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Supporting children's mathematical, communication, language and literacy development

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Introduction

TMA 02 - Supporting children's mathematical, communication, language and literacy development Introduction The two activities that I have chosen to discuss are Communication Language and Literacy, to be able to retell the main parts of a story and to write about significant incidents from the story and for Mathematical development, to be able to recognise coins of different value up to twenty pence. Both activities take place in a year one class and are adult led. The activities are guided by the National Numeracy Strategy (NNS) Solving Problems, National Literacy Strategy (NLS) Fiction and Poetry: Stories from fantasy worlds and Programmes of Study (POS). Ma2 Number and Algebra & En1 Speaking and Listening, En2 Reading and En3 Writing. (Dfee 1999). (Please see Appendix A for lesson plan.) Mathematical learning The mathematical learning experience took place in the classroom shop in a small group of four and lasted approximately 20 minutes. Chapter 15 states how 'Young children do not learn most effectively in large groups' (Devereux and Miller, 2004, p.146). I supported the lower ability group so it was important that the activity did not last too long to prevent them from becoming bored or stressed. The aim was to recognise coins of different values up to twenty pence. First we went over the coins to make sure they knew what each one represented. Then the children had to find answers to simple number problems e.g. ...read more.

Middle

Observing the lesson and looking at the children's completed worksheets showed me that they understood and learned about real life problem solving. (Please see Appendix B for completed worksheet). They used either blocks or put the number in their head and counted on with their fingers to find the answer to the problems. As Devlin reminds us mathematics is not only about number but 'about life'. (Chapter 14, p.137). A good extension activity for the children would be for them to recognise and appreciate the value of all coins and to introduce the pound. Such activities could be used on the interactive whiteboard with appropriate maths games such as 'money counts' which is in line with the National Numeracy Strategy. Communication, Language and Literacy Learning The literacy learning experience took place within the classroom. The adult led activity involved the reading of a book called 'Peace at last' to the whole class and then to write the beginning, middle and ending of the story depending on child's ability. (Please see Appendix A for lesson plan). According to the Open University, 'through everyday interactions, adults can use books to provide children with the basic rules for learning about literacy'. (Study Topic 6, 2004a, p.15). The learning objective was to retell the main parts from a story and to write about significant incidents from the story. The session started with discussion of the front cover and talking about the author and illustrator. ...read more.

Conclusion

Once the children had read and discussed the book they had the confidence to go to their tables and write some sentences about the story. During this formative assessment I was able to determine that the children were showing development in the areas of re-ordering sentences and predicting words from previous text. The children's learning could be expanded in this area by providing other literacy props such as puppets and music or instruments to re-enact the story. 'This approach enables children to share their knowledge with other children, while adults support and extend their learning that takes place, while also meeting the requirements of the National Curriculum'. (Study Topic 6, 2004a, p.31). Conclusion In conclusion I have learned that the best way to support children in these areas is to provide an environment where play is well planned. Literacy learning in Key Stage One needs to be carefully planned, with consideration for creative development. Even though the literacy curriculum is structured it is important to allow for activities that allow for play and that are fun relevant and motivating for every child. It is through play that children can deepen their learning and is important to a child's development and learning. It is not just physical but also involves cognitive, creative, emotional and social aspects. The importance of using summative and formative assessments is vital to ensure practitioners can identify and prepare for the next step in children's learning. ...read more.

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