Numeracy Learning amongst Young Children - Research Paper Example

Research Paper: Numeracy Learning amongst Young Children Student’s Name Institution Research Paper: Numeracy Learning amongst Young Children Introduction In young children, learning and understanding are considered some of the most important components of their growth and development. It is imperative to build their learning and understanding foundations on real life experiences, alongside creativity, which are some of the areas that are enhanced by the concepts of literacy and numeracy. The ideas of literacy and numeracy are identified with the abilities to read, write and solve mathematical problems. Therefore, in these perspectives, learning through verbal and non-verbal, print, visual, and multimodal literacies is given focus. Also, it can be argued that literacy and numeracy learning in young children through improved communication and oral language, as well as practical ideas, underpin their development of ability to solve mathematical problems and communicate the findings effectively. Numeracy learning in children can be described to as the process of acquisition of skills that can be utilised to apply mathematical concepts in various aspects of life. The concept entails understanding numbers, counting, measuring, sorting, identifying patterns, and solving problems involving numbers. In this process, what the children learn and interact with is deemed much influential in their development and acquisition of skills. Therefore, the activities in which they get involved; whether at school or home; should be modelled in a manner that promotes certain numeracy learning components. This paper presents a report upon completion of an observational research of numeracy learning in children through various activities. The paper seeks to present the context in which the numeracy learning took place; the extent to which the activities enhanced the children’s numeracy leaning, and recommendation towards good practices in numeracy learning amongst young children. Background At a round five-thirty (5: 30 pm) on Monday, May 22, 2017, at my friend’s house, I had an observational research about numeracy learning in young children. The study focused on activities in which a group of five young children between the age of 4 to 5 participated for about 45 minutes. The participants are identified as Rafia, Amnah, Shaikha, Yarra, and Sulhaila. The numeracy learning in this perspective features home context. According to Heath (1982), home plays a vital role in development among young children. It is from home that most young children get to learn about various aspects of life including the speaking their first language. Play-based approach has also proved to be effective in developing certain literacy and numeracy skills in children. Some of the games they play involve numbers, counting, sorting, identifying patterns, and classifying shapes or objects, amongst others. Similarly, the home context in this learning practice involved working with numbers, hence numeracy learning. The background evidently depicts the concept of numeracy learning in a home context. Leaning mathematics amongst young children covers certain areas of early mathematics, which include: numbers sense of quantities and counting; number sense of mathematical operations; measurements; shapes; patterning; problem solving; classification, and integrated approaches, such as play-based, towards leaning mathematics. The children explored and participated in some of these numeracy learning components, in which different activities were used to maximise the intended understanding and outcome of certain concepts. Therefore, the practice demonstrates numeracy leaning amongst young children at home using different approaches. Key Numeracy Learning Components and Specific Activities Observation 1: Classification The research involved three observations, which entailed four numeracy learning activities. The first observation features classification as one of the components of numeracy learning amongst young children. MacDonald (2010) elaborates that classification is one the concepts entailed in the early learning and development among young children, which can be learned both in school and home contexts. Classification involves identifying and placing objects or things on the basis of their differences and similarities (Cheeseman & McDonough, 2012) Smith (2009) and Clement & Sarama (2000) also elaborate that classifying involves having to group thing based on their specific traits, which then can further children’s learning by identification of additional differences and similarities between them. Objects can have different traits, which include colour, size, and shape, amongst many others, that can be used to explore, identify, and sort them into different groups on similarity or differences bases. Similarly, this observation features classification of objects based on their shapes. The activity was referred to as “can I sort my shapes”, which had the young children observe the given shapes, identify the similar one and group them together. The following photo depicts some of the shapes that were given to the children classification purposes, and how some of them sorted their shapes. Therefore, this activity explored the concept of sorting objects based on their shapes, such as triangular, rectangular, and circular, amongst others as depicted in the figure below. Observation 2: Comparing and Ordering Comparing is numeracy learning component that entails identifying how different things can be based on their sizes. Besides sizes, objects can possess similarities or differences such as colour and shape, amongst others, however, this component focused on equipping the children with abilities of identifying and ordering the things provided based on their sizes. Douglas & Sarama (2000) and Cheeseman & McDonough (2012) demonstrate that numeracy learning entails identifying similarities and differences between objects, which can include sizes, colour and material, amongst others. Just as in classification, children need to comprehend the implication of differences in sizes of things to allow them order them in patterns that depicts uniformity. In this observation, the children were asked to compare and order similar shapes, identified in observation 1, based on their sizes. The photos in the figure below show how the idea if size was utilised to equip learners with understanding of comparing and ordering of things based on their sizes Observation 3: Counting This stage of numeracy learning involves math and number awareness, which further involves a vast range of skills. Upon knowing how to recognise and identify objects or things based on their traits, which can entail differences or similarities, classify, compare, and order, it is imperative that the children familiarise themselves with the concept of number and counting so that they can tell the number of objects having certain similarities or differences. According to Papic (2007) and Marston et al. (2013), whilst explaining the importance of math and number skills among young children numeracy learning, argue that through math and number skills, learners familiarise themselves with concepts of numerical identification, counting, and counting on, amongst many other concepts that can build the abilities if learners. This observation was performed in two activities; counting and recording the number of letters in the learners’ names and counting the number of shapes used during making a pizza. In the first activity, the learners were required to count the number of letters making up their names, whilst in the second one; a play-based approach was used in which learners were making pizza and decorating it using different shapes. They were then asked to count the number of similar shapes that were used to make their pizza. For instance, for pupils who used shapes such as circles or triangles, they were to record the number of circles or triangles used during their activity. This activity was similar with the first one where they were to count and record the letters in their names. For example, in the name Amnah, the number of letter counts to 5. Learning Outcomes through the activities According to the South Australia, Department for Education and Child Development (n.d.), it is necessary that children acquire and develop numeracy skills at their early stages to allow for understanding how numbers and mathematical concepts can be applied in everyday life to explain certain phenomena. The department presents the “Curriculum in the early years” as a criterion that can be used to ago about numeracy learning amongst young children. According to the curriculum, early numeracy learning aims at developing certain specific outcomes concerning numeracy skills and competency amongst children. Fist, a child is expected to develop number sense. Which involves counting in a variety of ways; exploring a range of representation of numbers within 0 to 10; creating sets of given numbers; determining groups that contain more objects of large numbers that the others, and using symbols to represent numbers. The outlined outcomes of number sense in numeracy learning are also depicted in the activities that were carried out in the recent research practice. For instance, in the observation 3, the two activities that are carried out entailed counting things and recording their value. Therefore, whilst the learners were counting the number of letters that make up their names, as was demonstrated in the first activity, they were familiarising themselves with the idea of numbers, counting and comparison as based on their values in different names. In this aspect, the children were able to enhance their numeracy skills and understanding of how the number of letters in their names varies with different names; they were able to acknowledge the number of letter that make up their respective names. Also, in the second activity, where they were asked to make pizza with different shapes decorations and counting the number of different shapes, the children were not only able to enhance their ability to recognise, identify and classify shapes, but also count and determine the number of shapes in different groups or classification. According to the early Numeracy general curriculum outcomes (Government of Australia, Department for Education and Training, 2007; Charlesworth & Lind, 2013), numeracy learning amongst young children requires them to identity and understand patterns. Through this outcome, the children are expected to demonstrate quality understanding of repeating patterns, by identifying, describing, and creating patterns out of numbers of objects given to them. In observation 1 and 2, the learners were asked to classify and make shapes in specific orders. Through these activities, the children were able to learn and demonstrate understanding the existing similarities and differences based on shapes, colours, and sizes. Therefore, from the activities, the learners enhanced their numeracy skills of recognising and identifying various traits of different materials or objects given to them, and classify, compare and order them into patterns that can make sense. Another way through which the activities enhanced the numeracy skills of the children is through exploration of geometry aspect of mathematics. The activities were based majorly on identification and using information about shapes. For example, in the activity 1, they were able to develop their skills in identification and classification of shapes based on similarities and differences. In the second observation, the children were able to arrange different shapes in order of their sizes. Moreover, the last observation allowed the learners to count the number of objects in various groups based on their shape similarities. Therefore, through these activities, the students enhanced their understanding of two-dimensional shapes, alongside their relationships, to tell their differences and similarities. Recommendation for Supporting Numeracy Learning in Young Children According to most recent studies, the knowledge and competencies that are deemed relevant to numeracy or mathematical earning is demonstrated amongst children from the early ages. Even at the age of 4 year old, children have begun being curious about their environment and it is also from these stages that they begin to think about their world in mathematical ways (Mulligan et al., 2012). Therefore, building on this foundation requires presenting and exposing the children to different appropriate ways, approaches, and models through which they can develop further their numeracy skills. Young children have the capacity and interest to lean numeracy skills; such learning builds and develops their intellectual and social experiences, which are some of the prerequisites for their future learning (Marston et al., 2013). Therefore, based in this perspective, it is imperative to ensure that young children have a competent foundation concerning numeracy learning. One of the aspects that support their learning is the environment or context in which such learning is taking place. Therefore, it is imperative that teachers in school and their supports at home create a supportive environment that can not only promote the concept of numeracy learning, but also develop their interest towards learning mathematics. Ball et al. (2008) advises that is essential that educators of young children employ and use relational words whilst impacting numeracy skills and idea on the children. According to the author, such words, amongst many others, demonstrate how real life incorporates certain concepts and elements of mathematics to explain various ideas or information. It can be argued that the foundational idea of how numeracy skills is essential in life can be demonstrated by the use of such relational works and phrases, which in turn can increase the interests of the learners towards learning. Additionally to the above recommendation towards creating a learning environment through relational phrases and words, parents and caregivers, whilst the young children are at home, should make use of names of small quantities, counts, and point out different shapes of objects and other things that are immediate to the child. Children learn numeracy concepts through the experiences to which they get exposed (MacDonald, 2010). According to the author, the support offered to them by adults, whether by teachers and other educators in schools or parents and caregivers at home. Through creation of numeracy rich environments and engagement in mathematics-based activities and games, teachers can expose young children to many numeracy learning experiences and practices that can build and develop their competencies and skills in mathematical concepts. It is arguable that, through various effective numeracy learning activities, young leaners get to identify themselves with offered opportunities and links of mathematical ideals and real world practices, which can further enhance their learning and understanding concerning numeracy concepts and practises needed in tier future learning. Therefore, teachers in school and parents and caregivers at home should create and engage children to numeracy learning enabled environments to not only further their understanding, but also maximise their interests to lean learn and understand more. It is also important to recognise that some young learners require more or extensive support that others. Jacobs et al. (2010) argue that, due to variation amongst individuals with respect to previous awareness, skills, knowledge, and learning opportunities, young children tend vary in the extent of support that they need during numeracy leaning. Also, the innate abilities, some children require extensive support to enable their competent understanding of mathematical concepts than others. Therefore, it is imperative that teachers, parents, and caregivers that provide support to children whilst they are in various contexts understand the sources and degree of difference between the children, alongside the implications that the differences impact on their leaning abilities. For instance, the general low performance in academics can be a contribution from inability or incompetency in numeracy skills. Therefore, in this aspect, it is necessary that the support provides identify and focus on the areas that result in such performance. Additionally, some young children tend to perform poor in mathematics due to incompetency or inability to comprehend and interpret effectively the communication with in which the numeracy problem is set. In this aspect, it is essential that the support provide identifies the source or cause of such issues and focus on them to allow for better understating of what is presented and improve performance. Dockett & Goff (n.d.) advises that this aspect should entail consideration of the child’s background, which includes elements such as socioeconomic status or cultural effects amongst others. Through focus and much effort in these areas, the child can be approached and supported effectively with adequate extent of support. Apart from the support with which teachers, parents, and caregivers, amongst other, provide children, there are some other factors that need to be considered to ensure that all the environments and controls are supportive towards learning. Gervasoni & Perry (2016) explain that learning, particularly numeracy-oriented, relies on various control factors that collectively support leaners to efficiently and effectively acquire and develop mathematical skills. Amongst the factors include regulation of own leaning by the young children themselves. According to the author, leaning is facilitated when both educators and learners can support towards developing skills necessary for regulation of own leaning including taking control of emotions and behaviours and focusing attention to the targeted competences, which effective communication is deemed necessary for development. In this perspective, it is required that teachers and other academic support providers assist the young learners with practicable ideas that can orient their emotions and behaviours towards excelling in solving mathematical problems. Also, to improve their abilities to express themselves and seek support where necessary, it important that leaners should be equipped with various literacy skills that can enable them speak, write or demonstrate their concerns effective to teachers, parents or caregivers. For instance, to effectively understand what a mathematical problem is asking for, it is necessary that the leaner is considerably competent in literacy skills to be able to understand and interpret the needs of the questions. It is from this skills also that young leaners can be able to record and communicate their results or findings effectively. Therefore, besides assisting the children with abilities to regulate their emotions and behaviours, it is also essential that they get to acquire literacy skills prior to leaning mathematics. Additionally, it is important recognising that numbers; which involves ideas of whole numbers, operations, counting, counting on, correspondence, and relations; and geometry, which also involves spatial thinking and measurement, be integrated into young children’s play. MacDonald (2010) argues that young children tend to lean much from games or plays that they become part and in which they participate. Besides, play-based approach to literacy and numeracy learning is considered one of the most effective in developing skills and competencies among children (Clements & Sarama, 2000). Therefore, incorporating mathematical ideas and concepts into different games or plays can facilitate and enhance numeracy learning amongst young children. For example, the ideas and concepts of counting on, relations, and order, among many other numeracy learning components, can be taught to young learners through games involving counting money and relating them to certain quantities of items. Numbers and operations can be taught to the children using a developmental progression. According to Marston et al. (2013) and MacDonald (2010), opportunities to children involving dealing with small collections, counting of the elements of the collections, comparison in terms of magnitude of the collections, and using numerals to quantify and express the collections, is an approach that can efficiently enhance numeracy leaning among young learners, both in their schools and at home. To effectively teach young children mathematics, different approaches, which some of them have been discussed earlier in this paper, have to be employed. The curricula dealing with early mathematics should utilise a variety of instructional approaches and incorporate effective teaching. As Marston et al. (2013) argue, better approaches are those that recognise and make use of the current child’s understanding and maximise the intended outcome based on it. Referring to it as “responsive instructions,” Marston et al. (2013) suggest that it can be accomplished when teachers are fully aware of how to utilise formative assessment to guide their instructions. In the same perspective, Australian Association of Mathematics Teachers (2013) recommends teaching the young children to view and describe their environment mathematically. It is essential for educators of the early learners to use informal methods to represent math concepts generally before linking the leaned concepts to the specific intended formal mathematics idea and its respective symbol of representation. This ways, the learners can be able to use their immediate environment and its constituents to communicate mathematically and enhance their understanding as well as problem-solving skills. For example, encouragement and development of motivation and interests among children to learn and apply numeracy skills whilst solving problems or explaining certain simple phenomena can further their knowledge and understanding, which can build numeracy learning foundation for further mathematics studies. Another direction that is worth considering for effective and efficient numeracy learning amongst young children is the use of progress monitoring that can guarantee that numeracy instructions provided to the children can identify and make use of the existing knowledge and build on it. Dockett & Goff, (n.d.) suggest that effective monitoring that enhance numeracy learning amongst children is one that determines their current level of math knowledge and understanding and make use of the information gathered to inform them about new related areas that maximise their motivation and interests towards learning more. It also essential to include division of time in the monitoring practice to ensure that respective child is offered enough time that balances with his or her innate abilities; time allocation should consider not to subject the children to much pressure, but to motivate and encourage them towards willing to learn and understand more. For many years, teaching mathematics is a domain that has been left to the teachers and educators at schools: it has been a long belief that only teachers can teach children mathematics. However, the recent research reports that even parents and caregivers at home can facilitate numeracy learning amongst young children just as well as their teachers at schools (Gervasoni & Perry, 2016; Community Child Care Victoria, 2011; Catholic Teachers Association, 2016). Almost all paces in the environment of a child are made of things that their traits can be explained mathematically; it only needs curiosity or need to know feeling and awareness of mathematical ideas to explain them. Therefore, if teachers at school can impact mathematical formal vocabularies on children and their parents or caregivers at home make use of the ideas and relate them to explaining things at home, the children can be able to improve in their understand how different things can be expressed mathematically. In this perspective, it is important to note that parents can play a major role towards numeracy learning amongst children if they can make use of the ideas that the children have gathered from school to explain how real world can be explained mathematically. For example, whilst shopping, parents or caregivers can demonstrate to children how different quantities are counted based on the ideas that they learned earlier at school; besides, almost everything in the environment can be explained or expressed mathematically, since counting, addition and subtraction, amongst other components, are present almost everywhere. Therefore, parents should join efforts with the teachers to facilitate numeracy leaning amongst children. Conclusion It is important to build children’s learning and understanding foundations on real life experiences, alongside creativity, which are some of the areas that are enhanced by the concepts of literacy and numeracy. The ideas of literacy and numeracy are identified with the abilities to read, write and solve mathematical problems. Therefore, in these perspectives, learning through verbal and non-verbal, print, visual, and multimodal literacies is given focus. Different children have different innate abilities as well as understanding; educators should make recognise the source difference between children, recognise their existing knowledge and skills, and build a foundation of numeracy leaning based on such skills and abilities. At school, different numeracy learning components can be explored using different approaches and models. However, as demonstrated in this paper, it is essential to use developmental progression to teach numbers and operations, geometry, patterns, and measurements. Also, progress monitoring is an essential tool of facilitating and enhancing intentional instructions that aim at maximising interests and motivation amongst young children. Time dedication is also a criterion that teachers should consider while teaching numeracy skills to young children. Lastly, children tend to lean mostly from experience; therefore, whilst teachers make used of play-based approaches to teach numeracy skills, parents and caregivers at home can demonstrate to children how they can view and describe the world around them mathematically. Reference List Australian Association of Mathematics Teachers. (2013).Top Drawer. Available: http://topdrawer.aamt.edu.au. Ball, D., Thames, M. & Phelps, G. (2008). Content knowledge for teaching what makes it special. Journal of Teacher Education, 59(5): 389-407. Catholic Teachers Association (2016). Encouraging math learning at home: a guide for parents. Retrieved from: https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ahUKEwi1gMr-5Z7UAhVJBsAKHSrZCpgQFggnMAA&url=http%3A%2F%2Fwww.catholicteachers.ca%2FOECTA%2Fmedia%2Fpdfs%2FParental%2520Resources%2Fmath_resource_for_parents.pdf&usg=AFQjCNFBfc5on_q-e0CEDdWIMkJEldojuQ&sig2=GZ3s3BOsormxiHgSACmqOQ Charlesworth, R., & Lind, K. (2013). 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