Early Literacy and Numeracy Development

Early Literacy and Numeracy evolutionDescribe the attainment contextThe children aged five years old were matching, opus physique symbols and copying spell words (for those who support) from 1 to 10 as they compeld their amount book with stamps. The children dropd stamps to quantify the turns ground on the issuing symbol reflected on each page. Five children sat around the t open, acquire ready for the activity. peasant A began stamping depend single on champion page, followed by devil, whence third on subsequent pages. peasant B as well began stamping on the pages. peasant A saw claw B who had more than 6 stamps on the topic 5 page told squirt B. you atomic number 18 wrong, is number 5. tiddler B looked at me and I told Child B, its alright, lets do it again. I asked Child B as I pointed to the number symbol What is the number? 5 replied Child B and Child B printed two stamps on the page. A while later, Child A has completed mental take care stamps on the number book and began copy physical composition of the number words. Child B then completed the stamping of number with my assistance. Child B mumbling counted it while printing the stamps reflected on the page. Then, Child B moved on to copy theme on the number symbols. When the children suck completed, they had a sharing session on their number book.Analyse the culture for conceptual ideas I have explored in the readingsBased on the above study context, the analysis of the following numeracy and literacy ideas are observed. Sociocultural context has happened in this small multitude encyclopaedism.Rogoffs trey foci of analysis personal, interpersonal and community provide a designful machine for analyzing green children. It show how childrens thinking is incorporated with and constituted by the setting, collaboration, signs and cultural cocksuckers (Robbins, 2007). From the personal focus of analysis, we can observe how Child A transforms during the course of the act ivity, and how Child A collaborate and relate to others (interpersonal focus of analysis) in the setting (contextual focus of analysis).Vygotsky described Child Bs mussitation as private reference. He appeared to be giving himself way and reassurance that his written come was correct, come outing a development in his cognitive thinking as he selected, matched and gave himself confi retreatce (Ahmed, n.d.).Zone of Proximal Development (ZPD) describes the area between the childs level of independent consummation and what the child can do with support (Zone of Proximal Development and Scaffolding, n.d.). From the observation, Child A has reached her level of independence of judgment the quantifying of numbers and thus, she pointed out to Child Bs correction that he had six stamps on the number page five.Children show these number names by imitating adults and as they cause counting, they often say nonconventional sequences of number names (Reys, Lindquist, Lambdin, Smith, Rog ers, Falle, Frid, Sandra Bennett, 2012). Children reflecting counting principles may show confusion when counting, however, with assistment and opportunities to count, children result develop efficient counting strategies with either specific directions (Clements Sarama as cited in Reys et al., 2012).Child B is observed to spirit difficulties in counting beyond five, thus, with assistance and encouragement from the teacher, he was qualified to complete counting one to one cor resolveence up to ten.Child As pointing of the number symbols to Child B assists in her acknowledgement of symbols. Child A in this case is more knowledgeable other (MKO), who has a higher ability level than Child B, in creating the number book (McLeod, 2014). This is useful to Child B as he attempts to computer storage knowledge and development making a connection of the symbol to the word. at long last this knowledge exit be stored as symbolic representation and sort out under different categoriz ations, as proposed by Bruner (McLeod, 2008).Number symbols are inborn prerequisites for children to move on to more sophisticated numerical algorithms that include the use of symbols for relations, operations and punctuations. Children must make meaning of what they are tuition so that they can understand the reasoning behind the operations (Sperry, 2009). However, understanding of mathematical concepts has to be built first to help children further their understanding and reading in abstract terms, such as symbols.As such, Child B is making meaning of the symbols and number words, connecting the two, constructing his sustain mental image and understanding and modifying his previous knowledge, after interaction with his peers, therefore creating a new synopsis (McGee Richgels, 2008).The speech of the children served different purposes, as described by Halliday (as cited in McGee Richgels, 2008). Child As use of regulatory language attempted to dominate Child Bs actions by set off his errors to communicate information by guiding and giving the correct information to Child B.Literacy practices are heavy to everyday lives of children and it does not take place in isolation to other sociable practices and interactions with adults and peers (Makin, Diaz McLachlan, 2007). Conceptualisations about literacy must take account of the social practices which include listening speaking, make-up, viewing and critiquing (Makin et al., 2007). From the observations the children were engaged in speaking, listening to others, as well as writing of the numbers symbols and words.According to Vygotsky, he emphasized that learning occurs through social interaction and he viewed that language is an classical tool for communicating with the world (McLeod, 2014). Through the interaction between the children and the teacher, the children developed number sense and picked up literacy skills.Lesson Plan Enhancing this learning situation with a new literacy and a new numer acy outcome in the same lesson excogitationLesson invention for the five years oldLiteracy ObjectivesThe children give-up the ghost be able toUse words in the proper sentence structure keep number symbolsCopy writing or spell out three letter word such as ten.Response to questions and answer appropriatelyNumeracy ObjectivesThe children will be able toUse one to one accordCounting in sequence from 1 10 canvass long, wretched and same using the childrens names and more or less.Answer questions to demonstrate an understanding of How many objects up to 10.Social ObjectivesThe children will be able toTo be able to gird up their authorisation by giving them opportunities to present in front of the class severally or in groups.To be open-minded and be receptive to suggestions entreIntroduce the counting number book titled Ten dull Dots by Donald Crews to the children.Read the figment to the children.Teacher to give out strips of news report with the childrens name written on i t.Using the cooperative learning strategy, round table, each chair is labelled from one to ten and children will go to the number after they counted the letters on their names.Teacher will have a discussion on whose names are long, short or they are the same.Main ActivityRead the story to the children again. This time, teacher will demonstrate the story by stopping with each picture and counting the black dots. Teacher to ask questions such as, How many dots do you need to make the eyes on a fox?In a large group, teacher to ask questions and have them to demonstrate on the board.For example, teacher will have a picture card with two lose dots on the eyes of a dog and five missing dots on the balloons. Encourage the children to come forward to complete the pictures. Then, have the children to respond by asking, Which one has more dots? How do you know?Then, children to take turns to facing pages the correct number symbol to the number of dots on the board.Teacher to encourage the c hildren to come out with creative ideas how on the dots can turn into based on the number of dots given.A book with five pages, including the cover and thorn of the book will be provided for childrenThen, in pairs, children to create their very own story about the 10 black dots. Using their creativity, they will human body their cover page with the title and their name on the front.Children will use black dot stickers to make their own story through muster and they will write their story line on each page. For example, 1 one dot can make a clock. They will have to through the numbers in sequence. For those children who are still developing writing skills, they are encouraged to write the number words and symbols.Closure erstwhile completed, using round robin, children will take turns to read their story to the class.At the same time, their peers will share their thoughts about their friends story on how they feel about it and the teacher will record the responses in LEA. This for ms part of their peer opinion.The teacher will then document the responses and leave the childrens story at the learning area for children to revisit their pass. handling with numerous links to the readings to justify the literacy and numeracy content in your lesson planIn the lesson plan, cooperative learning strategy is employ as to get the children create interest in learning. Cooperative learning strategy does benefit the young children as it encourages group processes, foster social and academic interactions among peers and rewards successful group participation (Lyman Foyle, 1988). Linking back to Rogoffs three focus of analysis, the cooperative learning strategy helps the child to move from being aware of him or herself to become aware of other children. In one of the research findings, it had shown that cooperative learning activities do improve childrens relationship with peers, especially from different culture. When children put down to work on task, cooperation can open up opportunities for sharing ideas, learning how others think and react to problems and practising oral language skills in small groups (Lyman Foyle, 1988). It overly promotes learning dispositions and positive feelings towards school, teachers and peers. John Dewey also believed that children learn best for highlighting the positive social value of education and the importance of educators where educators listened to the children then alleviate them through activities (Hill, 2012).Based on the lesson plan, a story book is apply to enhance the learning situation with a new numeracy and literacy outcome. Early childishness educators have been increasingly recognized the potential of using storybooks and picture books to deliver mathematics learning for children even though the children may not outright relate it with math concepts and ideas (Flevares Schiff, 2014).Taking in from Vygotskys sociocultural perspective, rough books have created a space for interaction and s haring or ideas presented by or analysed through the illustrations and text Flevares Schiff, 2014). Bringing in shared lit mathematics engages and socializes children into literacy aspect of shared reading and learning and the books can also be a springboard to address math concepts both at school and at home Flevares Schiff, 2014). In the lesson plan, children not only learn about numbers, they also learned to identify high frequency words, number words as they read and as well as practicing their writing skills. new wave den Heuvel-Panhuize and Elia (2012) have furthered explained that childrens books have an important role in teaching mathematics as the authors either repair to childrens books as a learning setting in which children can come across mathematics or as a tool that enhances to the learning of mathematics. In another study, it supports the idea that reading picture books to children has a lot of potential for mathematical ideas to children even without any promptin g or any instructions (van den Heuvel-Panhuizen, van den Boogaard, Doig, 2009). With reference to the lesson plan above, the storybook sets as a basis to introducing one to one correspondence, number sequencing and as well as reading and listening skills.Howard Gardner appealed multiple intelligences are used concurrently and it balance each other as individuals developed skills (Brualdi, 1996). In the lesson plan, several intelligences are observedMathematical intelligence is seen where children used their crystal clear thinking skills to work on number sequencing and one to one correspondence Linguistic intelligence is used when children practice their speaking skills during the sharing session, writing their story, number words and symbol.Interpersonal intelligence is observed as the children work together, giving ideas objectively, creating their story and as well as intrapersonal skill where children build up their confidence level and speaking skills during their sharing ses sion.ReferencesAhmed, M. K. (n.d.). Private speech A cognitive tool in verbal communication.Retrieved 1 sue 2012 from http//www.iuj.ac.jp/faculty/mkahmed/privatespeech.htmlBrualdi, A. C. (1996). Multiple intelligences Gardners theory. ERIC Digest.Flevares, L. M., Schiff, J. R. (2014). Learning mathematics in two dimensions a review and look ahead at teaching and learning first childhood mathematics with childrens literature. Frontiers in psychology, 5.Hill, Susan. (2012). Developing beforehand(predicate) literacy assessment and teaching (2nd ed). South Yarra Eleanor Curtain Publishing.Lyman, L., Foyle, H. C. (1988). Cooperative learning strategies and children. ERIC Digest.Makin, L., Diaz, C. J., McLachlan, C. (Eds.). (2007). Literacies in childhood Changing views, challenging practice (2nd ed). Elsevier Australia.McLeod, S. (2014). Lev Vygotsky. Retrieved 10 butt on 2015, fromhttp//www.simplypsychology.org/vygotsky.htmlMcLeod, S. (2012). Simply Psychology. Retrieved 10 Marc h 2015, fromhttp//www.simplypsychology.org/bruner.htmlReys, R. E., Lindquist, M. M., Lambdin, D. V., Smith, N. L., Rogers, A., Falle, J., Frid, Sandra. Bennett, S. (2012). Helping children learn mathematics. Australia John Wiley sons Australia.Robbins, J. (2007, August). Young children thinking and lecture Using sociocultural theory for multi-layered analysis. In Learning and Socio-cultural Theory Exploring advanced(a) Vygotskian Perspectives International Workshop 2007 1(1), 46-65.Sperry Smith, S. (2009). The language of math communication andrepresentation. In early childhood mathematics (4th ed.). Boston Pearson.van den Heuvel-Panhuizen, M., van den Boogaard, S., Doig, B. (2009). Picture books stimulate the learning of mathematics. Australian journal of early childhood, 34(3), 30-39.van den Heuvel-Panhuizen, M., Elia, I. (2012). Developing a framework for the evaluation of picturebooks that support kindergartners learning of mathematics. Research in mathematics education, 1 4(1), 17-47.Zone of Proximal Development and Scaffolding. (n.d.). Retrieved March 13, 2015, from http//www.toolsofthemind.org/philosophy/scaffolding/Names Loo Si Hui (25687514) Page 1