Literacy and Numeracy in Children - Report Example

Literacy and Numeracy in Children Name: Institution: Introduction Learning institutions are platforms that introduce children to the world of print and text messages. The significance of literacy and numeracy skills in early years, have been developed by the need for children to develop an understanding of the function and purpose of literacy and numerical skills (Mackenzie, 2011). Institutions, through different initiatives have introduced education policies outlining the essence of effective literacy and numeracy skills in children. This essay will address the essence of literacy and numeracy skills in children. Analysis and synthesis of literature Every individual in the society needs to be knowledgeable and proficient. This is because of the essence of literacy and numeracy skills in almost every part of everyday life. Through these skills, individuals communicate with each other through traditional forms of writing or through online communication. Furthermore, these skills are also important in understanding signs and instructions or when trying to make sense of information or data available in different forms of media (Tafa, 2008). Literacy skills include the capacity to read, understand, criticize, and appreciate different forms of communication, which include spoken words, digital and print media. Numeracy skills are not only essential in the use of numbers but in the wider ability to use mathematics in providing solutions to problems and meet the demands of the dynamic social settings. This means that without these skills an individual may be excluded form effective participation in different aspects of life (Mackenzie & Scull, 2016). According to Tafa (2008), it is the responsbility of learning institutions to impart literacy and numeracy skills in children. This is because these institutions are not only the initial socialization agents but because they have the responsbility of providing formal and informal literacy and numeracy instructions to children at their early. This view was supported by Gee (2001) who argued that successful transfer of skills is also considered possible when discussions on literacy and numeracy skills are legitimized in preschool context. This is while challenging educators to ensure that process of teaching these skills in the preschool context is in such a way that it becomes the foundation of developing more sophisticated conventional literacy and numeracy skills. Hoff (2006) asserts that the process of developing the curricula for imparting literacy and numeracy skills in children is dependent on the strategies that define the syllabuses. This means that it is important for learning institutions to ensure that at early stages of learning, children are introduced to literacies and numeracies that are related to the real life. This will increase their level of interest in the available information because they will consider it as a natural extension of what is already learned in their homes and within the preschool environment. When children are motivated to master school literacies and numeracies, there is a high probability that they will develop additional interest in learning, which will not only improve on their skills capacity enhancing their creative capabilities (Scull et al, 2016). Literacy skills include writing and understanding information existing in text or digital format. This means that it is the responsbility of instructors, whether at home, school or within the preschool community, to shift priorities such that literacy and numeracy are introduced by building on the information that the child or already has and on the things that such a child can do (Gee, 2001). In most cases, children begin early education in schools when they can talk and draw. A child’s ability to talk and draw can be used as the starting point in the provision of powerful connection between the school environment and their homes (Tafa, 2008). These skills offer motivation for the children to engage in the learning process while at the same time providing the instructors with a foundation on how to begin imparting literacy skills in children. The process of developing the curricula for literacy and numeracy skills must integrate verbal, visual, and other representational models as learning institutions move closer to the development of a relationship between home and preschool communities (Black et al, 2004). There are scholars who argue that for the realization of success in imparting literacy and numeracy skills in children, it is important for instructors to work closely with children in their initial years of school with the aim of making drawing a central competent of the literacy programs especially in the first few months of learning. This is based on the realization that by encouraging children to perceive drawing and writing as unified systems in the development of meaning, teachers make it possible for these children to engage in the creation of texts that are more complex than those created with the use of words alone (Mackenzie, 2011). The process of acquiring literacy and numeracy skills are considered relatively complex. This is because they involve interactions between the cognitive and physical factors that involve an integrated use of the hands, eyes, ears and both parts of the brain. The process of acquiring literacy skills is gradual and can be represented as a linear progression. This is because learning to write begins with scribbles and mock writing (Tafa, 2008). Through constant interactions with their instructors, children begin inventing spellings used in mapping sounds onto letters that are already written. This translates into the development of an understanding on how to read and critically evaluate complex texts. The acquisition of literacy skills also happens at many levels simultaneously. When children are developing ways of relating symbols to existing realities of which print is only one of the learning aids, children also accompany themselves with information acquired in their preschool years. Most children have varied experiences with print media considering that most of them attend learning institutions when they can talk, tell stories, draw, and play. In some situations, such children also demonstrate varied and extensive experiences in multimodal interpretation of texts (Meaney et al, 2014). The realization that the process of acquiring literacy and numeracy skills involves an integration of cognitive and physical abilities creates a relationship between drawing and writing. This is because these skills are dependent on the same psychomotor abilities and cognitive skills due to their expressive, developmental, and purposive nature. Writing techniques are dependent on the prevailing culture. However, drawing is relatively different because it is cognitively determined (Tafa, 2008). A child draws a representation of reality or something abstract. The process of composing or developing a drawing involves deliberate manipulation of meaning. Most teachers consider drawing as a child’s play and a substantive cognitive activity. For the instructors in learning institutions, the ability of a child to draw is crucial in the development of literacy and numeracy skills because it signifies their ability to engage in a constructive process of thinking in action and a socially meaningful activity (Coughlan, 2010). Comparison of pedagogical practices for literacy and numeracy Pedagogy is an interactive approach to teaching that occurs between an early childhood instructor and a child in ensuring that learning occurs. The instructor has the responsbility of articulating his skills in ways that enhance the possibility that a child will relate the environment and the information available in school for successful learning (Meaney et al, 2014). An understanding of the pedagogical approach embraced by instructors help in assessing the nature and quality of education that a child acquires regarding literacy and numeracy skills. There are different pedagogical approaches that instructors use in the realization of their objectives. However, successful acquisition of literacy and numeracy skills among children is considered possible through an integration of structural, open framework and child-led approaches depending on the learning environment (Meaney et al, 2014). The structured approach to pedagogy is characterized by a teacher directed curriculum, which is often defined by didactic pedagogical techniques. These techniques allow for the provision of limited input from the children (Wall et al, 2015). The rationale of this methodology is that it is founded on development theory in which children are expected to acquire skills and learn concepts in a sequential manner. This different from the open framework approach where educators have the opportunity of developing and implementing their learning curricula depending on their environment. Through this approach, teachers have the ability of using endless pedagogical techniques and strategies to realize the goal of imparting literacy and numeracy skills in children. The classification of curriculum in an open framework approach is less structured (Wall et al, 2015). There are teachers who embrace a child-led approach, which focuses on the development of a curriculum that is student centered. In this pedagogical methodology, the teacher is expected to tailor make his teaching approach such that it responds entirely to the interest and activities of children. Teachers who embrace the structural approach have their curriculum objective defined in terms of how they should impart skills to children. Furthermore, the teacher is in control of the child’s learning (Wall et al, 2015). The structural approach has been criticized for being teacher centered. It limits the ability of a child to use already acquired skills and knowledge from their homes and preschool environment in understanding school curriculum. An open framework approach ensures that children have the opportunity and the freedom of making choices between different learning opportunities available. This approach been perceived as critical in the development of effective literacy and numeracy skills in children because it provides a span across all areas of learning and development. Furthermore, teachers ensure that children use their experiences acquired in previous learning platforms to understand the expectations of the education process (Wall et al, 2015). In a child-led approach, the teacher has the responsbility of developing learning themes based on the interest of the children (Wall et al, 2015). Furthermore, the main emphasis of the curriculum that embraces this approach is based on the development of a child’s independence in ways that enhance their social, emotional, self-expression and creativity growth. The learning environment allows children to engage in exploration activities and discoveries that enhance their ability to master and practice literacy and numeracy skills acquired (Wall et al, 2015). The structural approach has been criticized for allowing limited input of children. This explains why children socialized through this approach may find it relatively difficult to express their thoughts or embrace creativity as an integral component in their future learning initiatives. Teaches using this approach are involved in extensive use of required literature that outline the objectives writing and spelling lessons. This is often to ensure that the purpose of learning numeracy and literacy materials are relevant and clear (Tafa, 2008). An open framework approach is considered effective because it enables the development of an active learning process where children construct their own understanding of the curriculum within the physical and social context and it is the responsbility of the teacher to direct their though stand understanding towards the objectives of the learning process (McMonagle, 2012). Teachers who embrace an open framework approach demonstrate effective classroom management skills. These enhance the ability of developing strategies that motivate children to participate in different numeracy and literacy activities. Furthermore, the teacher also ensures the incorporation of different environmental aspects that can contribute to the development of these kills while at the same time concentrating on the integration of significant numeracy and literacy concepts in executing everyday life activities (McMonagle, 2012). Similarly, teachers who embrace a child-led approach to the acquisition of literacy and numeracy skills provide a high degree of support for literacy and numeracy through persistently scaffolded learning. They also develop learning tasks with different levels of challenges for the realization of individual student needs during the learning process. This is enhanced by the creation of a socially supportive classroom environment in which children demonstrate their interest and pleasure in the acquisition of numeracy and literacy skills (Wall et al, 2015). Priorities for teaching literacy and numeracy Education and training of teaching staff Teachers play an important role of imparting essential literacy and numeracy skills in children. This means that for the efficiency of the education system during the early school years, it is important that the teachers use their professional competencies and skills in offering high-quality education to children. This makes it the role of the government and other stakeholders in the education sector to ensure that teacher are subjected to training forums that enhance their understanding of children and their operations during their early years. Through relevant and updated training, it will be possible for the teachers for teachers to comprehend the essence of elements such as play and drawing in facilitating the acquisition of numeracy and literacy skills among children (Loudenet al, 2010). Teachers often acquire skills and knowledge of pedagogies through initial training and education. Additional elements such as professional development training that are relevant to the diverse and dynamic socialization aspects of children can be used in enhancing and updating skills in teachers. Academic qualifications are less influential in child development and pedagogy. This is because the ability of the teachers to understand ways of manipulating their environment to enhance teaching also improves learning. Furthermore, better-trained teachers also have the ability of creating environment and using their experiences in understanding the needs of children and this considered crucial in facilitating quality learning process (Fleer & Raban, 2007). Education and professional development training for teachers in schools and preschool contexts is considered crucial in improving the learning process because they provide better techniques of managing classroom and developing strategies that motivate children to participate in learning. Additional and continuous training of teachers and other instructors in preschool and early schooling of children is necessary because of the realization that teachers must develop skills of identifying opportunities available in specific learning areas and integrated programs. This enables teachers to develop techniques of how to give explicit instructions in comprehending and composing relevant information in the acquisition of literacy and numeracy skills in different areas. These teachers also develop techniques of interacting with individual students hence spreading the responsbility of ensuring continuous literacy and numeracy learning (Beecher & Arthur, 2001). Developing community partnerships For effective acquisition of numeracy and literacy skills in children during their preschool and early school years, it is important to establish partnerships between homes, schools and the community considering their role in the provision of a broad basis for the development of mutual support and development in the literacy and numeracy skills in children. The process of building genuine partnerships among these stakeholders includes an understanding of different communities in terms of the diversities in cultural practices and languages. It will also be important to recognize the value of significant resources and knowledge that families contribute considering its essence in encouraging two-way communication and learning between learning institutions and homes (Stephan et al, 2001). Community partnerships are important because of they help in describing and understanding the literacy practices existing in different contexts. These partnerships are essential in suggesting that families, communities, and school involvement in children’s literacy and numeracy learning have a great value potentially. There is a correlation between cultural practices, family literacy, and the level of achievement of children when in school (Lynch, 2009). This is because while it is relatively unclear of the extent to which mismatches and matches between different literacy practices in homes or schools contribute to or impede school literacy and success in skill acquisition, there appears to be a valid evidence of the existence of such a relationship. This is because partnerships between homes and schools enable teacher to gain an insight on the literacy and numeracy practices of the families where children emanate. This defines the practices that the teachers will embrace in ensuring the optimization of the success chances of all the children. In addition, through such partnerships it will be possible for families to gain insights into the numeracy and literacy practices of school, which are crucial in making choices of the forms of support they will provide to their children at home (Neuhaus et al, 2006). The government is also an integral partner in ensuring the development of quality education focus is on the acquisition of literacy and numeracy skills. This is because of its role in supporting the development of curriculum for earning institutions. In addition, it also details the pedagogical approaches that teachers and other instructors can use in ensuing skill attainment among children regarding literacy and numeracy skills (Community Child Care, 2011). The development of child-centered approach For the acquisition of high quality pedagogical and numeracy skills, it is important for the society to develop a child-centered approach to pedagogy. Through this approach, the teachers will have the ability of creating an open-ended environment for children. This approach to learning can be effective because it ensures the existence of an active exchange between children and their environment with the adult d their peers providing important stimulus in the learning process. A child -centered pedagogy emphasizes on play-based learning, which incorporates a mixture of teacher and child –initiated activities (Neuhaus et al, 2006). The advantage of this approach to learning is that it ensures that the skills and knowledge acquired by children in their homes and preschool learning are incorporated in the early school learning processes (Beecher & Arthur, 2001). The pedagogical approach also emphasizes on the use of sustained shared thinking and scaffolding practices where the teacher helps the child in mastering concepts or tasks that the child may be unable to master independently (Tafa, 2008). These skills are often integrated with different plays understood by the children. When children are engaged story telling or drawing initiatives, the teacher is involved by providing skills that are beyond the capacity of the children. The use of play as a child-based approach to learning is crucial in the development of numeracy skills. Play based education is a vehicle for learning through which numeracy skills that are necessary in the development of creativity and problem solving skills (Community Child Care, 2011). Conclusion Numeracy and literacy skills are essential in providing solutions to problems and meet the demands of the dynamic social settings in the society. This means that without these skills an individual may be excluded form effective participation in different aspects of life. Teachers are responsible for articulating their skills in ways that enhance the possibility that a child will relate the environment and the information available in school for successful learning. Pedagogical approaches embraced in early childhood learning must incorporate skills and knowledge acquired by children in their homes and preschool learning to help children in mastering concepts or tasks. References Beecher, B & Arthur, L, 2001, Play and Literacy in Children's Worlds, Primary English Teaching Association, Newtown, NSW Black,P., Harrison,C., Marshall, B & Wiliam, D. (2004). Working Inside the Black Box: Assessment for Learning in the Classroom. Buckingham,U.K.: Open University Press Community Child Care (CCC). (2011). Early Literacy and Numeracy Self-Guided Learning Package. Community Child Care Victoria 2011 Coughlan, M. (2010). Better Literacy and numeracy for children. St Mac Dara's Community College: Templeogue, Dublin 6 Gee, J.P. (2001). A sociocultural perspective on early literacy development. Chapter Three in S.B Neuman, & D.K. Dickinson (Eds.) Handbook of Early Literary Research (pp. 30- 42) New York, NY: The Guilford Press Fleer, M & Raban, B, (2007), Early childhood literacy and numeracy: Building Good Practice, Commonwealth of Australia Hoff, E. (2006).  How social contexts support and shape language development, Developmental Review 26, 55–88. Louden, W.,Meiers, M & Rowe, K. (2010). In Teachers’ Hands Effective Literacy Teaching Practices in the Early Years of Schooling. Lynch, J. (2009). Preschool teachers’ beliefs about children’s print literacy development. Early Years: An International Journal of Research and Development, 29(2), 191–203. Mackenzie, N. (2011). From drawing to writing: What happens when you shift teaching priorities in the first six months of school? Australian Journal of Language and Literacy, Vol. 34, No. 3, 2011, pp. 322–340 Mackenzie, N. & Scull, J. (2016). Using a Writing Analysis Tool to monitor student progress and focus teaching decisions. Practical Primary: The Early and Primary Years, 21(2), 35-38.  McMonagle, A. (2012). Professional Pedagogy for Early Childhood Education. National Early Years Access Initiative Meaney, T., Helenius, O., Johansson, M., Lange,T., Wernberg, A. (2014). Mathematics education in early years. POEM2 Conference: Springer Neuhaus, G. F., Roldan, L. W., Boulware-Gooden, R., & Swank, P. R. (2006). Parsimonious reading models: Identifying teachable sub-skills. Reading Psychology, 27(1), 37–58. Scull,J ., Nolan, A & Raban, B. (2016).Young Learners: Educators’ Conceptualization and Practice of literacy in Preschool contexts. Australian literacy research for practice Stephan, M., Cobb, P., Gravemeijer, K., & Estes, B. (2001). The role of tools in supporting students’ development of measurement conceptions. In A. Cuoco (Ed.), The roles of representation in school mathematics. 2001 Yearbook of the National Council of Teachers of Mathematics [NCTM] (pp.63-76). Reston, VA: NCTM. Tafa, E. (2008). Kindergarten reading and writing curricula in the European Union. Literacy, 42(3), 162–170. Wall, S., Litjens, I & Taguma, M. (2015). Early Childhood Education and Care Pedagogy Review. OECD Appendix Table 1: Review of Literacy research papers and professional literature Focus Research Paper 1 Research Paper 2 Research Paper 3 Research Paper 4 Research Paper 5 Research Paper 6 Title of paper, date and authors Gee, J.P. (2001) A sociocultural perspective on early literacy development. Chapter Three in S.B Neuman, & D.K. Dickinson (Eds.)Handbook of Early Literary Research (pp. 30- 42) New York, NY: The Guilford Press. Mackenzie, N. & Scull, J. (2016) Using a Writing Analysis Tool to monitor student progress and focus teaching decisions. Practical Primary: The Early and Primary Years, 21(2), 35-38.  Hoff, E. (2006).  How social contexts support and shape language development, Developmental Review 26, 55–88. Mackenzie, N. (2011). From drawing to writing: What happens when you shift teaching priorities in the first six months of school? Australian Journal of Language and Literacy, Vol. 34, No. 3, 2011, pp. 322–340 Scull,J ., Nolan, A & Raban, B (2016).Young Learners: Educators’ Conceptualization and Practice of literacy in Preschool contexts. Australian literacy research for practice Black,P., Harrison,C., Marshall, B & Wiliam, D. (2004). Working Inside the Black Box: Assessment for Learning in the Classroom. Buckingham, U.K.: Open University Press Description of the aim of the research The article uses a sociocultural approach to early literacy regarding the role of oral language in the acquisition of literacy skills. The article also discusses the implications of social languages and genres in early literacy The article focuses on the techniques that teachers can use in integrating different aspects of early writing. These include content, text structure, writing process and vocabulary using a writing analysis tool The article focuses on the role of human biology and social environment in improving language acquisition The article realizes that most children love drawing and the need to use this passion in learning how to write. teachers have the responsbility of understanding a child’s love for drawing and how that love can be integrated with the process of learning the art of writing and reading The study seeks to conceptualize literacy in preschool by looking beyond traditionally acknowledge literacy tasks and analyzing the essence of interactions between children and their environment The study aims at asserting that improving formative assessments crucial in raising student achievement. It is crucial for teachers to change their practice as students change their behavior to ensure that every stakeholder shares a responsbility in learning. Details of participants Early childhood teachers Kindergarten teachers Nursery school children Kindergarten teachers , kindergarten children kindergarten children Teachers of early childhood institutions Methods/strategies/ practices The study embraces literature review as data collection methodology The study uses literature review in data collection Focus group discussions with kindergarten teachers on the essence of drawing in kindergarten literacy program Interviewing children and kindergarten teachers The study uses case studies in data collection and understanding of objectives The study uses literature review in data collection Summary of outcomes/ findings Social languages, genres, and cultural models facilitate interactions between children and their families. Information acquired during such interactions improves on a child’s way of thinking, valuing interacting and mediating objects. This undertaking is crucial in the development of literacy skills The writing analysis tool enables instructors in schools to monitor student progress and identify shortcomings at individual or group level. While using this tool the teacher can make decisions based on student capabilities Human environment supports language acquisition by providing children with opportunities for gaining communicative experience. This motivates the process of the development of language acquisition model. Drawing is an important learning technique which when used effectively improves the level of dedication of children in literacy programs. When teachers value drawing they build bridges between a child’s preschool and school experience It is the responsbility of educators to recognize and support early literacy in children by articulating the available literacy learning opportunities Teachers have the responsbility of creating an interactive learning environment for their students. This will improve on their ability to give feedback and to challenge students into being critical about the quality of their arguments Table 2: Review of Numeracy research papers and professional literature Focus Research Paper 1 Research Paper 2 Research Paper 3 Research Paper 4 Research Paper 5 Research Paper 6 Title of paper, date and authors Meaney, T., Helenius, O., Johansson, M., Lange,T., Wernberg, A. (2014). Mathematics education in early years. POEM2 Conference: Springer Coughlan, M. (2010). Better Literacy and numeracy for children. St Mac Dara's Community College: Templeogue, Dublin 6 Community Child Care (CCC). (2011). Early Literacy and Numeracy Self-Guided Learning Package. Community Child Care Victoria 2011 McMonagle, A. (2012). Professional Pedagogy for Early Childhood Education. National Early Years Access Initiative Wall, S., Litjens, I & Taguma, M.(2015). Early Childhood Education and Care Pedagogy Review. OECD Louden,W.,Meiers, M & Rowe, K. (2013). In Teachers’ Hands Effective Literacy Teaching Practices in the Early Years of Schooling. Description of the aim of the research The study recognizes that there are different approaches that can be used in the study of mathematics among children. The curriculum can be play-based as teachers use their professional skills in integrating information acquired and the content of mathematics to facilitate learning. The research identifies the essence of numeracy skills in executing everyday activities. it also provides suggestions on the best techniques that teachers can use to improve on numeracy skills level among children The study provides a description of the techniques that teachers can use in helping learners understand the essence of numeracy and literacy skills. Teachers must explore approaches to planning and skill development and reflect on ways of implementation The study analyzes different pedagogical approaches that learning institutions have introduced to improve on the numeracy skills among children. The study also identifies the essence of different aspects in the society that contribute to improving the skill capacity in children at their early years of education. The study provides a description of the variations in, and existing evidence for pedagogical approaches essential in the acquisition of numeracy and literacy skills in early childhood education. The study aims at identifying teaching practices that lead to improved numeracy and literacy outcomes for children in early years of schooling Details of participants Preschool teachers Nursery schoolchildren Kindergarten teachers Preschool teachers Kindergarten teachers Nursery schoolchildren Children aged 3-5 years Early childhood education teachers Methods/strategies/ practices Interviewing The study uses literature review in data collection The study uses literature review in data collection The study uses literature review in data collection OECD data International survey on pedagogy Value added analysis Literature review Summary of outcomes/ findings The essence of pedagogical knowledge is often apparent when teacher are in the process of identifying and supporting mathematical competencies of measurement and comparison in play situations There is need for stakeholders in education to support each other in ways that help children develop literacy and numeracy skills. This include improving capacity of teachers through training and equipping learning institutions with relevant and updated resources Early literacy and numeracy development is a social process embedded in the relationship between children, the community, and schools. Numeracy and numeracy are essential skills for children because of their relevance in everyday life. Embarking the right pedagogical approach is crucial in promoting the development of thinking and reasoning capacity in young children especially when handling numeric. These approaches also encourage children to consider what they are doing or learning by embracing varieties of creative competencies Significant behavior and brain development in children occur in their first years of life. This is influenced by the quality of interactions and experiences. it is important that pedagogical approaches used in acquisition of numerical skills should focus on the long term effects of such skills in everyday life Effective numeracy and literacy skill acquisitions possible among children when instructors embrace teaching practices that focus on attention and student engagement Read More