baby! Supporting language development in the first 3 years. Zero to Three, September, 4-10

N) Sarama, J. & Clements, D. (2009). Mathematical processes. Early childhood mathematics education research: Learning trajectories for young children (pp. 335-346). New York: Routledge

http://www.alleydog.com/glossary/definition.php?term=Seriation



Week 10: Reading blog

Following last week’s tutorial I considered the term ‘decode’ and how young children learn to make sense of the world. I know that my children were very visual; they loved books and would always be drawing what they saw around them and telling stories through their pictures. Whilst looking for articles I found one titled ‘Drawing opens pathways to problem solving for young children’ (2009).
The article discusses children’s picture books and the experience had by young children as they listen and understand the images and words. The process of making new meaning and how ‘children generate artistic and dialogical responses of their own’ (p.1).

In the case studied children were read the story of the ‘Gingerbread man’ then asked to change the ending by drawing how the gingerbread man escapes instead of being eaten. Through their drawings the children were able to demonstrate a deeper thinking and communicate with a variety of symbol systems to problem solve. The children were able to describe their drawings and communicate how the gingerbread man had escaped, what he had used to escape and where he went. They could then explain why they chose the method of escape, with the answers often relating to prior knowledge of another story, nursery rhyme or television show.
                ‘In the context of school, children’s drawings are considered a connecting force that helps                  introduce young learners to a more significant graphic code- the written work and the
                 nature of its connection to meaning’ (p.2 )

The article also states that the focus of most literacy development is to assist in the decoding and encode of print, and not so much in the arts. This considered, the arts are undervalued in their capacity in assisting children to decipher their world.

The second article I read was ‘Early number’ (2004) which describes in detail the concept of ‘number sense’ and building on children’s instinctive knowledge. The article produced many ideas for different elements in early mathematical knowledge.  The suggestion of using items around the house or classroom and not limiting children to using blocks or counters.
Number sense is always developing and is described as ‘understanding number meanings, knowing relationships between numbers, know the size of numbers, and knowing the effects of operating on numbers.’ (p.122).

Children will have some experience with number sense before starting school. They are aware that numbers are assigned to different things, such as their age or the number of their house. They begin to count and classify items into groups and develop patterning.  There is ‘Subitising’ or group recognition where children are asked to identify the number in a group, or suggest which group is larger or smaller without counting.
The article encourages making connections to the world beyond school when practicing counting and mathematical skills. In doing this children are able to make meaning and sense of what they are learning in relation to their world and experiences.

To encourage number sense and a Childs interest in developing skills the article states that children need to be ‘provided with a range of material and activities to experience the size of numbers and make connections between numbers’ (p.131). As stated in the first article these experiences could involve the use of art or elements of art. If a child is to learn it needs to be visible and practical. The reading offers the example of bundling pop sticks together in groups of 10 with a rubber band, making 10 groups. This way providing a visual example of what 100 looks like, and what it feels like to have 100 pop sticks. With the use of items children recognise it will help them make sense of what they are learning.

References
Drucker M F & Soundy CS, ‘Drawing opens pathways to problem solving for young children’ Childhood Education. 86.1. (2009) Association for Childhood Education International

Zeuenbergen, R., Dole, S. & Wright, R. (2004). Early number, Teaching mathematics in primary schools (pp. 121-148). Crows Nest, NSW: Allen & Unwin.


Week 11: Reading blog

This week I continued on the journey of how children crack or break the literacy code, which means they discover how it works. After reading the Freebody and Luke article (1990) in the tutorial I wanted to expand on the concepts to help me further understand the process involved in being literate.

I read the article 'Readers as Text Code Breakers' (2006) which defines the stages of literacy learning. It explains the processes a child goes through starting at Phonological awareness, which is the pattern of speech sounds used in a particular language and 'phonemes'  which are 'small units of speech which correspond to letters of an alphabetic writing system' (p.53). Whilst looking a the stages the article firmly states to the reader that 'ages are not necessarily attached to these stages' (p.54). Often for parents this conception that their child must be doing a particular thing by a certain age can become stressful.

I found the article informative in providing a guide for the sequence of learning without the constraints of an age specification. Ages simply guide the educator on what they may expect of a child at that particular age, however as I am aware in my own life, educators need to observe individual learning patterns and assist with the appropriate guidance.

Initially developing phonological awareness is the ability to hear individual words in sentences. Following this recognition children become aware that words consist of syllables, this recognition can often come in the form of clapping out the words. Progressing from syllables the child will hear and see the 'onsets in words' which is the beginning sound of words, for example 'crum-ble'. Next stage of phonological awareness is 'Rime' that is the portion of a word following the onset, for example -'crum-ble'.

Phonemes are the final piece in breaking the code, and this is where children break down a word into segments, for example using the same word 'cr-um-ble'.

All these steps allow the child to decipher and decode the given text. Once the awareness is there the child can then be introduced to 'print awareness' (p.55) that is, the words and letters that is written. Printed text comes in many forms and is for different means, serving different purposes.

The reading goes on to discuss word knowledge, with the first stage 'Logographic. The pictures and logos children relate to in a particular environment, such as 'the golden arches of McDonalds'. Children quickly learn that this logo means chips and toys, they will soon refer to the sign as McDonald's. This is not because they can read, but they make a correlation between the sign and what they receive when they visit there.

'Alphabetic' is next in the knowledge of words, this involves children having some awareness of letters and can see that some letters are coupled with sounds. Lastly is the 'Orthographic' stage where children 'can associate familiar letter patterns with sound segments. (p.57). By this stage there is less time decoding words.

Children also need to be aware that different texts use different language, examples are given of the purpose of a given text such as 'instructional genre' and it's purpose to tell how to do or make something (p.59). The knowledge of these different genres will help when reading the text, as we will use different reading strategies depending on the text at hand. In a multiliterate world we also have the Internet and the navigation around text and decoding that differs from other text forms. Learning and knowing where the home page is, searching and web addresses, how to use a keyboard and locate what buttons to use to perform a certain function.

In assisting children to decode and understand text, educators also need to consider the different cultures and experiences had by each child. As we know all children do not learn the same 'There is a need for close contact and sharing between an informed teaching service in the local school and the home cultures and environments of the children they serve' (p.68).

Educators have an important role in continuing and encouraging children to be code breakers. The most important as stated in the article is to make reading enjoyable. Model and demonstrate good reading practise, talk about text as they are read. Children need time for independent reading and guided reading.

Finally the reading gives and example of a checklist that an observer could use to assess a child's grasp of text and their ability to decode (p.86). The list begins with the 'Emergent phase' observing how the child handles the book to recognising some of the words. It moves to the 'Early phase' finishing with 'Fluent phase'.

References

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.

Freebody,P,  & Allan , L (1990) Literacies programs: Debates and demands in cultural context. Prospect: An Australian Journal of TESOL, 5(3), pp. 7-16.

Week 12: Reading blog

Following last week’s class and our discussions about prejudice, bias and gender I found two articles that investigate some of these issues. The first reading titled ‘Fairness or stereotypes? Young Children’s Priorities when evaluating group Exclusion and Inclusion’ (2001) is a study consisting groups of children between the ages of 4 ½ and 5 ½. It considers certain situations where children make decisions based on fairness or stereotypical expectations. Gender stereotypes in early childhood settings can include grouping activities into gender roles or gender-appropriate activities. Such as only boys play with cars (gender specific characteristics) or men/dad’s are strong. There are also the gender related occupations, for example girls are Nurses and Teachers whereas boys are fire fighters and mechanics. These stereotypes are visible in children’s everyday lives ‘Gender stereotypes are among the first category of stereotypes to emerge in young children’s thinking’ (p.587) The research addressed both gender inclusion or exclusion in play, and the choice of moral or social reasoning used by the child. The article questioned children’s judgement in play, for example, if a girl was playing with dolls would she allow a boy to join in the play or exclude him based on gender? In the first few years children do not demonstrate typical gender bias however the reading states ‘stereotype knowledge of child and adult activities, and occupations increases rapidly between 3 to 5, reaching a high level by kindergarten’ (p.588) Once reviewing the study the research determined that children believed direct exclusion of a child from play was not acceptable. Children knew about fairness and used moral reasoning to confirm why you should include another child. This particular study was on gender only, and further study would need to be undertaken to examine the stereotypes such as racial and ethnic groups. Insight into what influences children in their gender stereotypes, and decisions behind inclusion and exclusion has direct impact on bigger issues of discrimination. ‘Better understanding in this area may be useful in promoting equality and fairness among all individuals’ (p.595) Gender stereotypes have influenced society for generations, the view that women are responsible for home duties, fixing a car or changing a tyre is a man’s job. In teaching there had been some preconceived notion that girls are good at art and boys are good at math. In my second reading this bias has been explored in ‘Gender, single-sex schooling and maths achievement’ (2013) The article states that although girls have excelled in general education, for mathematics boys still attain higher results. Strategies have been put in place to raise the expectations for girls to strive for higher achievement with the concern that lower maths results will impact on the female contribution to key areas of science and technical development. For this reason the interest in single sex schooling has grown. As discovered in the earlier article the gender stereotype starts young and it is believed the gender gap in maths does too. ‘One argument in favour of single-sex schooling is that peers sexist attitudes interfere with girls’ learning in coeducational schools’ (p.105).There is also a suggestion that is supported by research that boys and girls learn differently, therefore they need to be taught using various methods. But do single-sex schools outperform coeducational schools? The study involved students at 910 randomly selected schools to participate, with students undertaking maths and reading tests. The extensive data collected confirmed that boys did perform better than girls in maths results, but ‘find no evidence that the gender gap in maths is smaller in single-sex schools than coeducational schools’ (p.116) So why do boys achieve better results in maths? Is it their inherent nature for competition, or lack of confidence for girls? I know personally I still have a fear of maths and remember being told that it was ok, as girls are more ‘arty’. It is important as early childhood educators to break down these preconceived ideas for children, and help change gender stereotypes. This is certainly an area worth reading more about, to try and understand how we can change and improve gender equality.   References   1 Doris A, O’Neill D, Sweetman, O ‘Gender, single-sex schooling and maths achievement’ Economics of Education Review, 2013, Vol.35, pp.104-119 Killen M, Pisacane K, Lee – Kim J,  Ardila - Rey A ‘Fairness or stereotypes? Young Children’s Priorities When Evaluating Group Exclusion and Inclusion’  Developmental Psychology, Sept, 2001, Vol.37(5), p.587