Assessment 1: Oral Language & Numeracy Essay Assignment Sample

Introduction

The area of literacy chosen for this essay is oral language development with a concentration on enhancing viable language interactions with children of age 2-5 in early child care education in the Australasian context. Proper oral language development is important in learning since it is the prerequisite for children’s communication, their ability to comprehend, and also for describing their ideas and concepts. It is an important area of learning in early childhood because this aspect forms the basis of what will later lead to success in reading and writing. Apart from meaning-making and expression, oral language influences the growth of word knowledge, reading, and social relations, in general for learning(Supporting Rich Conversations in Early Childhood Education, 2024). However, there are difficulties in promoting the development of the communicative interactive space, that is, in overseeing speakers and having equal turn-taking, as well as in maintaining further meaningful talk and regulating the hierarchical relationships between educators and children. These are important challenges to unravel because overcoming them is central to improving language learning and interaction, which will be discussed in the body part of this essay.

If you need assignment help on early childhood development, Native Assignment Help provides expert academic essay assistance. Our professionals ensure clarity and quality so students excel in topics like oral language and numeracy development with well-researched, original content tailored to academic standards.

Body

Restricted language experience is a big problem in early childhood education, especially in environments where purposeful interactions are not fostered. This is often the case when teachers are not deliberate in endorsing language development which results in limited engagement of the children in meaningful interaction. According to Vygotsky’s sociocultural theory of development, the development of language and thinking skills are crucially mediated by cultural interactions in which a child is assisted by a more capable person (Vygotsky, 1978). As stipulated by the Early Years Learning Framework of Australia which signifies intentional teaching and focus on early communication skills, the educators have to build the opportunities for enhancing discussions (DEEWR, 2009). To overcome this issue, it is recommended to use such effective approaches as time for reflection and pro-logged answers, as well as using questions that require more than brief answers. In so doing the focus is on language acquisition and cognitive development thereby contributing to achieving the policies and the theories of early years education stressed on communication(Fleer & Raban, 2007).

The other difficulty in enhancing oral language development in early childhood is the limited use of open-ended questions. When the educators often use closed questions, they confine the children’s chances for full development of their speaking potential and thinking skills. In the EYLF communication is defined as talking with children in such a way that promotes their thinking and encourages them to provide more details (DEEWR, 2009). This approach is also please to Bloom’s Taxonomy of Learning which encourages the development of higher-order questions to foster understanding and language use (Krathwohl, 2002). Hearing structure, for instance in response to ‘What do you think will happen next?’ children can think and verbalize their ideas, thus enhancing their language as well as thinking development. Teachers should learn how to incorporate these questions in the learners’ interactions, thus conforming to the educational paradigms focusing on talking and reading in early childhood education(Reform, 2024).

The sociodramatic process of the teacher-child interaction indicates that power relations are a major concern when it comes to the development of oral language in early childhood education. In the same way, when educators speak too much it may deny the children a chance to express themselves, and as an effect reduce their practice of language and confidence. Vygotsky’s sociocultural theory implies that everyone benefits from collaboration and a structured learning environment in which the learner is provided with support just enough to guide his learning process (Vygotsky, 1978). The EYLF also points out to presence of reciprocal partnerships that support and promote active participation of children in learning (Literacy, n.d.). This can be distorted by power relations, which results in a passive learning process in which little or very low value is attached to children’s input. One way to solve this problem is to use a Childhood child-directed approach where the teacher engages in a conversation and allows the child to speak. As some of the strategies that can be employed to achieve equitable participation, one can list such practices as shared storytelling, group discussions where children’s opinions are valued, and the like. Furthermore, the National Quality Standard (NQS) supports the promotion of the child’s agency, and, thus, diminishing power imbalances (ACECQA, 2018).

Conclusion

Thus, the focus on the enhancement of bilingual oral language in early childhood facilities is argued to be critical as language plays an important role in a child’s cognitive, social, and emotional development. This essay has explored three significant challenges in fostering rich conversations with young children: It also refers to a low number of language development activities, low use of open-ended questions, and domination of the academic power by the teachers over learners. All the above challenges can defeat the early developmental patterns of a child which are important in his or her later learning and communication. To overcome such challenges, teachers have to apply practices that would engage students in the learning process and make them use language effectively. A selection of interventions can be as follows: extended formulation of language experience, using open questions, and avoiding power overcharge or pressure as helpful in the context of children’s language development. These strategies are closely connected to the major educational frameworks of the early years learning framework and the national quality standard which aim at developing and maintaining an effective and fair environment in the learning process. More broadly the achievement of early childhood oral language plays a significant role in preparing children for later learning. Through the eradication of the above-mentioned challenges, educators can enhance the formation of effective Literacy and Communication Skills of the children making them ready to face all the pertinent issues which come along their learning process and lifetime.

References

Australian Children's Education & Care Quality Authority (ACECQA). (2018). National quality standard. https://www.acecqa.gov.au/nqf/national-quality-standard

Department of Education, Employment and Workplace Relations (DEEWR). (2009). Belonging, being & becoming: The early years learning framework for Australia. Commonwealth of Australia. https://www.dese.gov.au/early-years-learning-framework

Literacy. (n.d.). https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/literacy/

Supporting rich conversations in Early Childhood Education. (2024, February 27). E4L. https://evidenceforlearning.org.au/education-evidence/evidence-reviews/supporting-rich-conversations-in-early-childhood-education

Fleer, M., & Raban, B. (2007). Early Childhood Literacy and Numeracy: Building Good Practice.

Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory into Practice, 41(4), 212–218. https://doi.org/10.1207/s15430421tip4104_2

Reform, C. A. (2024, July 24). Fostering positive dispositions across literacy and numeracy. https://education.nsw.gov.au/teaching-and-learning/curriculum/early-learning/professional-learning/positive-dispositions

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Numeracy topic: Changing knowledge about young children’s numeracy learning

Introduction

The subject of this essay is early childhood numeracy, especially counting ability in babies in terms of what Lombardi calls a ‘primitive number sense. ‘Recent studies suggest that babies just six months of age can distinguish between quantity, for example, between ten and twenty dots on a screen. The lack of number sense in young children is important for the cognitive development of children including future mathematical abilities. Mathematics is not merely counting; it is incorporated in considerations of space, thinking ability, and learning, language; thus is a core component of early learning. Early numeracy also serves a purpose in the overall child development, including the social and emotional aspects. Interactions of high quality that support teaching-learning situations include numeracy which fosters a positive disposition toward learning in children. Nevertheless, there are difficulties in the introduction of numeracy concerning the developmental age of the child. It is important not to overburden the learner, especially a child, with too much information that might, in the process, dampen their curiosity and ability to learn. Hence magnification of numeracy into play-based machinery constitutes the major task and concern in creating fun and motivating youngsters to be numerically literate.

Body

One of the key issues with early numeracy learning is the issue of overstimulation especially when teaching children under two years on mathematical concepts that their brains cannot comprehend. Low prior achievement, high level of the stimuli, or stimuli that are too complex, tend to cause frustration among young learners and hence reduce chances of practicing numeracy (National Research Council, 2009). To deal with this issue, an important solution is to incorporate numeracy within practical contexts of observation and, if necessary, within a child’s interactions, but not in a noticeable or didactic manner. For example, when playing with children when counting objects when counting the number of people in a group, or when using simple number language when counting just enhances numeracy by making the teaching and learning process easier and natural rather than mechanical (Ginsburg, 2009). Other strategies that can be useful are making activities brief, engaging the child in activities that include also tangible things, and choosing activities that the child is interested in. For instance, counting blocks when constructing a tower or sorting toys by size can be made a form of learning numbers and quantities that a child is not forced to undertake as a chore or task since it is embedded in a fun activity (Berk & Winsler, 1995). However, it is preferable to be vigilant and adapt the rate of the numeracy lessons according to the reaction of the child. Offering rest and making sure that certain activities are fun and not focused on achieving outcomes contributes to the generation of a positive learning environment that should foster a child’s cognitive and emotional development (Clements & Sarama, 2009).

Teaching strategies and the management of student diversity is a significant issue when it comes to early numeracy education. Since children are different and have different prior knowledge to begin with, their learning ability and interaction with numeracy differs. This has brought about diversity of learning needs, therefore probable curricular treatments that should be given to the children in order to address their difficulties in learning have to be tailored to suit their needs (Tomlinson, 2001). Among them we can highlight differentiated materials, where varying degrees of difficulty materials are employed. By giving children, a choice of counting items like beads and good, number line, blocks for shapes, children are able to engage in the games on numeracy at their literacy level(Hattie & Timperley, 2007). These tools enable students with different abilities and learning rates to do away with gaps for a better understanding stating that instructional teaching learning resources facilitate comprehension among students who have different learning disabilities (Clements & Sarama, 2009). Another method is the technique of scaffolding that involves the teacher providing more challenging tasks to the child and as the child develops the ability to solve the given tasks, the educationalist proceeds to present even more difficult challenges. For instance, by beginning with counting drills before moving on to addition promotes a sound understanding without overburdening the students (Wood et al., 1976).

Fostering numeracy along with social and emotional aspects entail a major challenge when teaching young learners. Albeit, it is important and necessary to find ways on how to introduce numeracy skills and to implement them properly they should also incorporate other related activities which are also important for the improvement of the social aspects and the emotional development of a child. Solving this challenge entails prior planning and execution of strategies that would enhance both areas at the same time. There is one approach that can be quite useful and that is the usage of group games with a numeracy activity incorporated into the activity. Group counting games or number-based problems will require children to make use of their sets, rotate turns and discuss, skills of math and pro social are enhanced. In another study it was found that the sort of integrated academic and social activities assists young children to foster positive peer relations and the emergent sense of citizenship (Berk & Winsler, 1995). Another is to integrate numeracy to contexts that children are likely to have emotional responses towards. For instance, counting and sorting objects related to a favourite story or theme for instance, counting the apples in a storybook, makes numeracy more fun. This approach is in concordance with the notion that children are more active and interested whenever learning is associated with their interest and emotion (Ginsburg 2009). Desirable organisations must foster numerical experience and praise the children as well as encourage them during numeracy activities

Conclusion

Therefore, the present work has aimed at shedding light on the basic prerequisites of early childhood numeracy, owing to the specifics of ‘primitive number sense’ in infants and its potential effects on further academic performance. The following areas of concern were also pointed out; how to go about dealing with overstimulation, how to teach different students at once, and how to address social, emotional, and numerical domains simultaneously. It made all these strategies appear: using materials that are young and child-appropriate, providing instruction support in a manner that leads to instructional simplification, and including group work. Knowledge of these elements is important as they not only promote the development of early numeracy but also contribute to child development needs to lay good academic and healthy child foundation.

References

Berk, L. E., & Winsler, A. (1995). Scaffolding children's learning: Vygotsky and early childhood education. National Association for the Education of Young Children.

Clements, D. H., & Sarama, J. (2009). Learning and teaching early math: The learning trajectories approach. Routledge.

Connor, J. (2022, August 15). Changing knowledge about young children’s numeracy learning - The Spoke – Early Childhood Australia's Blog. The Spoke – Early Childhood Australia’s Blog. https://thespoke.earlychildhoodaustralia.org.au/changing-knowledge-about-young-childrens-numeracy-learning/

Ginsburg, H. P. (2009). The importance of early numerical competence. In D. B. Berch & R. M. M. A. E. M. C. R. L. K. H. E. Ginsburg (Eds.), The role of early mathematics in children's academic success (pp. 39–60). Paul H. Brookes Publishing Co.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487

National Research Council. (2009). Mathematics learning in early childhood: Paths toward excellence and equity. The National Academies Press. https://doi.org/10.17226/12519

Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). ASCD.

Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89–100. https://doi.org/10.1111/j.1469-7610.1976.tb00381.x