3.1 Offers a careful interpretation & analysis of children’s early literacy/numeracy skills & interests .
CURRENT SITUATION:
In our workshop discussion we talked about different literacy and numeracy developmental milestones in the young children and learning continuum they included, phonology, receptive language, gestures, print concepts, semantics syntax, Symbols, drawing, turn taking, spatial awareness, non-verbal communication. Preschoolers' receptive and expressive vocabularies continue to expand as they learn more nouns, verbs, adjectives, and adverbs. They also begin to understand and use more closed-class words such as prepositions, pronouns, conjunctions, and auxiliary verbs. By four years of age, children understand and are able to label primary colors according to (Owens, 2001). Children learn red, blue and yellow before they learn green, brown and orange. Four-year-olds are also able to count to five and understand numbers up to three. They will be able to count up to five objects accurately and will be able to bring someone three of something when asked to do so. Geist (2009) has suggested that evidence shows that even very young babies have abstract understanding of quantity and a more concrete, object-related sense of numbers. Also, from very young age children have the ability to tell the large quantity from the small quantity of stuff.
QUESTION THAT I WANT TO INVESTIGATE:
Do all children develop these milestone at the same age or does it varies and depends on other circumstances because these developmental milestone can help a lot while teaching and further learning and development of the child.
RESOURCES AT MY DISPOSAL:
According to a resources that i have found, the stages that children pass through in the development of speech and language are very consistent, but the exact age when they hit these milestones varies a lot. Factors such as the child's inborn ability to learn language and other skills the child is learning, the amount and kind of language the child hears, and how people respond to communication attempts can slow down or accelerate the speed of speech and language development. This makes it difficult to say with certainty where any young child's speech and language development will be in 3 months, or 1 year.
There are, however, certain factors that may increase the risk that a late-talking child in the 18- to 30-month-old age range, and with normal intelligence, will have continuing language problems. These factors include: Receptive language ,use of gestures, progress in language development.
There are, however, certain factors that may increase the risk that a late-talking child in the 18- to 30-month-old age range, and with normal intelligence, will have continuing language problems. These factors include: Receptive language ,use of gestures, progress in language development.
According to the resource "The Continuum of Development" describes predictable sequences of development within broad domains of development. It helps early childhood practitioners observe and document children’s emerging skills, based on an understanding of children’s development. The main purpose is to use that information to plan curriculum that is meaningful for individual children and groups of children because it is grounded in an understanding of child development.
IMPLICATION FOR TEACHING AND LEARNING:
"The Continuum of Development" is a tool that can
help early childhood practitioners and families exchange information about
children’s growing skills as a teacher it can be very helpful to know at which developmental stage of
literacy and numeracy are children at in order to make their knowledge
development meaning ful.
REFERENCE:
Geist, E.(2009). Infants and toddlers. In Children
Are Born Mathematicians: Supporting Mathematical Development, Birth to Age 8(pp.135-182).Upper
Saddle River, New Jersey:Pearson Education Inc.
LINKS:
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