This weeks discussion was about technician of literacy and numeracy in early childhood and as a technician how can we crack this code. In a class we had a discussion about how as a technician we can decode young children's development of understanding of concepts and processes. So i got very interested in how children develop their literacy and numeracy skills and i came across these two reading.
MAIN ARGUEMENT:
Dickinson et al (2003) emphasis that research they have done has found interrelationship among phonological awareness, letter knowledge, word
identification, and several measures of oral language (e.g., receptive
vocabulary, sentence imitation) and found that all the measures of oral language and
literacy were significantly inter correlated.
They have also have found that oral language is closely related to phonological sensitivity in
the years before direct reading instruction and also that language,
especially vocabulary, plays an important role in supporting reading
during the initial stage when decoding is the primary challenge facing
children.
Their is a considerable evidence which points to relationship between a variety of
oral language abilities and subsequent reading capabilities , with special attention
given to phonological awareness. There is also substantial evidence found which is
pointing to the impact of literacy on language.
They have argued that the system of interrelated language and cognitive
systems that children create as they first become literate may become
increasingly well organized with time. If children have significant gaps
in some portion of this system at an early point, they may fail to
create the robust literacy systems needed for the development of later literacy.
The other reading was on numeracy by Kirova and Bhargava (2002) which empisised that professional growth in three areas was important for teachers learning to guide young children's learning of mathematical concepts.
First is the ability to recognize how children demonstrate their understanding of mathematical concepts.
Second is the ability to use mathematical language to guide their progress from behavioral to representational understanding of mathematical concepts.
Third is the ability to assess systematically children's understanding of mathematical concepts.
Then they have concluded that checklists tracing the development of three fundamental mathematical concept includes
1: one-to-one correspondence,
2: classification,
3: and seriation.
These are suggested as tools for teachers to monitor preschool children's learning of mathematical concepts and then plan appropriate learning experiences within children's zones of proximal development thus creating an environment that is mathematically empowering and mediating children's experiences in this environment establish the foundation for constructing, modifying, and integrating mathematical concepts in the minds of young children.
I can see a lot of implication for my learning happening through these two reading as they describe how children's oral language development and literacy is connected and can help us in understanding how children apply their knowledge of the world and the second reading on numeracy also shed a light on how children demonstrate their concepts of mathematics and classifications and how as a teacher we can provide new experience and build on their prior knowledge.
REFERENCES:
1: Dickinson, D. K., McCabe,
A., Anastasopoulos, L., Peisner-Feinberg, E. S., & Poe, M. D.
(2003). The comprehensive language approach to early literacy: The
interrelationships among vocabulary, phonological sensitivity, and print
knowledge among preschool-aged children. Journal of Educational Psychology, 95(3), 465.
2: Kirova, A., & Bhargava, A. (2002). Learning to guide preschool children's mathematical understanding: A teacher's professional growth. ERIC Clearinghouse.
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