After underplaying it all week, I graduated with my Masters of Teaching (birth to five years) today and it did feel really good.
I was very proud to see girls ( or should I say women) that I have met over the years in both undergraduate and postgraduate studies walk down to get their pieces of paper.
The speeches were lovely and short but still inspirational and meaningful.
I agree with the Chancellor that we now have a responsibility to go forth and apply our knowledge and benefit our community.
I also agreed with our guest speaker, Professor Kevin Wheldall, AM, that we have a obligation to the children we teach to teach them using methods proven by research and scientific study.
I look forward to watching us all work in and influence the very important field of early childhood.
- Posted using BlogPress from my iPhone
Wednesday, April 20, 2011
Tuesday, April 19, 2011
Teach/Learn Carnival: Easter!
Lots of lovely links to Easter ideas today. It seems like most people are on holidays, so here are lots of things to read and do with kids.
- Deb from Science@home looked at the calendar and the Timing of Easter.
- Marita from Stuff With Thing has been creating Easter Bonnets from items sourced at the Op Shop. She's trying to teach her girls that recycled items are best and create Easter Bonnets that can be used in years to come.
- Monique at Your Cheeky Monkey found out why Hot Cross Buns are special, and some easy instructions to make your own Easter Gift Tags.
- Nurturing Forests is wondering about the debate about the celebration of Easter in Long Day Care.
- Narelle at A Bunch of Keys shares a kid-friendly craft activity - how to make an Easter chicken using the kid's hand prints.
- She also has the most gorgeous Batik eggs, given my kids' love of candles we'll be doing these ones.
- Deb Chitwood at Living Montessori Now has links to lots of Montessori-inspired Easter activities for home or school.
- To make a change from all the lovely decorated eggs, the Science@home girls dissolved egg shells and made Bouncy Eggs.
- Jeannezoo at Zella Said Purple has Easter with a twist - an art/science project with 4s/5s to "study baskets and anything that carries anything else". We research items, make lists of features, then design our own "carrier" using paper, tape, cardboard, rope, paint...voila! An Egg Collector Basket for Easter :)
- Catherine from Adventures with Kids has hints for a great Easter egg hunt, whether it's for a party or your traditional family celebration.
- Another kid-friendly one from A Bunch of Keys, wheat is a sign of new life at Easter. This kids planted wheat in some old egg shells to make 'egg heads.'
- And a final Easter Basket idea at Science@home, making them from handmade paper and embedding seeds to be planted after the festivities are over.
Saturday, April 16, 2011
Patterns: The building blocks for mathematical thinking
Recent early childhood research has found that the ability to make and understand patterns is a critical skill for future mathematical understandings. Studies have found that an understanding of patterning can lead to the development of analogical reasoning and the ability to identify, extend, and generalise patterns is important to inductive reasoning. The studies have found that a child can learn these skills at a very young age.
Papic and Mulligan (2007) found that teaching the "unit of repeat" is the key concept. The unit of repeat is the element that constantly reoccurs. For example, in a pattern that goes: Blue, Yellow, Blue, Yellow, Blue Yellow. The unit of repeat is "Blue, Yellow". If the pattern was changed to : Blue, Yellow, Red, Blue, Yellow, Red. The unit of repeat would be blue, yellow, red. It can also be any other representation e.g. square, circle; rectangle, circle, triangle.
Joanne Mulligan when she lectured us about the findings was so particular about the finding to the point that if the unit of repeat was not completed e.g. red, blue, red, blue, red. We should not label it a pattern at all as it doesn't demonstrate a understanding of the unit of repeat. However, the child can be scaffolded and asked "what needs to be done to finish the pattern?" and if they are able to suggest the addition of "blue" then they are on the way to understanding mathematical patterning. A sound understanding of the "unit of repeat" concept was the key to future mathematical development.
Those of you who are familiar with mathematics will see that this "unit of repeat" concept is identical to the algebra concepts. E.g. a+cd. This is why the study also recommended a focus on the 'structural features' of the pattern rather than the colours - as a focus on the colours of led to a over simplification of the pattern that was occurring.
Overall, the study has opened a new direction in mathematical practices and understanding in the early years. So when you next look at a child's building or construction ask yourself:
Papic and Mulligan (2007) found that teaching the "unit of repeat" is the key concept. The unit of repeat is the element that constantly reoccurs. For example, in a pattern that goes: Blue, Yellow, Blue, Yellow, Blue Yellow. The unit of repeat is "Blue, Yellow". If the pattern was changed to : Blue, Yellow, Red, Blue, Yellow, Red. The unit of repeat would be blue, yellow, red. It can also be any other representation e.g. square, circle; rectangle, circle, triangle.
Joanne Mulligan when she lectured us about the findings was so particular about the finding to the point that if the unit of repeat was not completed e.g. red, blue, red, blue, red. We should not label it a pattern at all as it doesn't demonstrate a understanding of the unit of repeat. However, the child can be scaffolded and asked "what needs to be done to finish the pattern?" and if they are able to suggest the addition of "blue" then they are on the way to understanding mathematical patterning. A sound understanding of the "unit of repeat" concept was the key to future mathematical development.
Those of you who are familiar with mathematics will see that this "unit of repeat" concept is identical to the algebra concepts. E.g. a+cd. This is why the study also recommended a focus on the 'structural features' of the pattern rather than the colours - as a focus on the colours of led to a over simplification of the pattern that was occurring.
Overall, the study has opened a new direction in mathematical practices and understanding in the early years. So when you next look at a child's building or construction ask yourself:
- Is there are unit of repeat happening here?
- How can I draw attention to it?
- What scaffolding do I need to provide to build on this child's understanding?
- How can I discuss the concept but in a different way? e.g. drawing it, building it etc
- How can I model (or demonstrate) the unit of repeat in everyday practice? For example, setting the table has a unit of repeat, everyone has a pair of shoes and so on.
What are your thoughts??
Sunday, April 10, 2011
Encouraging your child to write
There is much pressure on preschoolers to be able to read and write before they enter school.
However, it is important to remember that your child is taught these skills AT school so there is no need to force and drill your child into reading and writing.
Instead, what you can do is encourage a understanding of language and its uses.
Initially, this can be a simple as ensuring your children see you using writing as a tool. For example, involve them when making a shopping or to do list.
Secondly, encourage them to attempt to write - it doesn't matter if it looks nothing like their name or words, with practice it soon will. You should encourage your child to write in as many contexts as possible. For example, making lists, sending letters and even typing on the computer.
One skill they do need for school is the ability to recognize their name. So draw attention to their name in print whenever you can.
Finally, a key indicator for a child's literacy and language skills is how much they are read to. The more the better and there is significant research supporting the continual reading of the same book is very beneficial as it gives the child time to comprehend all aspects of the story. Thebookchook.com is a lovely place to start for story ideas.
If you are looking for more practical literacy tips the blog childhood101.con does weekly literacy spots that are excellent.
In my next literacy post, I will discuss some of the initiatives we are doing at my work.
- Posted using BlogPress from my iPhone
However, it is important to remember that your child is taught these skills AT school so there is no need to force and drill your child into reading and writing.
Instead, what you can do is encourage a understanding of language and its uses.
Initially, this can be a simple as ensuring your children see you using writing as a tool. For example, involve them when making a shopping or to do list.
Secondly, encourage them to attempt to write - it doesn't matter if it looks nothing like their name or words, with practice it soon will. You should encourage your child to write in as many contexts as possible. For example, making lists, sending letters and even typing on the computer.
One skill they do need for school is the ability to recognize their name. So draw attention to their name in print whenever you can.
Finally, a key indicator for a child's literacy and language skills is how much they are read to. The more the better and there is significant research supporting the continual reading of the same book is very beneficial as it gives the child time to comprehend all aspects of the story. Thebookchook.com is a lovely place to start for story ideas.
If you are looking for more practical literacy tips the blog childhood101.con does weekly literacy spots that are excellent.
In my next literacy post, I will discuss some of the initiatives we are doing at my work.
- Posted using BlogPress from my iPhone
Subscribe to:
Posts (Atom)