1. Sharon Rosenkoetter & Joanne Knapp-Philo (2004). Learning to read the world: Literacy in the first 3 years in Zero to Three (LITERACY READING)
2. Kate Tucker's (2010) 'Creating and Using a Mathematical Environment' in Mathematics Through Play in the Early years. (NUMERACY READING)
Summary:
In the literacy reading, Rosenkoetter and Knapp-Philo (2004) focuses on five different theses that are:
- The infant-toddler years (birth - 3 years) are very crucial in producing a nation of readers.
- Every family is able to contribute the a child's learning of how to read the world through cultural appropriate means.
- Every caregiver can help children improve their literacy and language through culturally appropriate ways.
- Early childhood programs must support the work of parents and caregivers in teaching children to read the world.
- The community plays a role in supporting infants and toddlers, their families, caregivers as well as early childhood programs in their efforts to instil language and literacy.
In the first three years, a child learns to read people as well as form an understanding of how things work. They begin to formulate how they see the world, whether it is safe or threatening or caring or scary. They also learn that different objects have labels and soon they will be able to understand categories. They also understand the concept of symbols that represent these labels (words and print). Finally they begin to understand the power of these words in communicating to their families and caregivers. Parents also play a vital role in helping children read their world by means of being present and spending time with their children. Parents should set a literacy-rich environment that exposes to children to words and varying mediums of communication. Rosenkoetter & Knapp-Philo (2004) give an example of how parents should acknowledge billboards, bus schedules, rest room signs and basically using the every day signs in our lives to introduce these symbols to children. Families can also sing songs that also help to introduce the family's culture and encourage bonding between siblings by encouraging older siblings to read to younger siblings. Caregivers share similar responsibilities to parents but they must have a direct intention and the skills to improve the child's literacy and language. Rosenkoetter & Knapp-Philo (2004) encourage caregivers to turn everyday routines into lessons. The example given in the reading was turning grocery shopping trips into vocabulary lessons or putting into words the daily routines children participate in. The early childhood program very much refers to the leaders and the staff. The program leader is responsible for providing time for one-to-one and group staff development, as well as acknowledging the need for a print-rich environment in centres. The program leader must also work hand-in hand with families to support the adults and children growing together. Rosenkoetter & Knapp-Philo (2004) quote 'Communities encourage early literacy in many ways including family literacy programs, free books for infants and toddlers, library children's hours, storytelling...' In other words, the community is the main setter of a literacy-rich environment for children as children need to be exposed to literacy and language not just in their schools but everywhere they go.
Tucker's (2010) chapter focuses on how to create a mathematics environment that is supported by play and creativity. Tucker first introduces the chapter by emphasising the need for educators to provide sufficient time in activities. Children need to be given sufficient time to carry out the activities, reflect and talk about the activities. In the chapter, Tucker (2010) gives pages of amazing ideas that can be used in a mathematics program in the classroom. She also includes that the physical environment must always have the appropriate resources for the development of the child, sufficient space for interaction and flow of activities, and of course, time. Some mathematical resources mentioned that can be used in the classroom are number lines, play trays, role plays, calculators, cheque books, telephone directories, a reading corner, a work and construction area for writing and crafts and computers for children's access. Tucker also provides a template on planning activities by drawing out a table with three columns. The first column should describe the activity, the second column includes how the environment can be set out and the third column describes in depth the different mathematical learning outcomes from the activity.
Implications
From the readings, I learnt that as educators, we hold a big responsibility as 'text users'. There is a wide range of 'texts' available and it is up to educators to use our creativity to set environments that encourage literacy and numeracy learning. To use these readings in my classroom, I intend on using many of the activities specified in the readings as activities in the nursery room at my placement centre. There is no doubt that children must be exposed to many different kinds of 'texts' for children to reach their full potential of learning.
References:
Tucker, K. (2010). Creating and using a mathematical environment. Mathematics through play in the Early Years (pp. 5-14). London: SAGE Publications, retrieved September 11, 2013 from http://reader.eblib.com.ezproxy.flinders.edu.au/(S(k4fl332w3syt4vfk5cudacm4))/Reader.aspx?p=743727&o=478&u=hREuKReA52eHOrbrjbwa9g%3d%3d&t=1379166608&h=DE8FCB5A48B464ACAE8E3B3F4BF02109D9585402&s=18469066&ut=1451&pg=16&r=img&c=-1&pat=n#
Rosenkoetter, S. & Knapp-Philo, J. (2004). Learning to read the world: Literacy in the first 3 years. Zero to Three, 25(1), 4-9., retrieved September 11, 2013 from http://flex.flinders.edu.au/file/50f9112b-198d-440b-86c6-cae46b1ab5e1/1/Learning%20to%20read%20the%20world.pdf
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