Early Childhood Education in Australia - Coursework Example

Running Headers: Early childhood education in Australia Name: Course: Instructor’s Name: Institution: Date: Table of Content: Introduction 3 Two week observations for the child in mathematics, science and technology 3 Profile of interests, strengths and weaknesses 7 Experiences to be implemented 10 Implementing the experiences 12 Conclusion 13 References 15 Introduction Every child takes a different pathway in learning. However, our expectation is that all children succeed and make progress towards meeting the learning objectives. Research studies indicate that early education is very critical since it influences learning. For instance in Australia, the Early Childhood Australia encourages the provision of high quality services for all young children from birth to eight years (Joy and Marylyn, 2008). There are many settings offering childcare options for children aged between one to five years. These include family day care, occasional care, extended family and long day childcare centers. In this study, we shall consider a pre-school setting and my role here is a teacher (Walcyzk, 2006). This assessment will focus on a five year old child named Chelsea based in a pre school setting in Australia. Two weeks observations will be made on the child in the contents of mathematics, science and technology and these observations will help develop a profile of interests, strengths and areas needing development in mathematics, science and technology (Elizabeth, et al, 2007). Two week observations for the child in mathematics, science and technology Early childhood education in Australia comprises of early learning programs in schools and other institutions, and the development of skills in children from the stage of birth onwards (Leonard, et al, 2007). This study targets children between the ages of one to five years, and our focus child if Chelsea, aged five years. According to research studies, findings reveal that young children who lack appropriate learning opportunities suffer adverse consequences in the future. Therefore, child education is a vital requirement for a successful future. As young children continue to grow, they begin to explore their surrounding and notice some relationships that form basic foundations for studying, mathematics, science and technology. They can match and arrange things that are similar or different, they can also display things in some sort of pattern basing on their characteristics and begin to grasp phrases like same as, more or less than (Leonard, et al, 2007). Mathematics is a major element of cognition in mathematical learning for all young children and is an important foundation for later learning. According to the findings of researchers, most children have strong mathematical skills, knowledge and dispositions which they carry with them to school (Cheeseman, 2006). It is essential for teachers or individuals who care for children to help improve the levels of the children thinking through scaffolding. For the two week period, I made various observations in the content of mathematics in Chelsea. The child had a powerful number knowledge and building strategies, strong measurement skills, and algebraic thinking. Aspects of Chelsea developing strategies were so common through out the two week period (Rakes, 2010). More specifically, the child was engaged in oral counting in almost every experience of every day activity. For example, oral counting was evident while Chelsea was reading a story, playing with friends and she also counted blocks packed in the school. Algebraic thinking was another observation most evident in the patterning activities Chelsea engaged in. I observed that, the child initiated patterning in her free play for example, when she threaded colored pasta on ankle lets, or when she made border pattern using colored pegs. I questioned the child regarding the patterns in her activities which was a strategy to advance the child mathematical thinking. In the two week observation, I also noticed that Chelsea had strong measurement skills. She was engaged in the development of measurement skills and concepts for instance, mass, length and capacity especially while playing where she could model and do comparisons of quantities. This involved ordinary doings with water play and sand. These mathematical key aspects were observed across structured experiences, planned experiences and play situation (Joy and Marylyn, 2008). Science is a process of finding out new ideas and a system for reporting and organizing discoveries. It is a way of trying and thinking to understand the world. However, the best way to learn science is to actually do it. With the young children, accomplishing this strategy may require examining natural phenomena for some time. Indeed, children have to get an opportunity to ask and answer questions, carry out some investigations and learn to make use of problem solving skills. The core of good science education requires an active and hands-on student-centered inquest (Leonard, et al, 2007). During the period of early childhood, children participate actively in acquiring basic concepts and in learning elementary process skills. In this study, our child of focus, Chelsea, who is five years old and is in pre-school. It is noted that scientific concepts start to develop and grow as early as during infancy. Young children start to explore the world using their senses, which include touch, smell, taste, hear and look. In a two week study period, I made certain observations related to the content of science in Chelsea. She was unable to lift some objects which she noted to be heavier than the others. She could also arrange things in piles of the similar colours, size, shape and of the same use. While playing, Chelsea could actually pour water and sand into various containers, each having its own size. I could actually note that Chelsea was applying simple scientific concepts of collecting and organizing data. This concept often requires skills in counting, observation, organizing and recording (Rakes, 2010). During one of the science classes, I supplied Chelsea with some bean seeds, glass jar and wet paper towels. She placed the seeds in the jar and secured them to the sides of the jar using the paper towels. Chelsea made a commitment to water the seeds everyday, while observing what was happening to these seeds, which she then reported whatever she saw to me, all of which I recorded in a chart. After a week, Chelsea’s mother reported to me that Chelsea had planted some seeds in a container back at home and had made a chart, I which she indicated whatever she had observed. Therefore, for the two week period, some of the science concepts I noted in Chelsea include, classifying, measuring and counting (Joy and Marylyn, 2008). I also made various observations about the child in the content of technology. During play time Chelsea would sit independently at a table and interact with various equipments such as nails and a hammer construction kit. These construction materials are usually placed on a table for use by children and their use never explained. I observed the child trying to make toys with these equipments which other children also followed (Elizabeth, et al, 2007). Another observation that I made about the child in this content of technology is that, she focused on trying to use a computer though it was difficult. She could use most of her time trying to select games option in the computer though she never understood what type to game she was selecting. Computer and computer games can assist a child learn technology. I could also observe Chelsea trying to make some toys using some plasticine material. The toys appeared like images of cars and some were made to resemble television. Though the toys can be considered vague, but I could note that she had some ideas of coming up with something like a car or a television (Rakes, 2010). Profile of interests, strengths and weaknesses In the area of science, some of Chelsea’s areas of interest include measuring concepts since she is interested in knowing the actual weights of substances. This is noted whereby she pours sand in various containers and also tries to lift objects, with the intent of knowing their actual weights (Leonard, et al, 2007). She is also interested in classification skills whereby she can arrange things with regard to their colours, sizes and even shape. Also, her major area of interest is in the observation skills, which is a major scientific concept. Chelsea is interested in observing how things come about, for example, she could replicate what she had observed in school at her home and use her observation skills to record whatever she sees in a chart. According to the observations I made, some of Chelsea’s strengths include her ability to classify objects, whereby she could actually tell the difference between blue and red cards, basing on their colours. She could also differentiate between rectangles from circles considering their shapes. Chelsea could also observe the various processes the bean seed underwent before sprouting. She could actually remember that at a certain point, the bean seed got swollen before it actually busted into a seedling. However, there are certain areas in science that needed development, I noted during the two week observation. One of these areas concerns the animal life. Science covers both living and non-living concepts. Among the living things, science deals with both plant and animal lives. However, Chelsea was much interested with the plant life and disregarded the animal life. In fact, at a certain point of the observational study, I actually noted that she ran away from even harmless insects like the butterflies. When I asked her why she was running away from such harmless insects, she said that according to her all animals were dangerous and should not be played with (Harrington, 2008). According to my observations in the content of mathematics, I noted that Chelsea had a profile of interests in areas of numbering, measurement and algebraic thinking. She could engage in oral counting in most of her activities, measurement skills which were portrayed in the way she used various models and quantities no analyze mass, length and capacity. Chelsea also had high interests in areas of algebraic thinking. In most of her activities, the child engaged in patterning using different colors to thread necklaces and ankle lets. She also used colored pegs to make border patterns though she never understood the real meaning of her behaviors (Elizabeth, et al, 2007). After thorough investigation in the two week period, I noted that, the child was good in areas of developing strategies and numbering knowledge. Oral counting which was the most evident in most of Chelsea’s activities proved to be well developed in the child; she could count such things as blocks, other children while playing among other countable objects. Though she made some mistakes in her counting, numbering knowledge was her area of strength. However, I realized that the child was weak in the area of measurement and therefore this area needed development. Chelsea could not differentiate fully between length, capacity and weight. After questioning the child about her models, she didn’t illustrate the difference between these aspects fully and therefore, as a teacher, I noted that, the child was weak and required thorough assistance. These observations helped me as a teacher to build teaching strategies in different areas needing development in mathematics which could also assist other children facing similar problem as Chelsea to advance in mathematics (Harrington, 2008). In the area of technology, Chelsea’s interests were actually in the areas of construction, as portrayed in her concentration in constructing cars using plasticine material. She could also use the hammer in her construction kit. Chelsea is also interested in the computer technology since she could actually press some keys and try and search for games. Her strengths in this area include her ability to use certain tools for the right purpose. For instance, she could use the hammer to push a nail. She could also press some computer keys, which shows that she is interested in knowing much about computers and especially information technology. One area in technology I noted that required development in of more observation skills to enhance her understanding (Harrington, 2008). Experiences to be implemented The period of early childhood has numerous rapid developments in a child’s life and it is also the period when the child begins to actively learn basic concepts. The child thinking is transitioned from visual to mental thinking. Mathematical concepts to be applied in the future are often developed during the child’s early years (Rakes, 2010). The child first learns mathematical concepts physically, then mentally, which then progress to hand counting through the experiences the child gains through interaction with the environment. In the area of mathematics, the experience to be implemented is the virtual manipulative. These are interactive visual representations of dynamic objects, which present the opportunity for developing mathematical knowledge. This often provides children with a non-stop increasing number of interactive explorations that cover all aspects of basic mathematics ranging from simple counting to spatial visualization (Elizabeth, et al, 2007). In learning science, the experience that can be implemented is the use of drama and play. This is often used as a method of instruction for pre-school children. Children learn best through play and experiencing (Walcyzk, 2006). However, imagination is the most needed material for a child’s play. Play also requires other mental processes like tasting, feeling, seeing, touching, smelling or hearing for mental capacity development. Learning science will then become more lively and livable. Drama can facilitate learning of various concepts in science such as inferring, communication and hypothesizing, and descriptive and complimentary information about such concepts (Joy and Marylyn, 2008). Observation skills are required to promote learning technology in children. The experiences required to be implemented to ensure Chelsea learns more about technology is observation. She can learn how to use a computer through observing whatever she is taught and can also improve her construction skills through observation (Harrington, 2008). Implementing the experiences The experience to be implemented in the area of science is the application of play and drama. According to research studies, it has been documented that play helps to improve children’s imagination capacity. In Chelsea’s case therefore, the experience of play and drama can be implemented to improve her understanding of certain concepts in science. According to the observation I carried out for the two week period, I could actually note that Chelsea could try and arrange certain objects considering with regard to their colours and shapes. Though play and dramatization skills, Chelsea can improve her ability to actually differentiate between different colours with the use of cards or charts that have been coloured differently. Play can also improve her observation skills. As noted above, Chelsea was much interested in observing the processes the bean seed underwent before it fully sprouted. The application of play can help enhance her ability to remember all those processes without actually having to replant the seeds in order to be able to tell these processes (Leonard, et al, 2007). The experience needed to be implemented in the area of technology is the observation skills. This involves allowing Chelsea to operate the computer under my supervision (Walcyzk, 2006). I can also make necessary follow ups to ensure that any operation is fully understood. For instance, I can take a computer, sit with her and press keys to open a game as she watches, then allow her to do the same. I can also do the same to improve her construction skills, take her out, allow her to observe a certain object keenly, then allow her to make an image of the object she had seen using plasticine material, which she can then compare with the original object to improve her observation skills (Harrington, 2008). In the field of mathematics, the experience to be implemented is the use of virtual manipulative (Joy and Marylyn, 2008). This experience is a web based and interactive visual representation of a dynamic object that offers a chance for mathematical knowledge construction. These virtual manipulative interactive activities will offer Chelsea with increasing number of interactive explorations that covers all mathematical aspects from spatial virtualization and simple counting to more advanced areas in later years as she grows up (Rakes, 2010). Some manipulative activities such as base ten blocks, coins, pattern blocks, rulers, geometric plane, fraction bars, algebra tiles, solids figure and geoboards are considered to be too childish but they are important for young children as they will help them advance in the contents of mathematics as they grow up. For Chelsea, the use of virtual manipulative will help her advance in number knowledge and development strategies. She will be able to improve in her numbering knowledge every now and then and prove to be better than before. The use of virtual manipulative will be initiated immediately and used in almost all contents of mathematics as it will still assist other learners of mathematics (Walcyzk, 2006). Conclusion Early childhood education is basically comprised of the first years of education in the life of an individual. The kind of education provided during these years plays a very critical role in the proper development of every child. Research studies prove that these years are crucial because it is the time when the brain develops and much of its wiring is actually laid down. Therefore, it is important that quality education is offered to children at these stages (Joy and Marylyn, 2008). In the study above, a two week observation was conducted on the contents of mathematics, science and technology in children’s learning within these areas and how one can plan and teach for these areas. Our child of focus was Chelsea, aged five and is in a pre school setting. A two week observation revealed some of her interests, strengths and areas needing development with regard to science, technology and mathematics. In science, Chelsea proved that she was interested in observing how plants grow, measuring skills, whereby she could lift objects and identify which ones were heavier compared to others. The experience that can be implemented with regard to Chelsea is the use of play and drama (Leonard, et al, 2007). This can help develop her abilities as well as her weak areas. In mathematics, Chelsea demonstrated her interests in developing strategies and numbering knowledge, measurements and algebraic thinking. In most of her activities for instance play times; I noted that she threaded necklaces using beads of different colours, made models which she used to differentiate various aspects of length, mass and weight. Virtual manipulative experience will be implemented in order to develop and improve Chelsea’s understanding of mathematical concepts. Finally, in the field of technology, Chelsea proved to be interested in learning more about computers, constructing toys using plasticine and nails and hammers construction tools. In order to improve these skills, Chelsea observation skill needs to be improved (Leonard, et al, 2007). The significance of this study is to plan, observe and evaluate a child’s behaviour, and apply learning experiences to be able to effectively teach mathematics, science and technology to children between the ages of one to five years. References Organization for Economic Co-operation and Development (2006). Starting Strong II: Early Childhood Education and Care. Sydney: OECD publisher Elizabeth, H. Barbara, P. Alison, E. (2007) Kids Count: Better Early Childhood Education and Care in Australia. Sydney: Sydney University Press Leonard, M. Steve, T. Art J. (2007). Guiding Children's Learning of Mathematics; 11th Ed. Florence: Cengage Learning. Angela, A. Joy, C. & Marylyn, F. (2008). Early childhood education: society and culture;2nd Ed. Sidney: SAGE Publications Ltd Rakes, C.R., Valentine, J.C., McGatha, M.B., & Ronau, R.N. (2010). Methods of Instructional Improvement in Algebra – A Systematic Review and Meta-Analysis. Review of Educational Research. Walcyzk, J. Griffith-Ross, D. (2006). Time restriction and the linkage between subcomponent efficiency and algebraic inequality success. Journal of Educational Psychology. Sparks, D. Hirsh, S. (2006). A national plan f or improving professional development. National Staff Development Council www.NSDC.org Harrington, Marilyn (2008). "Enrolments, attendance and providers". Preschool education in Australia. Parliamentary Library. http://www.aph.gov.au/library/pubs/bn/200708/PreschoolEdAustralia.htm#_Toc198010807. Retrieved 4th Oct, 2010. Read More