Week Twelve: Health and Physical Learning

Reflection

Harnessing the naturally energetic behaviour of younger students can be a an effective method of integrating health and physical education into the classroom.

Research indicates that the current generation spends on average far less time on outdoor activities than the previous generation³. Through my work as an after school care educator I see many students who love physical activities, however an alarming number of students seem reluctant to participate. 

During the tutorial we were given a useful activity to unpack the Lets Gets Moving reading². Each group was required to discuss  ways to implement and encourage children to participate in one of the 11 locomotor skills - Ours was climbing. Our idea was to engage students in role-play and have them act as tigers where they practice the motion of climbing by roaring like tigers and moving their hands in a scratching motion - just like a tiger. 

We then discussed our strategies as a group and came up with the following ways in which these activities benefit children:

• Development of fine motor skills
• Development of social skills through interactions with peers
• Enhancing students problem-solving skills
• Regular physical activity is required to help students stay alert, fit and healthy
• Reduces childhood obesity and encourages a healthy lifestyle later in life. 
• Promotes imaginative play
• Children learn to manage themselves/self-regulate within a space
• Develop their manipulative skills
• Make judgements about their own skills and abilities
• Take ownership of games that incorporate physical activity

Implementation of these concepts will not only aid in th education of students, but will also go a long way to ensuring that each student will grow up conscious of their own health and well being and take responsibility for their lifestyle. 

Bibliography: 

1. Phillips, L. (2013). Week Ten: Early Mathematical Understandings [Powerpoint Slides]. Unpublished manuscript, EDUC2704, University of Queensland, St Lucia, Australia.

2. The State of Queensland - Department of Local Government, Planning, Sport and Recreation. (2004). Let's Get Moving. Brisbane: Sport and Recreation Queensland. 

Week Eleven: Language Learning and Communication

Reflection

Literacy, like numeracy is also a key focus of learning and development in the early years curriculum. It is important to acknowledge that literacy extends far beyond simply reading and writing. Everyday tasks that we as adults take for granted such as taking a photo, counting money, listening to music, and interpreting gestures all contribute to the literary education of students³. Multimodality is a key component of pedagogies of multiliteracies and illustrates the unique forms of communication that attribute to the literacy skills of young people⁴.

Incorporating a child's literary experiences external to the school environment is important in reinforcing concepts and ideas taught in the classroom². Working at odds with a child's home experience can be counter-productive and hinder literacy learning³. I always enjoyed integrating literary aspects of my schooling with my home life and vice-versa. I felt that it made the concepts more accessible and the learning experience more natural. To make literacy more accessible to my students I understand that it is essential to incorporate the use of multimodal literacies in learning.

This week's discussion involved looking at science journals as a multimodal approach to learning science. Journaling as visual literacy creates a new dimension to students learning, understanding and approach to lesson tasks. An example was given in which students considered perspectives in their diagrams by drawing an image larger next to another the same, only smaller to represent a foreground and a background. These are concepts that expand students knowledge of concepts in learning beyond theory and written text¹. 

Bibliography:

1.Brenneman, K., & Louro, I.F. (2008). Science journals in the preschool classroom. Early Childhood Education Journal, 36(2), 134-119.

2. Dunn, J. (2008). Drama and Literacy in the Early Years.In Marsh, J. and Hallet, E (Eds) Desirable Literacies: Approaches to Language and Literacy in the Early Years. London: Paul Chapman. 

3. Phillips, L. (2013). Week Ten: Early Mathematical Understandings [Powerpoint Slides]. Unpublished manuscript, EDUC2704, University of Queensland, St Lucia, Australia.

4. Yelland, N., Lee, L., Orurke, M., & Harrison, C. (2008). Rethinking learning in early childhood education. Maidenhead: Open University Press, Multimodality (pp46-81). LB1139.23R48 2008

Week Ten: Early Mathematical Understandings

Reflection

Children's numeracy skills are a key focus in teacher education. The introduction of number and counting is one of the most important fundamentals of early years learning. The process of identifying the word, numeral and visualisation of numbers is a key building block in the process of moving onto more complex mathematical problems1,3.  

There is a shift from traditional block and building construction to a new focus on 'arranging,' in which children use open-ended materials to design4. This concept is new to me. In fact, having struggled with my own mathematical ability since school, I find maths concepts overwhelming. For this reason, I feel that the teaching of numbers and counting efficiently and comprehensively is of vital importance in young peoples' learning. 'Arranging,' aligns with early years play-based pedagogy while facilitating mathematics learning as children create elaborate and aesthetically pleasing creations4. As this is an area I had considerable trouble with in my early years schooling, I have since been hindered in aspects of my teenage and adult life due to not having a sound grounding in the concepts built upon in numbers and counting.

The above is an example of an open-ended resource that could perhaps be used for a concept such as one-to one counting. 

The difference between rote learning in numbers and counting and actually understanding the concepts behind mathematics is a major point of importance. If a child simply counts from memory patterns without understanding why, then they will be hampered in understanding mathematical concepts in future years. 

Bibliography:

1. Eisenhauer, M. J., & Feikes, D. (2009). Dolls, blocks, and puzzles: Playing with mathematical understandings. YC Young Children, 64(3). 18-24. Retrieved from http://search.proquest.com/docview/197631869? accountid=14723

2. Perry, B., Dockett, S., Harley, E. (2008). The Early Years Learning Framework for Australia and the Australian Curriculum: Mathematics – Linking Educators’Practice through Pedagogical Inquiry Questions. Retrieved from

http://www.merga.net.au/sites/default/files/editor/books/1/Chapter%208%20

3. Phillips, L. (2013). Week Ten: Early Mathematical Understandings [Powerpoint Slides]. Unpublished manuscript, EDUC2704, University of Queensland, St Lucia, Australia. 

4. Southey, S. (2012). Design + Play = Maths. Educating Young Children 18(1), 42-44.