Kornmehl

Terry Aizen – Director Kornmehl

Literacy and numeracy in the early years

Literacy and numeracy are essential skills for all children to develop.

“Positive attitudes and competencies in literacy and numeracy are essential for children’s successful learning. The foundations for these competencies are built in early childhood.” (DEEWR, 2009, page 38).

We therefore have a responsibility to incorporate literacy and numeracy into our programs, but to do so in a way that is in keeping with the principles and practices of the Early Years Learning Framework and of sound early childhood practice.

Play-based learning plays a crucial role in the development of literacy and numeracy. Both literacy and numeracy are forms of communication; ways in which we represent and share information with others about our world. Because literacy and numeracy are essential life skills, children need opportunities to use them (and to see them being used) in real life situations. When children are exposed to literacy and numeracy learning through hands-on, practical and play-based experiences, they are more likely to engage meaningfully and successfully with them.

As children play at shopping in the home corner, using play money and a cash register, they begin to engage with counting, addition, subtraction and various other mathematical concepts. Similarly, when children ‘read’ a recipe and measure out ingredients as part of a cooking experience, they are working with ideas about volume, quantity and measurement and learning how procedural texts work. Such experiences allow children to connect with literacy and numeracy at their own pace and to use their ideas and language in contexts that mirror real life.

In the early childhood classroom much literacy and numeracy learning is incidental, meaning it happens as a result of being in environments rich in language and mathematics without the need for direct instruction. When children see language and number concepts used around them in meaningful ways and as part of their everyday experience they begin to internalise them. They begin to recognise words, letters and numbers and use language and ideas that they have seen educators or other children use. An environment that is rich in literacy and numeracy possibilities is therefore an important starting point.

A broader definition of literacy incorporates all forms of communication, including the visual and performing arts as well as talking, listening and storytelling (DEEWR, 2009, p. 38). An environment that encourages all of these plays an important role in developing children’s sense of themselves as effective communicators and is likely to lead more naturally to an interest in reading and writing.

Similarly, numeracy is about more than just counting. Recognising patterns, sorting and categorising objects, talking about time and the patterns of the day, measuring and calculating amounts, arranging objects in space and identifying shapes, are all examples of mathematical thinking that contribute to numeracy. Materials and resources that allow children to problem-solve and explore the world mathematically are therefore key elements in the development of numeracy. Blocks and other construction materials, puzzles, and opportunities for patterning and sorting using, for example, found materials such as shells, seeds or leaves, all provide experiences that encourage mathematical thinking and the use of mathematical concepts and language.

When educators engage with children as they are learning they are able to support, extend and challenge their thinking. They can provide language to describe what is happening and help to scaffold children’s learning and understanding. This involvement, when it is deliberate, thoughtful and purposeful, can be thought of as intentional teaching.

Being intentional about literacy and numeracy means taking an active role in promoting it. It will involve spontaneous responses to children’s play where we take advantage of opportunities to talk about literacy and numeracy as they arise, as well as more carefully planned experiences that we have deliberately designed to introduce or extend an idea or concept.

By providing children with regular, ongoing opportunities to use literacy and numeracy throughout the day, each and every day, we help to establish knowledge and positive dispositions and the ability to apply knowledge in practical and meaningful contexts. By beginning with play, and utilising its innate appeal to children, we can offer each child the best start in their journey to becoming literate and numerate.

Activities that promote early literacy and numeracy concepts

Some fun, everyday activities you can do with your child to help develop their literacy and numeracy skills:

Play word games when out together, such as playing I spy in the car. For young children, you can use colours such as “I spy something that is red”
Paint and draw: Art allows children to express themselves. As your child learns more words you may notice their paintings or drawings become more detailed
Sing songs or nursery rhymes while taking a walk, packing away toys or in the car
Dress up: children can practise their language and communication skills by playing ‘make believe’
Play outdoors: pouring water or sand into containers, scales and measuring containers allows your child to explore numeracy concepts
Do a puzzle: puzzles are a great way for children to learn about sizes, shapes and colours
Play with blocks: concepts of size, numbers, patterns and problem-solving can be explored by playing with blocks. You can help extend your child’s mathematical and spatial concepts by giving them paper, pencil and a ruler for drawing their block buildings
Ask your child open-ended questions: this encourages them to practise expressing themselves and lets them know you value their thoughts
Think out loud so your child can learn how you solve problems
Read books: reading together can be a special and relaxing time. It can help your child enjoy reading from a young age and give them a head start at school.

Extract from Luke Touhill – Early childhood consultant and writer (NQS PLP e-Newsletter No.66, 2013) and Office for Early Childhood and Care – Literacy and Numeracy fact sheet

Parent talks

The 2^nd talk in our series by Dr Sarah Robuck was held on Wednesday night. Sarah covered some important points on managing misbehaviour.

Go Go Healthy – social event and fundraiser

We have only 2 weeks to go to our social event and fundraiser – Go Go Healthy.

Below is the link to click on to book your family ticket for Sunday 17 June from 10 am to 12 noon in the Lehrer Family Building (Multi Purpose Hall) and Basketball court at Emanuel School.

Please join us for a fun morning of non-stop activities organised by Go Go Healthy Kids. There will be fun for the whole family to join in, with activities including: a giant inflatable obstacle course, giant soccer and footy darts, hockey dribble course, basketball shoot-out challenge, rope skipping challenge, soccer juggling and more.

Hot and cold beverages plus snacks will be available for purchase. Please wear comfortable clothing. Siblings are welcome.

Be ready for an action-packed 2 hours of family fun time.

Cost

$30 per family

We look forward to seeing all our Kornmehl families at this wonderful event. The link is https://tinyurl.com/HealthyKids2018

Care Packs

All Care Packs are due in by Friday 15 June. We have already delivered our 1^st lot of Care Packs received to Gunawirra. They were delighted with the response thus far. There is still time for families to put their Care Packs together and send them into school.