LO 1.3

Learning Outcome: 1.3
Explain how early literacy & numeracy concepts are socially situated, through specifying the teaching approaches I’ll use & the learning environs I’ll create to support the social dimensions of early literacy/numeracy  

What does it mean to me to be a literacy and numeracy participant?

To me, to be a literacy and numeracy participant one must develop such skills vital for contribution and success within their community. For children this means gaining meaning out of what they are doing and giving them the opportunity to use their strengths and interests to take initiative and be involved in their learning.  Our role in this as educators is to give children continual open ended experiences and resources and allowing them to work out what to do with what they have got. There is no one definition for a literacy and numeracy participant, as in reality we, as individuals, all develop differently, all react differently to things we have experienced, and thus gain different knowledge and information around numeracy and literacy.  

What have I learned about children’s literacy and numeracy learning?

Since the beginning of this topic, I have gained great insight and learnt so much more about children’s literacy and numeracy learning. Two strong focal points, that have really stuck with me; one is that all children are at different stages of development, some below average, while some above, even though there are set standards; however, this does not mean that the students struggling will not improve or grow- with the right teaching and support, they can progress! The second point is that children’s numeracy and literacy development truly depends on their environment in which they have been brought up in. The culture, beliefs, abilities, interests, etc, of those surrounding children in the crucial years of early childhood, all play a huge impact on and influence their growth and development in the areas of literacy and numeracy.  

My teaching identity- What kind of educator do I aim to be?

I am a strong believer in providing children open-ended play experiences, in indoor and outdoor environments, with a balance of appropriate technology and textile experiences, meeting all individuals’ abilities and needs.

To me, education is a process of leading out; as educators we prepare young people for the world and teach them valuable skills they need for the future. This is why we as teachers are so important. When I think about myself as a teacher, and the way I want to be perceived as a teacher by those who I may influence (students, parents, colleagues, society, etc.), I want to be seen as a warm, responsive, supportive, inclusive, understanding, culturally sensitive, student centred, meanwhile a fun, creative, and respected teacher, forever acquiring new knowledge, who inspires students to be all those characteristics, and more, themselves. It is important to me that as a teacher I am a role-model; someone who can be looked up to with a positive reflection.

I feel it also necessary as an educator to be smart and optimistic, but realistic, while also a caring friend and companion who listens, provides support, and brings joy to the atmosphere. I would like to be the kind of teacher who is thoughtful and encouraging, with a happy, bubbly personality, as those are the kinds of people I enjoy surrounding myself with. On top of being, what I would label as a “cool” and enthusiastic teacher, I want to show leadership through knowing and valuing my responsibilities to care and educate. With these attributes, my aim is to help and encourage students to reach their full potential, rather than being the boring, hard-going and unenthusiastic teacher I experienced in many of my years of school.