This week I have been interested in gaining
further insight into how, through the use of literacy and numeracy, we begin to
comprehend ourselves and the world we live in. The two key texts used for this
blog are:
1. Isbell, R., Sobol, J., Lindauer, L.,
& Lowrance, A. (2004). The Effects of Storytelling and Story Reading on the
Oral Language Complexity and Story Comprehension of Young Children. Early Childhood Education Journal, 32(3),
157-163.
2. Clements, D. H., & Sarama, J.
(2011). Early Childhood Mathematics Intervention. Science, 333, 968-970.
Isbell,
Sobol, Lindauer and Lowarance (2004) produced a study in order to determine how
storytelling influences the language development and story comprehension of
young children from 3 to 5 years of age. Storytelling has a huge influence on
young children’s literacy development as a key component to meaning-making. Meaning-making
is about creating ways which “we can express our growing awareness of ourselves
and the world in which we live” (Wright, 2012, p.2).
The early childhood setting is the perfect place to enrich children’s literacy comprehension. The meaningful experiences expressed during the early years throughout education settings, can provide literacy opportunities to enhance and sustain language growth. According to (Isbell, Sobol, Lindauer, and Lowarance (2004), as early childhood educators we are able to provide opportunities for children to play with language, while gaining appreciation and making meaning of the sounds and words. Reading books aloud is a simple activity; however, it has much impact on children’s listening and speaking abilities. Listening and speaking are essential for children to be able to effectively take in, comprehend and respond to the words and information spoken to them. Picture books are effective also as they require participation, which generally involves discussing the book illustrations, enhancing children’s imaginations as well as encouraging them to create mental picture (Isbell, Sobol, Lindauer, and Lowarance (2004).
Typically,
young children have the capacity to learn substantial mathematics, however sadly
they simply lack the opportunities to do so. According to Clement and Sarama
(2011), too many children not only start behind their more advanced peers, but
also begin a negative trajectory in mathematics, which is a big letdown as
there is so much to gain, and little to lose, through engaging in mathematical
experiences. Through mathematics, children become aware and make meaning of
themselves and the world around them. Clement and Sarama (2011, p.968) states, “children’s
knowledge of mathematics predicts their later success.” Through the many skills
of mathematics, such as quantitative, spatial, and logical reasoning, children can
form a cognitive foundation for thinking, learning and comprehending across a
broad range of topics.
Early
childhood teachers often believe they are “teaching mathematics” when they
provide puzzles, blocks, and songs, but in reality these activities lack
explicit attention to the core mathematical skills and limits children’s inventiveness
to explore and experiment. We need to broaden our horizons and encourage
children to extend and mathematise their everyday activities; from building
blocks to art, stories to puzzles and games, to the daily activities, such as
brushing teeth and making our beds. Evidence (Clement and Sarama, 2011) demonstrates
and supports the effectiveness and importance of activities that provide
mathematical experiences in areas which promote children’s understanding of
their world, including number, space, geometry, measurement, and the process of
mathematical comprehension.
Reference:
Clements,
D. H., & Sarama, J. (2011). Early Childhood Mathematics Intervention. Science, 333, 968-970.
Isbell, R.,
Sobol, J., Lindauer, L., & Lowrance, A. (2004). The Effects of Storytelling
and Story Reading on the Oral Language Complexity and Story Comprehension of
Young Children. Early Childhood Education
Journal, 32(3), 157-163.
Wright, S.
(2012). Children, Meaning-Making and the Arts. (2nd ed.).Pearson
Australia.
Hi Sarah,
ReplyDeleteThank you for sharing your readings. I agree with your sum up statement that "We need to broaden our horizons and encourage children to extend and mathematise their everyday activities..." Too often I have seen educators separate play and numeracy experiences instead of finding creative ways in which they can combine the two. I also found your point about meaning-making and literacy interesting and how you discussed it as a growing awareness of ones self and the world that they live in. I also agree that the early childhood setting is a great opportunity to encourage and develop children's learning, in both literacy and numeracy. This has given me some good things to think about. Great Job!
Firstly Sarah I want to comment on your wonderful page, the creativity you express already invites us into your world of learning and expresses the way you will teach children with natural passion. I also agree with Kate on your summary comment ‘We need to broaden our horizons and encourage children to extend’ A key component for parents and educators is to have the opportunity to connect and embed real life practices in children’s learning regarding early stimulation for Literacy and Numeracy.
ReplyDeleteInteresting thought: I have two daughters and their names are Sarah and Kate. Do I have a connection to your comments or names?
Cathy Stanbury http://cathysportfolio.blogspot.com.au