LO 3.2

Learning Outcome: 3.2
Demonstrate an understanding of the educator's role in observing & planning for young children's literacy & numeracy learning & development, through demonstrating competence in observing & planning for literacy & numeracy experiences & environs, adapting to specific learner needs, interests & contexts 



I recently have spent time observing and supporting a child with Autism who attends the education center I work at. After getting to know the child through interaction and many observations, I have become aware of her abilities and needs. She is bilingual and really struggles socially, which has delayed her communication and impacts some cognitive function. When she is alone she is able to independently and successful label items, animals, numbers, colours, and people. She has a high interest in animals and understands their corresponding sounds. She actively engages in the use of technology and through her expression of excitement I can see she thoroughly enjoys it. She will not initiate conversation, however is echolalic and will often repeat what she hears others around her say. 

After reflecting on observations, I began thinking of activities which could promote and support her literacy and numeracy development. Below is the original plan of the first of many activities I created to contribute to her development. 

Planning Activity

Time Period: 20-30minutes

Who planned for (names, ages): S – 4yo

Expected Learning Outcomes:

Drawn from The Early Years Learning Framework for Australia, Belonging, Being & Becoming document:

·         Outcome 2: Children are connected with and contribute to their world through discovering and broadening their understanding of technology in the world in which they live in.

·         Outcome 4: Children are confident and involved learners through exploring their environment and engaging in activities that interest them and produce curiosity and enthusiasm amongst their learning. They are persistent and engage through experimentation and investigating, and resource their own learning through connecting with people, technologies and processed materials.

·         Outcome 5: Children are effective communicators through being able to express (verbally and non-verbally) their thoughts, feelings, ideas and emotions with others. 

Context for the Session:

The context of this session is to use technology to interact, learn and develop.

Session focus:

Encourage S to engage and interact with technology, to be able to then further her learning and development through games and applications, such as those for recognition with comparisons, emotions, colours, shapes, etc.

Preparation: Environment, Equipment, Resources, etc.

·         Download suitable Applications on iPad. –Autism iHelp <good source.

·         Organise a quiet area with minimal distractions/stimuli for S. 

·         Bring a charger, cover and cleaner to ensure the iPad to be effective.

Teaching and Learning Strategies:

1.       Introduce the activity: 5mins

(Seated on the mat with the iPad– quiet area)

Today I have brought my iPad into Kindy. We are going to play some games I have downloaded on to my iPad.

·         Show iPad –explain using the iPad, buttons and what games/apps we will be using. Let S explore the iPad and try touching buttons, etc.

2.       Playing apps/games: 15 - 25mins < depending on her attention span at the time/day.

(Seated on mat with iPad – quiet area)

Now we are going to have a look at some of the games I have on here. I have lots of apps- we can look at colours, animals, shapes, etc. Which one would you like to look at first.

·         Let S select the first game.

·         Talk through the instructions together.

·         Demonstrate- Take turns. **Always let S have the last turn to ensure she feels like she is succeeding and completing the game/task, etc**

·         When S becomes uninterested or distracted from one game, introduce a new game.

Reflections/Evaluations:

- Used simple expressive language > ask S simpe questions to engage her in her learning 

- S enjoyed using the iPad

- Interested in animal games

- Was verbally labeling each animal independently and successfully

- Was slightly distracted and often demonstrated anxiety with children coming into quiet area and wanting to play with the iPad too

- S liked to have control of the iPad

- S often struggles to hold a pencil or computer mouse, so using finger straight onto screen worked well for her

- Became disinterested after a while (need to download more apps of that sort)

- S recognised and counted the numbers on the iPad keyboard

- Find more apps of Indian and English (bilingual)