Maths Ed 1 Workshop 1 ECE

Learn online: Preparation for Workshop 1

Our theme in workshop 1 is to investigate how young children engage in and with their environments mathematically.

(a)  Familiarise yourself with all the information in this online resource. In particular, access the GETTING STARTED TAB; this outlines course expectations and exceptions.

(b)  View “Babies and Toddlers: Amazing Learners: Video 3” and complete the reflection (refer Reflecting on Practice below).

(c)  Undertake this week’s readings and record key points in each text.

  • Macmillan, A. (2009). Numeracy in Early Childhood: Shared contexts for teaching and learning. Ch 1: Introduction: Towards an inclusive Philosophy and Practice for Early Childhood Numeracy Education. South Melbourne, Victoria: Oxford University Press.
  • Lee, S. (2012). Toddlers as Mathematicians? Australasian Journal of Early Childhood – v. 37 (1).

Please note: These resources are essential for developing your background knowledge, If you attend to your weekly readings diligently you will be well prepared for Assessment 1. Be prepared to reread sections, and take detailed notes to share your ideas in group discussions during the workshop.

Reflecting on Practice:

Babies and Toddlers amazing learners: Video 3: Learning about my World

NQS Professional Learning Program: Early Childhood Australia (ECA) Learning Hub

This video footage is part 3 in a short series developed by the Early Childhood Australia (ECA) Learning Hub, as part of the National Quality Standards- Professional Learning Program, NQS-PLP (2012-2014).

 

http://learninghub.earlychildhoodaustralia.org.au/elearning/babies-and-toddlers-amazing-learners/

 This video inquires into how young children are active learners from birth and acknowledges the powerful, rapid learning young children engage in as they learn about themselves, their interactions with others and how young children naturally explore their environment to make sense of their world.

 View the footage: Babies and Toddlers and record your impressions about the types of mathematical concepts you notice the young children exploring.

 Consider:

  • what are the children doing and saying, how are they moving?
  • the materials are available and how the children are using them?
  • interactions between children and/or adults, and
  • the mathematical concepts that the child could be exploring.

 

Additional reading:

Department of Education, Employment and Workplace Relations (2009). Belonging, Being & Becoming: The Early Years learning Framework for Australia. Canberra: Department of Education, Employment and Workplace Relations. Full text available on https://www.coag.gov.au/sites/default/files/early_years_learning_framework.pdf

Department of Education, Employment and Workplace Relations (2010). Educators: Belonging, Being & Becoming: The Early Years Learning Framework for Australia. Canberra: Department of Education, Employment and Workplace Relations. Full text available on http://files.acecqa.gov.au/files/National-Quality-Framework-Resources Kit/educators_guide_to_the_early_years_learning_framework_for_australia.pdf

Department for Education and Child Development, DECD, (2015). Implementation Guidelines for Indicators of Preschool Numeracy and Literacy in Government Preschools. Adelaide: Government of South Australia. Full text available https://www.decd.sa.gov.au/sites/g/files/net691/f/implementation-guidelines-indicators-preschool.pdf

Early Childhood Australia (ECA). Thinking about practice: working with the Early Years learning Framework. Full text available on http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/05/EYLFPLP_Thinking_about_practice_Planner_Screen.pdf

Early Childhood Australia (ECA) & Australian Curriculum Assessment and Reporting Authority (ACARA) Foundation for Learning: Relationships between the Early Years learning Framework and the Australian Curriculum. Full text available http://foundationinquirylearning.global2.vic.edu.au/files/2013/06/ECA_ACARA_Foundations_Paper-2cq59mi.pdf

Hunting, R. (2010). Little people, big play, and big mathematical ideas. In L. Sparrow, B. Kissane, & C. Hurst (Eds.), Shaping the future of mathematics education: Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia. Fremantle: MERGA. Full text available on http://files.eric.ed.gov/fulltext/ED521030.pdf

Lee, S. (2010). Mathematical outdoor play: Toddler’s experiences. In L. Sparrow, B. Kissane, & C. Hurst (Eds.), Shaping the future of mathematics education: Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia. Fremantle: MERGA. Full text available on http://files.eric.ed.gov/fulltext/ED521030.pdf

Perry, B., Dockett, S. & Harley, E. (2007). Learning Stories and Children’s Powerful Mathematics. Early Childhood Research & Practice. V. 17, (1). Cited http://ecrp.uiuc.edu/v9n2/perry.html

Perry, B. & Dockett, S. (2010). Play and mathematics. In L. Sparrow, B. Kissane, & C. Hurst (Eds.), Shaping the future of mathematics education: Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia. Fremantle: MERGA. Full text available on http://files.eric.ed.gov/fulltext/ED521030.pdf

Thomas, L., Warren, E. & and deVries, E. (2010). Teaching mathematics and play based learning in an Indigenous early childhood setting: Early childhood teachers’ perspectives. In L. Sparrow, B. Kissane, & C. Hurst (Eds.), Shaping the future of mathematics education: Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia. Fremantle: MERGA.  Full text available on http://files.eric.ed.gov/fulltext/ED521030.pdf

Total time commitment: approximately 5-6 hours.

Due: Before Workshop 1

 

Last modified: Monday, 18 December 2017, 10:25 AM