Monday, 22 September 2014
Participant –What does this mean to me?
Participant –What does this mean to me?
How do very young children pragmatically use and apply the purposes, structures and features of
early literacy and numeracy concepts through their play and everyday life experiences?
As young children grow, they draw on their already learned skills, assimilating the knowledge and skills that they already have and adding on to this knowledge, with their newly learned experiences. The minds of young children are very vivid and open to new possibilities, imaginations and learning. Experiences that they have already had, are stored in their memory banks unconsciously. For example, children will better acquire good reading skills by reading and re-reading books that they have already learned to read. Absorbing the visual illustrations, along with sounds and words that are similarly remembered, builds up the children's confidence and learning abilities. Saying words and letters out aloud to children by educators and parents, using repetition also for numbers; is another building block. Children learn quickly, especially if they can see and hear the same letters and sounds or numbers being repeated. Of the five senses, sight is the most important. It is possible to assume that children will remember well-illustrated words and numbers, well after having been exposed to them over a period of time. Confidence builds further confidence and as children experience varying play and life experiences, they unconsciously draw on their knowledge already gained. In this way then, children can continue to grow and gain literary and numerical understanding. Wherever possible then, it is important that the fundamental reading, writing and arithmetic skills that are learned at an early age, are presented in a highly visual and textual manner that children are able to readily absorb and understand. In this way, children pragmatically use and apply these skills throughout their play and everyday life experiences.
User – What do I do with this?
User – What do I do with this?
How do very young children pragmatically use and apply the purposes, structures and features of
early literacy and numeracy concepts through their play and everyday life experiences?
Children are constantly learning new ideas on an almost daily basis. This applies to the ways in which books are written for children at various levels. A child is then drawn to reading and looking at books which they can assimilate. For this to occur, the texts must be appealing to them and for children, colourful illustrations and good-sized lettering helps the storyline to be understood. Children learn to articulate sounds and words better, with much practise on the same phonics and sounds. An educator or parent who is reading a story to children will often emulate the sounds and grimaces of the main characters of the storyline. For example, in the story of Little Red Riding Hood and the Big Bad Wolf, an adult reader can use much emphasis to convey fear and terror, towards to the end of this story. He/she can then indicate the immense amount of relief that Little Red Riding Hood experiences, when her grandmother is physically returned to her. The tone of the adult reader's voice helps to set the scene for the different gamut of emotions that are or can be experienced in real-world situations.
Using a formal and sometimes informal tone of voice is a good indicator to children as to the seriousness or non-seriousness of a story or oral tale that is being told to them. Oral stories are told to Aboriginal children as formal writing is not a part of Aboriginal culture. These children learn the depth of intensity of stories that are related to them, by their story tellers. Aboriginal people are skilled at drawing artwork and undoubtedly children learn much from these visual illustrations as taught to them by their educators and parents. All children are very quick learners and by occasionally reviewing formally seen or heard texts, either by books, oral stories or songs, dances, music, dancing and their own handwriting and drawings, children build on their already learned knowledge. Their scaffolding of knowledge and education increases as they are further exposed to new experiences, books, stories, songs, dances, drama, and excursions and visits to new places. Children's literary skills grow as further new experiences are given to them, whilst at the same time they draw upon already learned and understanding texts of various kinds.
The same principles as above can be applied to numeracy skills and learning. Constant repetition and gradual exposure to new sets of numbers, symbolic illustration of numbers on public transport vehicles, signage and counting skills acquired at an early age, become a scaffold of reaching towards higher numeracy skills. An early educator or parent may have successfully taught children to wait till the number ten has been reached, before the child in front of them at a playground, has a turn at sliding down the slippery dip. Likewise, children can learn to count the number of blocks or objects within their reach, by being exposed continually and un-obtrusively to numbers. Blocks can be written with colourful, large numbers on them and as time goes by, the learning that children have received, then becomes second-nature to them. As their learning increases naturally and considerably, also their confidence grows as they then become accustomed to absorbing further knowledge and skills at the level to which they are at.
How do very young children pragmatically use and apply the purposes, structures and features of
early literacy and numeracy concepts through their play and everyday life experiences?
Children are constantly learning new ideas on an almost daily basis. This applies to the ways in which books are written for children at various levels. A child is then drawn to reading and looking at books which they can assimilate. For this to occur, the texts must be appealing to them and for children, colourful illustrations and good-sized lettering helps the storyline to be understood. Children learn to articulate sounds and words better, with much practise on the same phonics and sounds. An educator or parent who is reading a story to children will often emulate the sounds and grimaces of the main characters of the storyline. For example, in the story of Little Red Riding Hood and the Big Bad Wolf, an adult reader can use much emphasis to convey fear and terror, towards to the end of this story. He/she can then indicate the immense amount of relief that Little Red Riding Hood experiences, when her grandmother is physically returned to her. The tone of the adult reader's voice helps to set the scene for the different gamut of emotions that are or can be experienced in real-world situations.
Using a formal and sometimes informal tone of voice is a good indicator to children as to the seriousness or non-seriousness of a story or oral tale that is being told to them. Oral stories are told to Aboriginal children as formal writing is not a part of Aboriginal culture. These children learn the depth of intensity of stories that are related to them, by their story tellers. Aboriginal people are skilled at drawing artwork and undoubtedly children learn much from these visual illustrations as taught to them by their educators and parents. All children are very quick learners and by occasionally reviewing formally seen or heard texts, either by books, oral stories or songs, dances, music, dancing and their own handwriting and drawings, children build on their already learned knowledge. Their scaffolding of knowledge and education increases as they are further exposed to new experiences, books, stories, songs, dances, drama, and excursions and visits to new places. Children's literary skills grow as further new experiences are given to them, whilst at the same time they draw upon already learned and understanding texts of various kinds.
The same principles as above can be applied to numeracy skills and learning. Constant repetition and gradual exposure to new sets of numbers, symbolic illustration of numbers on public transport vehicles, signage and counting skills acquired at an early age, become a scaffold of reaching towards higher numeracy skills. An early educator or parent may have successfully taught children to wait till the number ten has been reached, before the child in front of them at a playground, has a turn at sliding down the slippery dip. Likewise, children can learn to count the number of blocks or objects within their reach, by being exposed continually and un-obtrusively to numbers. Blocks can be written with colourful, large numbers on them and as time goes by, the learning that children have received, then becomes second-nature to them. As their learning increases naturally and considerably, also their confidence grows as they then become accustomed to absorbing further knowledge and skills at the level to which they are at.
What is literacy & numeracy? – To me, to children
What is literacy & numeracy? – To me, to children
How literate and numerate are we? And how have we seen children engaging in literate or
numerate behaviour? What makes something a literate or numerate experience?
Literacy is shown in a number of different ways. It includes reading, writing, singing, listening to music and drama. Children learn by listening, modelling and watching the behaviours of those around them. Especially young and very young children are finely attuned to the many and varied events that occur around them, on a daily basis. It is during the first five years of life, that children's development is formed, being a foundation for them that stays with them throughout the remainder of their lives. Numeracy is learned also in a different number of ways. This includes signage that has numbers relating to different services and articles of interest. Symbolism is shown in many ways, being available to children and to adults to read. It can be as simple as the numbers written at the front of a bus, letter box numbers, car plate numbers and signage that indicates the room numbers in certain public buildings.
Children then engage in literate and numerate behaviour according to what they have witnessed. It may be their parents or an early childhood educator, teaching them to wait until the count of ten, for example, before crossing a road that is no longer busy. Waiting for traffic lights to change colour, teaches young children the literacy skills of various colours, connected with road safety. Reading books out aloud, or repeating stories out aloud, singing songs, dancing, drama and listening to music are all various skills of literacy that young and older children engage in. When children learn to recognise the simplest of numbers, they are practising mathematical skills. This can be as simple as counting out two bananas bought at a shop, that are being divided between a couple of children. It includes reading aisle numbers in a supermarket, learning to read the hands of a clock, as well as observing the attention that their parents apply to road rule signs.
Events become a literate or numerate experience in relation as to wheher the exercise involves words and sounds or numbers and counting. Literacy is the former type of learning that children experience and numeracy is the latter. For myself, literacy and numeracy is the same as for children, except that the skills that I obtain are at a higher level of understanding, simply because I have had more lifetime experiences
How literate and numerate are we? And how have we seen children engaging in literate or
numerate behaviour? What makes something a literate or numerate experience?
Literacy is shown in a number of different ways. It includes reading, writing, singing, listening to music and drama. Children learn by listening, modelling and watching the behaviours of those around them. Especially young and very young children are finely attuned to the many and varied events that occur around them, on a daily basis. It is during the first five years of life, that children's development is formed, being a foundation for them that stays with them throughout the remainder of their lives. Numeracy is learned also in a different number of ways. This includes signage that has numbers relating to different services and articles of interest. Symbolism is shown in many ways, being available to children and to adults to read. It can be as simple as the numbers written at the front of a bus, letter box numbers, car plate numbers and signage that indicates the room numbers in certain public buildings.
Children then engage in literate and numerate behaviour according to what they have witnessed. It may be their parents or an early childhood educator, teaching them to wait until the count of ten, for example, before crossing a road that is no longer busy. Waiting for traffic lights to change colour, teaches young children the literacy skills of various colours, connected with road safety. Reading books out aloud, or repeating stories out aloud, singing songs, dancing, drama and listening to music are all various skills of literacy that young and older children engage in. When children learn to recognise the simplest of numbers, they are practising mathematical skills. This can be as simple as counting out two bananas bought at a shop, that are being divided between a couple of children. It includes reading aisle numbers in a supermarket, learning to read the hands of a clock, as well as observing the attention that their parents apply to road rule signs.
Events become a literate or numerate experience in relation as to wheher the exercise involves words and sounds or numbers and counting. Literacy is the former type of learning that children experience and numeracy is the latter. For myself, literacy and numeracy is the same as for children, except that the skills that I obtain are at a higher level of understanding, simply because I have had more lifetime experiences
Wednesday, 17 September 2014
Module 1 - Freebody and Luke
A young baby girl of about eight months of age, is sitting in a sandpit near her parent's house. Alongside of her is another young child of the same age. The young baby girl has her sand-shoes off and is comfortably engrossed in her play. She picks up a small plastic sieve and watches as the sand gently falls through its many holes. Her small friend emulates her and they both spend a good quantity of time enjoying the warm sunshine and the cool breeze that filters past them, on a pleasant autumn's day. After a little while, the young baby girl reaches for a nearby small plastic measuring jug and adds a quantity of water to her sand pile. Again her friend copies her and they learn the tactile skill of different textures. This increases the children' world of learning and knowledge (literacy). Handling the sieve and the measuring jug is a part of their learning of simple mathematical concepts. The young baby girl's mother places some plastic animals, leaves and plastic objects into the roomy sandpit - further opportunities for the two small children to draw upon their senses of touch, tuning into their fine motor skills.
A balance of literacy and numerical skills is important in the development of very young and older children. As they acquire and "fine tune" the five senses of sight, hearing, smell, taste and touch, children will develop greater understanding of the world around them. It is possible to educate children in a relaxed and non-threatening manner. By opening up the world around them in ways which make the world to be an attractive, entertaining, creative and a joyful adventure of lifelong learning, children will be more likely to develop literacy and numeracy skills, without being aware that they are actually learning at the same time.
Educators and parents can introduce new ideas, objects and modes of learning in such pleasant and non-intrusive ways, so that children benefit from their on-going learning. Literacy skills include texts of a multi-modal nature such as story-telling (oral), reading from and out of books, singing, dancing, listening to music, reading poetry and drama, (whereby different roles are acted out).
According to Mary Mayesky of Creative Activities for Young Children, literacy in its most general sense is a mastery of language. This includes speaking, listening, writing and reading. The learning of literacy begins in infancy and continues throughout life. (P423). To develop literacy, we build on what the child already knows about oral language, reading and writing. Children's literacy grows when we encourage them to see themselves as people themselves as people who can enjoy exploring oral and written languages. Stories, songs and dance, as well as music, adds to children's literacy skills. Colourful books do also help with children's appreciation of the world of wonder and their reading skills. Taken from P494, maths is a part of a young child's life. Maths can be learnt as infants and toddlers notice relationships as they interact with their parents or primary caregivers, through songs, reading and other verbal and non-verbal communication. (P495). Learning about where things are and where spaces fit in with relation to one another, is also mathematical learning. This is a pre-cursor to later understandings of geometry and numbers. On P496 Mary Mayesky describes climbing, ducking under, crawling, reading books that teach maths in a diverse and rich way, helps to encourage them to think and reason mathematically, while building their appreciation for both maths and literature. Drawing art sketches that emulate shapes and objects also build on to children's mathematical experiences. The use of pouring containers for water play, sand, drama and other forms of acting out and experimenting with tactile and sensory objects, builds children's constructive knowledge and understanding. This leads ultimately to confident and interested learners. Ultimately this is what all educators and parents wish to achieve for the children under their care. It is by providing stimulating, safe, enjoyable and creative learning environments that young children will learn best and quickly.
The second book that I have studied on the facets of literacy and numeracy is titled Developmentally Appropriate Practice - Curricculum & Development in Early Education. In this book, Carol Gestwicki states that language is acquired at about the same time and in the same way in infants. Infants require language partners for both brain development and growth in their knowledge of the communication process. They need to discover that speech sounds have value and meanings as a method of communicating between persons. Many linguists believe that children probably learn language by processes that include imitation and reinforcements, but also include an increasing sensitization to interpreting the meaning of a partner in communication.(P331). On P394, the author states that early year's educators can enhance children;s natural interest in maths and their disposition to use it, to make sense of their physical and social worlds. She further maintains that the maths curriculum and teaching practices need to be based on knowledge, that young children learn cognitive, linguistic, physical, social and emotional development based on using teaching practises that strengthen children's problem-solving and reasoning processes, as well as representing, communicating and connecting mathematical ideas. C. Gestwicki believes that it is also necessary to provide ample time, materials and teacher support for children to engage in play: a context in which they explore and manipulate maths ideas with keen interest. It is also important to support children's learning by thoughtfully and continually assessing all children's mathematical knowledge, skills and strategies. Children acquire much of their language in the first three years of life, as their neurons grow and expand. (P321).
Education theorists such as M Montessori, Jean Pieget and Vygotsky have provided various differing viewpoints on the constructions of young children's learning cognition. M. Montessori recognized the uniqueness of each child, observing particular periods called 'sensitive periods' and an absorbent mind. She saw this as the ease with which young children learn unconsciously from the environment. Using the Reggio Emilio Approach, children acquire much of their language in the first years of life. Infants require language partners for both brain development and growth in their knowledge of the communication process. They need to discover that speech sounds have value and meaning as a method of communication between persons. Many linguists believe that children probably learn language by processes that include imitation and reinforcement, but also include an increasing sensitization to interpreting the meaning of a partner in communication. On P394, J. Piaget states that early years of education can enhance children's natural interest in maths and their disposition to use it, to make sense of their physical and social worlds. Further to this, Piaget states that basic maths curriculum and teaching practices on knowledge is constructive to young children's cognitive, linguistic, physical and social/emotional development. Further to this, it is important to use teaching practices that strengthen children' s problem-solving and reasoning processes, as well as representing, communicating and connecting mathematical ideas. Also providing ample time, materials and teacher support for children to engage in play, as a context in which they explore and manipulate mathematical ideas with keen interest, further supports children's learning by thoughtfully and continually assessing all children's mathematical knowledge, skills and strategies.
Vygotsky stated that intelligence and understanding are actively created, or constructed in the individual through interaction with elements of the environment. This includes objects, people and experiences. Piaget's approach to learning takes place by a constructivist process. He believed that learning (knowledge) is acquired by building knowledge and skills, through a slow, continuous process of construction, modifying the understanding that children bring to each situation. These include the processes of assimilation and accommodation. In 1951 an article titled Sensorimotor Development - Deferred imitation, Piaget described this term as being applicable to children who have seen developments at another time or place. (343).
Vygotsky (1930-1935) stated that play creates a zone or proximal development in the child. In his article on P39, taken from the book written by C. Gestwicki., he also stated that be believed a child always was developing beyond their average age, compared to their daily behaviour. Vygotsky also believed that play contains all developmental tendencies in a condensed form and it itself a major source of development.
Finally, the article written by Freebody & Luke (e-reading) emphasised historically and culturally determined contexts. These are based on shifting civil, socio-cultural and job-credential demands. They maintain that reading and indirectly, writing also, reinforces the nature of the relationship between spoken sounds and written symbols and the contents. The English vocabulary is made up of an alphabet containing 44 sounds and 26 letters. It is important that young children grasp the meanings of these sounds and letters at a young age, during the formative years. Without this firm foundation of knowledge and understanding, they will be unable to articulate and reasonably understand literacy and mathematical knowledge at further expanding levels, in accordance with their progress.
Stanovich, 1986, mentioned that the source of failure is failing to acquire proficiency with the structured nature of spoken language. This is in comparison to Johnston (1985), who believes that early readers remembered pictures and stories, yet became illiterate adults as they were not able to engage in the technology of the script. He believes that basics are needed in particular forms of literacy. Teachers can help by displaying a student's 'comprehension' and processes used to encourage literacy and numerical skills.
As a text user, it is important to be able to participate in social activities, whereby written text plays a part. These resources are developed in our society mostly by instructional contexts. Text analysis in comparison to critical readers. indicate that all discourse holds a particular construction or 'picture' of its readership, not only in the sense of the reader's knowledge, but also in the ideal position of the reader. Sense-making procedures exists within an ideal perspective.
In conclusion, there are four roles that characterise successful reading in our society.
(a) How do I crack this?
(b) What does this mean?
(c) What do I do with this?
(d) What do I do with this here and now?
Finally, planning must be taken into consideration so that good learning outcomes are obtained. Planning creates a framework of learning choices and possibilities. It is based on observed developmental abilities and interests,educators being aware of where children are in the developmental sequence. They then plan experiences that support the level achieved and help children move on to the next level. Consequently, stories, songs, also solitary exploration and self-determined tasks stimulate young learner's curiosity. Providing some novelty along with the familiarity of known objects and activities already included in children's literacy and maths skills, further fosters confident learning and building skills.
Reading is intertwined with particular conceptions and ideologies about what literacy should be used for. Distinct programs affect distinct literacies.
References:
Peter Freebody, Allan Luke - E-reading
Creative Activities for Young Children, 10th Ed. Mary Mayesky, Cengage Learning (Wadsworth). U.S.A. 2012
Developmentally Appropriate Practices -
Curriculum & Development in Early Education, 5th Ed. Carol Gestwicki, Cengage Learning (Wadsworth). U.S.A. 2014, 2011
A balance of literacy and numerical skills is important in the development of very young and older children. As they acquire and "fine tune" the five senses of sight, hearing, smell, taste and touch, children will develop greater understanding of the world around them. It is possible to educate children in a relaxed and non-threatening manner. By opening up the world around them in ways which make the world to be an attractive, entertaining, creative and a joyful adventure of lifelong learning, children will be more likely to develop literacy and numeracy skills, without being aware that they are actually learning at the same time.
Educators and parents can introduce new ideas, objects and modes of learning in such pleasant and non-intrusive ways, so that children benefit from their on-going learning. Literacy skills include texts of a multi-modal nature such as story-telling (oral), reading from and out of books, singing, dancing, listening to music, reading poetry and drama, (whereby different roles are acted out).
According to Mary Mayesky of Creative Activities for Young Children, literacy in its most general sense is a mastery of language. This includes speaking, listening, writing and reading. The learning of literacy begins in infancy and continues throughout life. (P423). To develop literacy, we build on what the child already knows about oral language, reading and writing. Children's literacy grows when we encourage them to see themselves as people themselves as people who can enjoy exploring oral and written languages. Stories, songs and dance, as well as music, adds to children's literacy skills. Colourful books do also help with children's appreciation of the world of wonder and their reading skills. Taken from P494, maths is a part of a young child's life. Maths can be learnt as infants and toddlers notice relationships as they interact with their parents or primary caregivers, through songs, reading and other verbal and non-verbal communication. (P495). Learning about where things are and where spaces fit in with relation to one another, is also mathematical learning. This is a pre-cursor to later understandings of geometry and numbers. On P496 Mary Mayesky describes climbing, ducking under, crawling, reading books that teach maths in a diverse and rich way, helps to encourage them to think and reason mathematically, while building their appreciation for both maths and literature. Drawing art sketches that emulate shapes and objects also build on to children's mathematical experiences. The use of pouring containers for water play, sand, drama and other forms of acting out and experimenting with tactile and sensory objects, builds children's constructive knowledge and understanding. This leads ultimately to confident and interested learners. Ultimately this is what all educators and parents wish to achieve for the children under their care. It is by providing stimulating, safe, enjoyable and creative learning environments that young children will learn best and quickly.
The second book that I have studied on the facets of literacy and numeracy is titled Developmentally Appropriate Practice - Curricculum & Development in Early Education. In this book, Carol Gestwicki states that language is acquired at about the same time and in the same way in infants. Infants require language partners for both brain development and growth in their knowledge of the communication process. They need to discover that speech sounds have value and meanings as a method of communicating between persons. Many linguists believe that children probably learn language by processes that include imitation and reinforcements, but also include an increasing sensitization to interpreting the meaning of a partner in communication.(P331). On P394, the author states that early year's educators can enhance children;s natural interest in maths and their disposition to use it, to make sense of their physical and social worlds. She further maintains that the maths curriculum and teaching practices need to be based on knowledge, that young children learn cognitive, linguistic, physical, social and emotional development based on using teaching practises that strengthen children's problem-solving and reasoning processes, as well as representing, communicating and connecting mathematical ideas. C. Gestwicki believes that it is also necessary to provide ample time, materials and teacher support for children to engage in play: a context in which they explore and manipulate maths ideas with keen interest. It is also important to support children's learning by thoughtfully and continually assessing all children's mathematical knowledge, skills and strategies. Children acquire much of their language in the first three years of life, as their neurons grow and expand. (P321).
Education theorists such as M Montessori, Jean Pieget and Vygotsky have provided various differing viewpoints on the constructions of young children's learning cognition. M. Montessori recognized the uniqueness of each child, observing particular periods called 'sensitive periods' and an absorbent mind. She saw this as the ease with which young children learn unconsciously from the environment. Using the Reggio Emilio Approach, children acquire much of their language in the first years of life. Infants require language partners for both brain development and growth in their knowledge of the communication process. They need to discover that speech sounds have value and meaning as a method of communication between persons. Many linguists believe that children probably learn language by processes that include imitation and reinforcement, but also include an increasing sensitization to interpreting the meaning of a partner in communication. On P394, J. Piaget states that early years of education can enhance children's natural interest in maths and their disposition to use it, to make sense of their physical and social worlds. Further to this, Piaget states that basic maths curriculum and teaching practices on knowledge is constructive to young children's cognitive, linguistic, physical and social/emotional development. Further to this, it is important to use teaching practices that strengthen children' s problem-solving and reasoning processes, as well as representing, communicating and connecting mathematical ideas. Also providing ample time, materials and teacher support for children to engage in play, as a context in which they explore and manipulate mathematical ideas with keen interest, further supports children's learning by thoughtfully and continually assessing all children's mathematical knowledge, skills and strategies.
Vygotsky stated that intelligence and understanding are actively created, or constructed in the individual through interaction with elements of the environment. This includes objects, people and experiences. Piaget's approach to learning takes place by a constructivist process. He believed that learning (knowledge) is acquired by building knowledge and skills, through a slow, continuous process of construction, modifying the understanding that children bring to each situation. These include the processes of assimilation and accommodation. In 1951 an article titled Sensorimotor Development - Deferred imitation, Piaget described this term as being applicable to children who have seen developments at another time or place. (343).
Vygotsky (1930-1935) stated that play creates a zone or proximal development in the child. In his article on P39, taken from the book written by C. Gestwicki., he also stated that be believed a child always was developing beyond their average age, compared to their daily behaviour. Vygotsky also believed that play contains all developmental tendencies in a condensed form and it itself a major source of development.
Finally, the article written by Freebody & Luke (e-reading) emphasised historically and culturally determined contexts. These are based on shifting civil, socio-cultural and job-credential demands. They maintain that reading and indirectly, writing also, reinforces the nature of the relationship between spoken sounds and written symbols and the contents. The English vocabulary is made up of an alphabet containing 44 sounds and 26 letters. It is important that young children grasp the meanings of these sounds and letters at a young age, during the formative years. Without this firm foundation of knowledge and understanding, they will be unable to articulate and reasonably understand literacy and mathematical knowledge at further expanding levels, in accordance with their progress.
Stanovich, 1986, mentioned that the source of failure is failing to acquire proficiency with the structured nature of spoken language. This is in comparison to Johnston (1985), who believes that early readers remembered pictures and stories, yet became illiterate adults as they were not able to engage in the technology of the script. He believes that basics are needed in particular forms of literacy. Teachers can help by displaying a student's 'comprehension' and processes used to encourage literacy and numerical skills.
As a text user, it is important to be able to participate in social activities, whereby written text plays a part. These resources are developed in our society mostly by instructional contexts. Text analysis in comparison to critical readers. indicate that all discourse holds a particular construction or 'picture' of its readership, not only in the sense of the reader's knowledge, but also in the ideal position of the reader. Sense-making procedures exists within an ideal perspective.
In conclusion, there are four roles that characterise successful reading in our society.
(a) How do I crack this?
(b) What does this mean?
(c) What do I do with this?
(d) What do I do with this here and now?
Finally, planning must be taken into consideration so that good learning outcomes are obtained. Planning creates a framework of learning choices and possibilities. It is based on observed developmental abilities and interests,educators being aware of where children are in the developmental sequence. They then plan experiences that support the level achieved and help children move on to the next level. Consequently, stories, songs, also solitary exploration and self-determined tasks stimulate young learner's curiosity. Providing some novelty along with the familiarity of known objects and activities already included in children's literacy and maths skills, further fosters confident learning and building skills.
Reading is intertwined with particular conceptions and ideologies about what literacy should be used for. Distinct programs affect distinct literacies.
References:
Peter Freebody, Allan Luke - E-reading
Creative Activities for Young Children, 10th Ed. Mary Mayesky, Cengage Learning (Wadsworth). U.S.A. 2012
Developmentally Appropriate Practices -
Curriculum & Development in Early Education, 5th Ed. Carol Gestwicki, Cengage Learning (Wadsworth). U.S.A. 2014, 2011
Subscribe to:
Comments (Atom)