The next incident that demonstrates emerging knowledge is again in the area of scientific development. This incident took place during the observation of the three girls. During this observation Girl 2 purposely knocks down a high tower of blocks. I believe this action shows that she is starting to develop knowledge relating to force and gravity; she is using her senses to observe and explore how the blocks react when she knocks them over. She also shows evidence of experimenting with gravity as she sorts the blocks, she holds each block up as high as she can reach before dropping it and watches each one fall, this action shows that she is observing how different sized blocks react once dropped. Through this type of experimental play she is unknowingly learning the basics of gravity, seeing first hand how blocks of different sizes fall at the same speed and hit the ground at the same time.
The Open University states ‘although young children may not be fully aware that they are exploring gravity, the activity of throwing the toy onto the ground is supporting the child’s developing ideas about how and why things fall down’. (The Open University, 2005, Block 2, Part1, Pg 41) This form of play is providing girl 2 with concrete experience, which will lay the foundations for future learning, which will enable her to make sense of the effect gravity and force have on everyday objects.
A second incident that also demonstrates emerging knowledge takes place during the first observation of the three girls playing with the construction blocks and is in the area of mathematical development. Girl 3 (the non-speaker) is quietly comparing two blocks to discover it they are the same size and shape. She quietly takes one block and holds it next to another and views if from all angles, by doing this is ‘starting to show an awareness of similarities in shapes of objects in her environment’ (QCA, 2000, Pg.78) Once she is satisfied that both of the blocks are the same size and shape she returns to the box to search for more blocks which are also the same size and shape as the first and continues building her wall. This shows that she is also beginning ‘to order items by length or height.’ (QCA, 2000, Pg. 80) By providing young children with the opportunity to play with large construction blocks we are facilitating their mathematical development allowing them to ‘start getting an idea of the blocks properties.’ (The Open University, 2005, Block 2, Part 1, Pg, 31)
During the observation of the boys playing with the wooden block cars Boy 1 narrates while he plays. He uses his language to ‘give new meanings to objects and actions, treating them as symbols for other things’ (QCA, 2000, Pg. 56) This can be seen during the observation where he say’s “This one’s (the car) going to go crash… crash! I crashed in the mud.” (The Open University, 2005, CD 2, 3:23) He was not using an item to represent the mud but instead using language to allow his peers to understand that it was mud that his car crashed into. In this way he is using language to ‘aide his imagination and recreate roles and experiences.’ (QCA, 2000, Pg. 58) As I stated earlier while looking at this child’s scientific development Boy 1 shows previous knowledge of cars and trucks, he knows that they are capable of crashing, getting suck in mud and breaking down. During this observation Boy 1 may have been using language, objects and actions to ‘recall and relive his past experiences.’ (QCA, 2000, Pg. 56) It is also possible to see from this observation that Boy 1 has worked out how to use past and present tense. This can be seen when he uses tip and tipped in the correct format. He says “More trees please, um… shall we tip them all out now? I tipped it out, I tipped it out.” (The Open University, 2005, CD 2, 3:01)
It is important that as early year’s practitioners we gain an understanding of the way children develop language, so that ‘we can help them build on their language communications strengths and find ways to overcome their individual language barriers’ (The Open University, 2005, Block 2, Part 1, Pg. 28) This can be achieved by providing settings where children are given the opportunity to learn in an ‘open, stimulating and cohesive learning environment’ (The Open University, 2005, Block 2, Part 2, Pg. 96)
Practitioners also need to be aware of the importance of the adults role in children’s language acqusition, ‘children develop abilities in the context of interacting with someone more compertent.’ (The Open University, 2005, Block 2, Part 2, Pg. 96) Guided participation, “young children taking part in activities with more experienced others.” (The Open University, 2004, E124, Study Topic 1, Pg.18.)allows a ‘more able other’ possibly a more advanced child or in some cases the practitioner to support language development by modelling language or by ensuring that there are sufficient resources to encourage ideas. Stimuli such as books, photographs with different pictures of vehicles and buildings would all aide Boy 1’s imagination and by talking and reading to him about his interests (the parts of cars, truck or other vehicles in this case) will help to extend his vocabulary the next time he plays with these vehicles. The stratagy of scaffolding children development can also aide in children’s language development, scaffolding is “support that is contingent upon the learners need for assistance.” (Devereux and Miller, 2004, p.10)
Practitioners also need to value and understand the importance of well resourced play. Through play, children are given the opportunity to imagine and recreate past experiences, as they explore situations, events and ideas, for example, making a journey with a toy car they improve their competence with language through social interaction and repertition within a safe environment. The Open Univesity states that children often ‘use adult discourses when playing, experimenting with and expanding their language use in a way that society does not yet require of them’. (The Open University, 2005, Block 2, Part 2, Pg. 97) Therefore play is an important learning tool.
The Open University states that the more a child is able to use language, ‘the greater his or her success in the education system’. (The Open University, 2004, Block 2, Part 2, Pg. 66)
References
Cooke, H. Primary Math, The Open University, 2000.
Devereux, J. and Miller, L. (Eds) Supporting Children’s Learning in the Early Years, London, David Fulton in association with the Open University. (E124 Reader)
Devereux, J. Primary Science, The Open University, 2000.
Eyres, I. Primary Science, The Open University, 2000.
The Open University, 2004, Study Topic 1 ‘Supporting Children’s learning’, E124 Supporting Children’s learning in the Early Years, Milton Keynes, The Open University.
The Open University 2005, Ways of Knowing: Language, Mathematics and
Science in the Early Years, CD 2, Milton Keynes, The Open University.
The Open University, 2005, ‘Supplementary Reading 2’, E230, Ways of Knowing; English, Mathematics and Science in the Early Years, Milton Keynes, The Open University.
The Open University, 2005, ‘Children Becoming Knowledgeable’, E230, Ways of Knowing; English, Mathematics and Science in the Early Years, Milton Keynes, The Open University.
The Open University, 2005, ‘Building up Subject Knowledge’, E230, Ways of Knowing; English, Mathematics and Science in the Early Years, Milton Keynes, The Open University.
The Open University, 2005, ‘Learning with Others’, E230, Ways of Knowing; English, Mathematics and Science in the Early Years, Milton Keynes, The Open University.
