Early Literacy and Numeracy Development

Early Literacy and Numeracy Development Describe the learning context The children aged five years old were matching, writing number symbols and copying number words (for those who can) from 1 to 10 as they created their number book with stamps. The children used stamps to quantify the numbers based on the number symbol reflected on each page. Five children sat around the table, getting ready for the activity. Child A began stamping number one on one page, followed by two, then three on subsequent pages. Child B also began stamping on the pages. Child A saw Child B who had more than 6 stamps on the number ‘5’ page told Child B. â€Å"you are wrong, is number 5†. Child B looked at me and I told Child B, â€Å"it’s alright, let’s do it again.† I asked Child B as I pointed to the number symbol â€Å"What is the number?† â€Å"5† replied Child B and Child B printed two stamps on the page. A while later, Child A has completed printing stamps on the number book and began copy writing of the number words. Child B then completed the stamping of number with my assistance. Child B mumbling counted it while printing the stamps reflected on the page. Then, Child B moved on to copy writing on the number symbols. When the children have completed, they had a sharing session on their number book. Analyse the learning for conceptual ideas I have explored in the readings Based on the above learning context, the analysis of the following numeracy and literacy ideas are observed. Sociocultural context has happened in this small group learning. Rogoff’s three foci of analysis – personal, interpersonal and community provide a useful tool for analyzing young children. It emphasized how children’s thinking is incorporated with and constituted by the setting, collaboration, signs and cultural tools (Robbins, 2007). From the personal focus of analysis, we can observe how Child A transforms during the course of the activity, and how Child A collaborate and relate to others (interpersonal focus of analysis) in the setting (contextual focus of analysis). Vygotsky described Child B’s muttering as ‘private speech’. He appeared to be giving himself guidance and reassurance that his written answer was correct, showing a development in his cognitive thinking as he selected, matched and gave himself confidence (Ahmed, n.d.). Zone of Proximal Development (ZPD) describes the area between the child’s level of independent performance and what the child can do with support (Zone of Proximal Development and Scaffolding, n.d.). From the observation, Child A has reached her level of independence of understanding the quantifying of numbers and thus, she pointed out to Child B’s correction that he had six stamps on the number page five. Children learn these number names by imitating adults and as they practice counting, they often say nonconventional sequences of number names (Reys, Lindquist, Lambdin, Smith, Rogers, Falle, Frid, Sandra Bennett, 2012). Children reflecting counting principles may show confusion when counting, however, with encouragement and opportunities to count, children will develop efficient counting strategies with any specific directions (Clements Sarama as cited in Reys et al., 2012). Child B is observed to face difficulties in counting beyond five, thus, with assistance and encouragement from the teacher, he was able to complete counting one to one correspondence up to ten. Child A’s pointing of the number symbols to Child B assists in her recognition of symbols. Child A in this case is more knowledgeable other (MKO), who has a higher ability level than Child B, in creating the number book (McLeod, 2014). This is useful to Child B as he attempts to store knowledge and information making a connection of the symbol to the word. Eventually this knowledge will be stored as symbolic representation and classified under different categorizations, as proposed by Bruner (McLeod, 2008). Number symbols are essential prerequisites for children to move on to more sophisticated mathematical algorithms that include the use of symbols for relations, operations and punctuations. Children must make meaning of what they are learning so that they can understand the reasoning behind the operations (Sperry, 2009). However, understanding of mathematical concepts has to be built first to help children further their understanding and learning in abstract terms, such as symbols. As such, Child B is making meaning of the symbols and number words, connecting the two, constructing his own mental image and understanding and modifying his previous knowledge, after interaction with his peers, therefore creating a new schema (McGee Richgels, 2008). The speech of the children served different purposes, as described by Halliday (as cited in McGee Richgels, 2008). Child A’s use of regulatory language attempted to control Child B’s actions by highlighting his errors to communicate information by guiding and giving the correct information to Child B. Literacy practices are important to everyday lives of children and it does not take place in isolation to other social practices and interactions with adults and peers (Makin, Diaz McLachlan, 2007). Conceptualisations about literacy must take account of the social practices which include listening speaking, writing, viewing and critiquing (Makin et al., 2007). From the observations the children were engaged in speaking, listening to others, as well as writing of the numbers symbols and words. According to Vygotsky, he emphasized that learning occurs through social interaction and he viewed that language is an important tool for communicating with the world (McLeod, 2014). Through the interaction between the children and the teacher, the children developed number sense and picked up literacy skills. Lesson Plan – Enhancing this learning situation with a new literacy and a new numeracy outcome in the same lesson plan Lesson plan for the five years old Literacy Objectives The children will be able to: Use words in the proper sentence structure Write number symbols Copy writing or spell out three letter word such as ‘ten’. Response to questions and answer appropriately Numeracy Objectives The children will be able to: Use one to one correspondence Counting in sequence from 1 10 Compare long, short and same using the children’s names and more or less. Answer questions to demonstrate an understanding of How many objects up to 10. Social Objectives The children will be able to: To be able to build up their self-confidence by giving them opportunities to present in front of the class individually or in groups. To be open-minded and be receptive to suggestions Introduction Introduce the counting number book titled Ten Black Dots by Donald Crews to the children. Read the story to the children. Teacher to give out strips of paper with the children’s name written on it. Using the cooperative learning strategy, round table, each chair is labelled from one to ten and children will go to the number after they counted the letters on their names. Teacher will have a discussion on whose names are long, short or they are the same. Main Activity Read the story to the children again. This time, teacher will demonstrate the story by stopping with each picture and counting the black dots. Teacher to ask questions such as, â€Å"How many dots do you need to make the eyes on a fox? In a large group, teacher to ask questions and have them to demonstrate on the board. For example, teacher will have a picture card with two missing dots on the eyes of a dog and five missing dots on the balloons. Encourage the children to come forward to complete the pictures. Then, have the children to respond by asking, â€Å"Which one has more dots? How do you know?† Then, children to take turns to paste the correct number symbol to the number of dots on the board. Teacher to encourage the children to come out with creative ideas how on the dots can turn into based on the number of dots given. A book with five pages, including the cover and back of the book will be provided for children Then, in pairs, children to create their very own story about the 10 black dots. Using their creativity, they will design their cover page with the title and their name on the front. Children will use black dot stickers to make their own story through drawing and they will write their story line on each page. For example, â€Å"1 one dot can make a clock.† They will have to through the numbers in sequence. For those children who are still developing writing skills, they are encouraged to write the number words and symbols. Closure Once completed, using round robin, children will take turns to read their story to the class. At the same time, their peers will share their thoughts about their friend’s story on how they feel about it and the teacher will record the responses in LEA. This forms part of their peer assessment. The teacher will then document the responses and leave the children’s story at the learning area for children to revisit their work. Discussion with numerous links to the readings to justify the literacy and numeracy content in your lesson plan In the lesson plan, cooperative learning strategy is used as to get the children create interest in learning. Cooperative learning strategy does benefit the young children as it encourages group processes, foster social and academic interactions among peers and rewards successful group participation (Lyman Foyle, 1988). Linking back to Rogoff’s three focus of analysis, the cooperative learning strategy helps the child to move from being aware of him or herself to becoming aware of other children. In one of the research findings, it had shown that cooperative learning activities do improve children’s relationship with peers, especially from different culture. When children begin to work on task, cooperation can open up opportunities for sharing ideas, learning how others think and react to problems and practising oral language skills in small groups (Lyman Foyle, 1988). It also promotes learning dispositions and positive feelings towards school, teachers and peers. Joh n Dewey also believed that children learn best for highlighting the positive social value of education and the importance of educators where educators listened to the children then facilitate them through activities (Hill, 2012). Based on the lesson plan, a story book is used to enhance the learning situation with a new numeracy and literacy outcome. Early childhood educators have been increasingly recognized the potential of using storybooks and picture books to introduce mathematics learning for children even though the children may not immediately relate it with math concepts and ideas (Flevares Schiff, 2014). Taking in from Vygotsky’s sociocultural perspective, some books have created a space for interaction and sharing or ideas presented by or analysed through the illustrations and text Flevares Schiff, 2014). Bringing in shared literature mathematics engages and socializes children into literacy aspect of shared reading and learning and the books can also be a springboard to address math concepts both at school and at home Flevares Schiff, 2014). In the lesson plan, children not only learn about numbers, they also learned to identify high frequency words, number words as they read and as well as practicing their writing skills. van den Heuvel-Panhuize and Elia (2012) have furthered explained that children’s books have an important role in teaching mathematics as the authors either refer to children’s books as a learning setting in which children can come across mathematics or as a tool that enhances to the learning of mathematics. In another study, it supports the idea that reading picture books to children has a lot of potential for mathematical ideas to children even without any prompting or any instructions (van den Heuvel-Panhuizen, van den Boogaard, Doig, 2009). With reference to the lesson plan above, the storybook sets as a basis to introducing one to one correspondence, number sequencing and as well as reading and listening skills. Howard Gardner appealed multiple intelligences are used concurrently and it balance each other as individuals developed skills (Brualdi, 1996). In the lesson plan, several intelligences are observed: Mathematical intelligence is seen where children used their logical thinking skills to work on number sequencing and one to one correspondence; Linguistic intelligence is used when children practice their speaking skills during the sharing session, writing their story, number words and symbol. Interpersonal intelligence is observed as the children work together, giving ideas objectively, creating their story and as well as intrapersonal skill where children build up their confidence level and speaking skills during their sharing session. References Ahmed, M. K. (n.d.). Private speech: A cognitive tool in verbal communication. Retrieved 1 March 2012 from http://www.iuj.ac.jp/faculty/mkahmed/privatespeech.html Brualdi, A. C. (1996). Multiple intelligences: Gardners theory. ERIC Digest. Flevares, L. M., Schiff, J. R. (2014). Learning mathematics in two dimensions: a review and look ahead at teaching and learning early childhood mathematics with children’s literature. Frontiers in psychology, 5. Hill, Susan. (2012). Developing early literacy: assessment and teaching (2nd ed). South Yarra: Eleanor Curtain Publishing. Lyman, L., Foyle, H. C. (1988). Cooperative learning strategies and children. ERIC Digest. Makin, L., Diaz, C. J., McLachlan, C. (Eds.). (2007). Literacies in childhood: Changing views, challenging practice (2nd ed). Elsevier Australia. McLeod, S. (2014). Lev Vygotsky. Retrieved 10 March 2015, from http://www.simplypsychology.org/vygotsky.html McLeod, S. (2012). Simply Psychology. Retrieved 10 March 2015, from http://www.simplypsychology.org/bruner.html Reys, R. E., Lindquist, M. M., Lambdin, D. V., Smith, N. L., Rogers, A., Falle, J., Frid, Sandra. Bennett, S. (2012). Helping children learn mathematics. Australia: John Wiley sons Australia. Robbins, J. (2007, August). Young children thinking and talking: Using sociocultural theory for multi-layered analysis. In Learning and Socio-cultural Theory: Exploring Modern Vygotskian Perspectives International Workshop 2007 1(1), 46-65. Sperry Smith, S. (2009). The language of math: communication and representation. In early childhood mathematics (4th ed.). Boston: Pearson. van den Heuvel-Panhuizen, M., van den Boogaard, S., Doig, B. (2009). Picture books stimulate the learning of mathematics. Australian journal of early childhood, 34(3), 30-39. van den Heuvel-Panhuizen, M., Elia, I. (2012). Developing a framework for the evaluation of picturebooks that support kindergartners’ learning of mathematics. Research in mathematics education, 14(1), 17-47. Zone of Proximal Development and Scaffolding. (n.d.). Retrieved March 13, 2015, from http://www.toolsofthemind.org/philosophy/scaffolding/ Names: Loo Si Hui (25687514) Page 1

Miseducation of the Negro by Carter G. Woodson Essays -- African Ameri

Miseducation of the Negro by Carter G. Woodson In his book, The Miseducation of the Negro, Carter G. Woodson addresses many issues that have been and are still prevalent in the African American community. Woodson believed that in the midst of receiving education, blacks lost sight of their original reasons for becoming educated. He believed that many blacks became educated only to assimilate to white culture and attempt to become successful under white standards, instead of investing in their communities and applying their knowledge to help other blacks. Supreme Court Justice Clarence Thomas is a prime example of Woodson’s argument on â€Å"miseducated† blacks. Although Thomas benefitted from programs like affirmative action, once he reached the high point in his career he supported legislature to end such programs. Hampton University and other Historically Black Colleges and Universities must take it upon themselves to teach their students the importance of contributing to their communities once they graduate and enter into the business world. Colleges like Hampton, Howard, Spelman and Morehouse have the opportunity to produce professionals that can restructure and save the black community. Students who graduate from these institutions have the resources and knowledge that are needed to revive the African American community and their economy. Black colleges must educate their students on the need for black businesses, role models and the importance of staying connected to their culture and community. Clarence Thomas and the many blacks like him also contribute to the â€Å"class† rift in the black community. The many educated blacks who do not give back to their community are labeled as â€Å"sellouts† by their peers and family me... ...If we learn anything for the White Man, we could at least learn about how he treats his own kind. Johnica Garrett: In order to better ourselves, we must recognize and identify the problems within our community. Once this is done, we must be willing to work on these areas. We must implement programs that encourage unity within our communities. There are rifts amongst all groups of people, but the key is to not let these divisions be apparent to your enemy. An example of this is the unity America is portraying to the rest of the world right now. Despite the many problems we have within our country, our government realizes that we must at least appear to be united in the eyes of enemy. The black community needs to grasp the importance of strategy and competition. We must try twice as hard as anyone else in school and work to prove that we are at least their equals.

Louisiana Coastal Wetlands: Restore or Retreat

Imagine returning to your Hometown 30 to 40 years from now to find it completely replaced by wetlands. This is the reality that many Louisiana natives living along the coastline of the Gulf of Mexico will have to face if coastal erosion continues at the pace it is going. Costello proclaims, â€Å"Since 1932, when the Department of Natural Resources began keeping thorough, accurate records, Louisiana has lost over 1,900 square miles or 1. 2 million acres of coastal land due to coastal erosion. (19). Loss of Louisiana’s coastal wetlands is a problem that will impact a wide range of individuals, from those living in metropolitan areas far away to those living in smaller cities along the shoreline. The resources that this ecosystem supplies are utilized nationwide. The United States is expected to lose billions of dollars from the seafood industry, oil and gas revenue, and commercial shipping if Louisiana’s coast disappears (â€Å"Turning the Tide: the Fight to Keep Coastal Louisiana on the Map†, 1). While the state makes up forty percent of the United State’s wetlands, it regrettably accounts for eighty percent of land loss (Williams 1). Louisiana’s wetlands are home to fish, plants, and other wild life exclusive to the area. Sadly, their habitat is steadily shrinking and exactly half of Louisiana’s original wetlands have already been lost over the past 200 years (Williams 1). Southern Louisiana is also residence to a unique, lively, and diverse group of people that can’t be found anywhere else in the world. They have an amazing culture that can be depicted in movies like Princess and the Frog, which will hopefully stay in tact in the midst of all the land loss. According to S. Jeffress Williams and the U. S. Geological Survey, â€Å"The swamps and marshes of coastal Louisiana are among the Nation's most fragile and valuable wetlands, vital not only to recreational and agricultural interests but also the State's more than $1 billion per year seafood industry†(1). Louisiana’s wetlands are 3 million acres, reaching 130 kilometers inland and stretching 300 kilometers along the coast (W illiams 1). It is the low-lying, swampy region that acts as the drainage basin connecting the Mississippi River to the Gulf of Mexico (Costello 19). The Lower Mississippi River drains more than 24 million acres from seven states (Costello 19). Inhabitants have always been attracted to the region due to the vast range of resources available around the basin. Not to mention, residents were drawn in by the trade route and transportation that the Mississippi River had to offer in the 1700s (Costello 19). The fishing and shipping industries also provided many job opportunities, which made South Louisiana a very popular place to live (Costello 19). Bibliography Costello, Gina R. â€Å"Louisina Coastal Wetlands and Louisiana Coastal Grey Literature: Vanishing Treasures. † Maping Gray Resources for Coastal and Equatic Enviroments. Springer Science & Business Media B. V. , 1 August 2007. Web. 15 March 2011. â€Å"Turning the tide: the fight to keep coastal Louisiana on the map. † LouisianaDept. of Natural Resources, 2004. Web. 15 March. 2011. Williams, S. Jeffress. â€Å"Louisiana Coastal Wetlands: A Resource at Risk. † US Geological Survey Facts Sheet, 3 November 1995. Web. 15 March. 2011.

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