Part A: Discussion of key principles that underpin children’s learning of Mathematics
The national early childhood curriculum Belonging, Being & Becoming: the Early Years Learning Framework (EYLF) describes numeracy as “the capacity, confidence and disposition to use mathematics in daily life” (DEEWR 2009, p. 38). The EYLF (DEEWR 2009, p. 43), describes numeracy as including understandings about spatial awareness, data, patterns, numbers and measurement, along with mathematical thinking, reasoning and counting. Throughout this paper, the focus will be on mathematical understandings, looking at this in relation to the key principles of children’s learning, effective teaching and the role of children’s existing and prior knowledge about mathematics. …show more content…
5). Additionally, creating relationships and working together with families works towards increasing children’s wellbeing and achievement in learning (Connor 2014, p. 5). This is a relationship that can be established through the practice of active listening. “The process of active listening involves listening, attending, interpreting, and assessing” (Macmillan 2009, p. 153). Through the use of active listening, educators will be able to attain children’s and families trust as well as providing a base for observation and therefore, establishing strategies for engaging with children and teaching opportunities. Also through communicating and listening educators will have the opportunity to make connections with what children already know and therefore, build on this, making connection being one of Sullivan’s (2011, p. 26) key principles that underpin effective teaching of …show more content…
11). “In his review of social constructivism Paul Ernest described ‘knowing’ as an active process that is both… individual and personal, and that is based on previously constructed knowledge” (Sullivan 2011, p.1). As Williams (2002, p. 31) argues, educators must know the children in their class, their prior knowledge and background in order to plan, teach and evaluate lessons that relate to their everyday
The national early childhood curriculum Belonging, Being & Becoming: the Early Years Learning Framework (EYLF) describes numeracy as “the capacity, confidence and disposition to use mathematics in daily life” (DEEWR 2009, p. 38). The EYLF (DEEWR 2009, p. 43), describes numeracy as including understandings about spatial awareness, data, patterns, numbers and measurement, along with mathematical thinking, reasoning and counting. Throughout this paper, the focus will be on mathematical understandings, looking at this in relation to the key principles of children’s learning, effective teaching and the role of children’s existing and prior knowledge about mathematics. …show more content…
5). Additionally, creating relationships and working together with families works towards increasing children’s wellbeing and achievement in learning (Connor 2014, p. 5). This is a relationship that can be established through the practice of active listening. “The process of active listening involves listening, attending, interpreting, and assessing” (Macmillan 2009, p. 153). Through the use of active listening, educators will be able to attain children’s and families trust as well as providing a base for observation and therefore, establishing strategies for engaging with children and teaching opportunities. Also through communicating and listening educators will have the opportunity to make connections with what children already know and therefore, build on this, making connection being one of Sullivan’s (2011, p. 26) key principles that underpin effective teaching of …show more content…
11). “In his review of social constructivism Paul Ernest described ‘knowing’ as an active process that is both… individual and personal, and that is based on previously constructed knowledge” (Sullivan 2011, p.1). As Williams (2002, p. 31) argues, educators must know the children in their class, their prior knowledge and background in order to plan, teach and evaluate lessons that relate to their everyday