Technician

For this blog, I will discuss the aspects of being a Technician. There are numerous ways in which educators and parents can foster cognitive, language and communication development,motor and concentration skills.  This brings out the best in young children and nurtures their outlook in positive and confidence.
At the age of four years, the Cognitive Development of children is at an optimum level.  Their thinking and listening skills are at full capacity.  Children are able to hold their attention on a particular aspect for between ten to fifteen minutes.  Their imaginations are very vivid and they can remember past events and happenings very well.  Children can invent monsters and princesses, along with other scary objects readily.  Favourite songs and tunes come to mind easily as they recall familiar events and experiences.  It is at this time of children's development that concepts such as big, little, tall, short, bigger, smaller and so on can be readily understood and absorbed by children.  They can count five objects easily and adhere to following three instructions at one time.  New experiences and concepts can be introduced simply and readily for their young minds to absorb.  The spectrum of different colours is easily learnt.  Along with this, children of around the ages of four, will often 'who, what, why or where'.

Social and Emotional Development can be further encouraged, when children are given praise and encouragement when it is deserved.  Their self-confidence is generally at a peak and they are not adverse to being separated from their parents for periods of time. Children enjoy playing with their peers, sharing and co-operation.  However there are times when they can and will become verbally angry and jealous at times, if they feel irregular about circumstances around them. Language and Communication Development.is also at an optimal level.  Children use complete sentences,ask many questions and are aware of the power of words.  Being imaginative, children can also be bossy at times, so it is a good time to invoke socially acceptable words such as 'please' and 'thank you' into the minds of young children.    Muscle development is another field of growth whereby fine and gross motor skills can be learned and practised upon by children.  They need plenty of opportunities to exercise their young bodies.
Activities such as climbing up and down stairs, running, hopping on one foot, balancing for a few seconds on each foot, kicking balls forward, throwing them overhead and catching bouncing balls, helps to build their motor skills.  Playing hopscotch and other games of skill improves concentration and control over children's
Children can be taught how to grasp a racquet in their hands, to hit balloons with one hand at a time. Spatial awareness skills are used further when children learn how to stop moving balls by placing a plastic cone over them. Throwing a ball into a  large bucket from a short distance, jumping over lines using the same pattern of movement, walking up and down stairs with some precision, to a set pattern of movement builds gross motor skills and confidence for children in undertaking daily activities.  As children grow and learn, their confidence will increase and this will lead to them aspiring to perform more difficult tasks.

Concentration skills can also be encouraged by drawing simple objects, complete simple puzzles, printing and reading aloud.  Building towers with blocks, educators and parents reading to children, telling stories, writing, reading and teaching children new words increases their learning skills and capabilities.  Children can be taught how to read numbers, if educators print large sized-numerals, supplied with paper and note-books and writing materials.  Independence and self-esteem grows also when dress-ups and props are given for children to 'play out' their imaginations, along with 'grocery shop' play.   Numeracy skills can be further learnt by teaching children to sort and count rocks, leaves, silverware and other objects.  They can be shown examples of the words such as 'on, under, over, large, small, larger, smaller. big and bigger'.  Educators could write these words on large flashcards and show them to the children, placing the same relevant sized objects alongside of the flashcards.  Over time and with practice, children will understand these concepts of size and their differences.  Placing large sized picture books with relevant texts in a reading/library corner and having a good quantity of text books available for children to read in a comfortable, quiet corner of the children's centre or kindergarten will help them to consider literary learning.  Children also learn literacy in some of its many multi-modal ways, when they see and read relevant texts located in various rooms inside the childcare centre or kindergarten.  Outside technical knowledge can be given to children as they learn about the variations in height, the various shapes of playground equipment, the different lengths of tunnels that children can crawl through, water play areas and sand pits all add to children's knowledge and their tactile
and spatial awareness. Taken from the Early Years Learning Framework for Australia, on page 46, learning is described as a natural process of exploration that children engage in from birth as they expand their intellectual, physical, social, emotional and creative capacities.  Early learning is closely linked to early development.   Consequently the learning framework which technicians provide, provides general goals or outcomes for children's learning and how they might be attained.  It also provides a scaffold to assist early childhood settings to develop their own, more detailed curriculum.  Learning outcomes of skill, knowledge or disposition that educators can actively promote in early childhood setting, in collaboration with children and families. leads further on to building learning relationships that further encourage children's learning and development.  Both the adult and the child have intent to learn from each other.


References
https://www.youtube.com/watch?v=o0TGczdbiV4

The Early Years learning Framework for Australia:  Belonging, Being & Becoming  (page 46)

Participant

This blog will focus on the Participation of young children.  I will discuss the literary and numeracy concepts being used by the children, up to the ages of around four years of age.

In the first U-Tube a young boy Layan is shown practising his reading skills from the age of 1 year and 5 months up to the age of 4 years and 3 months.  At the beginning of his reading development program, Layan is shown flashcards introduced by his mother.  She speaks out words such as tongue, nose and ladder: words that are known to the child.  His mother is encouraging and positive as Layan recites these familiar words, already known to him.  As words are pointed to in the book that Layan knows, this reinforces the learning process.  As time goes by, more and more words will be added to his memory. especially key words that are well-illustrated in an educational and functional book.   By the age of 2 years and 1 month, Layan can remember the word  'pillow', and by the age of 2 years and 4 months, he shows excitement at knowing learned words.  As Layan learns more sounds, he reaches the stage whereby at the age of 4, he is able to read the words 'Happy Birthday' on a newly received card.  Layan's reading skills continue to improve, as he can now read to himself out loud and is reading well by the age of 4 years and 3 months.

The second U-Tube clip is known as Wee Bee World.  This is a small clip that illustrates numeracy in a young animated setting.  The animated characters used are a bee, who is the principle educator in this small series.  Firstly a single giraffe and a lone monkey appear on an animated screen, where the number two is displayed as a bright and colourful number. Then a further giraffe is added along with the lone monkey. This naturally equate three animals. Lastly three giraffes are added to the screen with the monkey, equating to  four animal characters. This clip emphasises Basic Maths Skills for young children, being a passive way for children  to learn.


The next film clip that I observed is titled 'Teachers TV Drama 4 Learning - Maths Through Drama at Key Stage 1.

In this video clip the children are actively involved, as they sing to the cue of the drama teacher.  She has introduced drama into their maths learning and at around the age of four years, these young children are able to readily absorb creative and educational concepts easily.  At this young stage of their lives, children have vivid imaginations and much energy to match.  The talented teacher combined the concepts of maths learning with drama.  She brought maths into her role and found  that the children are keen to learn more.  They are naturally interested in solving maths problems, most likely because the teacher has introduced new maths learning in a fun way.  She made the comment that usually when the children finish their normal set work, they would put their work away.  The teacher commented that they continue to ask relevant questions about maths and numeracy (at their level), readily and easily instead.  In one of the drama skits, the teacher took on the role of a Chef.  She was able to incorporate maths learning into the world of cooking and undoubtedly the concepts of basic maths which the  children are already being taught, would become more meaningful to them.  This is because these skills are being introduced to their everyday world of cooking, (in this example) and at their present level of understanding.  This video highlights the relevance and importance of maths in many of the normal aspects of life.  Enabling children to understand the maths concepts in a creative and easy manner, will add encouragement to their future maths solving skills, encouraging them to solve these concepts in the real world and giving them a basis for future learning. 


References

1. 4 year old child reading - https://www.youtube.com/watch?v=0WPZ4xG07qk
2. Teachers' TV 'Drama 4 Learning' - Maths Through Drama at Key Stage 1 https://www.youtube.com/watch?v=o0u16p4wyoE
3. Adding For Toddlers, Pre-School and Kindergarten Children - https://www.youtube.com/watch?v=zDuHlhbV920

User

A two year and a three year old boy and girl are playing together.  One of the children tends to 'lead' the play.  Their play is relaxed, being free from adult-instructed or educator-initiated rules or advice.  Each of the children are happily engaged in their own play, yet both interact socially.


A boy and girl are running down a footpath together.  The boy stops by a building and slides himself along the pavement, while the girl hops around near by him.  They both enjoy each other's company and their play is individual, yet co-constructed.  Often each child observes what the other child is doing.  The children do not always follow each other's play patterns.
The boy is not at all restricted in his play, at sliding, wearing no socks or shoes that may hinder his play.  They both observe a large trailer, the girl attempting to push it and then swing on it.  The boy moves around beside the girl and then he chooses to run away from her.  The girl runs to meet up with him, after he has run off from her. Then the girl pushes the boy on a tricycle, running after him again as he circles around a building.  The next action the boy takes is to ride upon a tricycle.  The girl consequently chooses to climb inside or a red and yellow plastic car-mobile that is positioned nearby.  The boy soon alights from the tricycle, then climbing back onto it, soon after. They play well alongside of each other and each participates in their own chosen course of play.  Although the children do not mutually take part in the same activities, they do enjoy each other's company and inspire each other to play at roles that are conducive to their vivid and unrestricted imaginations.

An educator could inspire the children to combine their play efforts in a more cohesive manner.  For example, he/she could encourage each child to take turns at riding on the tricycle and the car-mobile.  The children could be encouraged to ask questions as to what the trailer that is free-standing nearby, is normally used for.  Children enjoy free play and are naturally sociable beings. This is an innate trait within all very young and young children.  There are also times whereby children can be challenged in constructive play patterns.  As they mix with their peers, they absorb the ideas of their playmates;  whether this involves 'free play' or initiated or rote learning by their educators or parents.

When children 'play out' dramas in 'real life', they 'act out' their own made-up dramas. 
Taken from Page 7 of 'Teaching Literacy through Drama", 
it states that when a child is able to operate in abstract and imagined play-worlds with other children, the time is ripe for teachers and other empathetic adults to move in alongside the children, with a clear learning agenda.  Literacy skills are gradually learned as children learn to socialise, despite their playing solitarily, yet alongside of teach other.  Adults can act as models for the pretending process and demonstrate how language, gesture and action can be appropriately used to explore and open up a variety of situations.   During times of parallel dramatic play alongside another child or adult, children negotiate dramatic play with their peer/s or adults,  The end result is that they are participating in drama.  At times a child may well begin to play solitarily and dramatically by themselves, until another child chooses to join in, as is the case in the U-tube described above.  An adult looking on : (see Page 8), - may observe and support the children's play, interacting with them in their parallel dramatic play.  He/she can support and interact in or out of role, providing structure of shared drama experience in or out of role as the children's play progresses.  Referring to Page 9 of "Teaching Literacy through Drama". written by P. Baldwin and K. Fleming; Drama invites emotional engagement and a sense of identity as part of a group (this includes parallel play with another peer).  Play provides powerful contexts for speaking and listening, provides opportunities for the children to communicate their thoughts, ideas and feelings. provides a means of understanding symbolism and the juxtaposition of words and silence.  Should an educator or teacher have joined in with the children's play, they could have introduced significant opportunities for the stimulation of interactive pupil response, thereby creating a catalyst for communication by the children.   The educator or teacher could encourage story-making development in the children's play, involving the creation of imaginary characters, settings and plots. Mathematical development can be learned when a child or children enjoy dramatic play and imagined drama contexts.  Both the boy or girl are using their vivid imaginations while playing alongside of each other.   They are both engaging in abstract forms which they portray in visual and tactile form.  At the same time, the children are finding reasons for thinking mathematically in order to use and apply mathematics in a powerful imaginary context, giving motivating reasons for finding solutions and problem-solving.  When the children use the tricycle and the car-mobile, they are exercising mathematical skills and logical reasoning.  They both ride their 'vehicles' on the footpath, keeping safe and away from traffic or any obstacles.
Referring to the Early Years Framework for Australia curriculum booklet, play-based learning is described as a context for learning through which children organise and make sense of their social worlds, as they engage actively with people, objects and representations.  Therefore, the innate and natural abilities and desires of young children to join in aspects of play provides an indisputable foundation and unlimited scope for the development of very young and young children's literacy and numerical skills.  The 'free' and non-adult initiated play by the two children who I observed on the U- video website provides this evidence. 






References:

Youtube.com - How 2 year old and 3 year old toddlers play together - https://www.youtube.com/watch?v=R_tmbZFSmRQ


Teaching Literacy through Drama:  Baldwin P. and Fleming K.:   RoutledgeFarmer, 2003
(Creative approaches)


The Early Years Learning Framework for Australia - P46
(Belonging, Being  & Becoming)

Barbara Furler.
St. No:  2075318

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.

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

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