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Supporting children(TM)s mathematical, communication, language and literacy development

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Supporting children's mathematical, communication, language and literacy development 1 Introduction For confidentiality I will refer to the child who attends my setting as "S". S is 3.2 years old. The first activity was based around planned learning construction play. It developed confidence, mathematical thinking, numerical abilities and counting. The second activity relates to the Communication Language and Literacy area of the curriculum, based around a story book. This evolved from a shared story (child initiated) and helped to further develop an interest in books, listening, relating words, recognising words and letters, spoken and written language, reading left to right and top to bottom, and retelling stories. The curriculum guidance at foundation stage (QCA/DfEE 2000) encourages children to meet early learning goals. My activities support the key areas of mathematical, communication, language and literacy development. 2 Mathematical learning The mathematical activity evolved from several observations and parental communication. S had begun to enjoy using blocks and shapes in construction and was interested in counting. She could count to 13 and began to use this ability in play. Her parents informed me that over the weekend she had begun to build a tower with pocket books that she wanted to be as big as her. ...read more.


The activity enabled S to have fun playing whilst learning, she had time and space to reflect on what she was doing and was very proud of her tower. Study topic 7 states that children need opportunities to develop mathematical processes and concepts through meaningful experiences and this practical activity offered this type of experience. I have a good relationship with S's parents and we use a communication book. I welcome their ideas and suggestions. I plan to share this activity with them enabling them to build on and extend the activity at home. I will also use the activity to build and develop further activities at pre-school to develop S's mathematical ability as I found it be a success and easily adaptable. 4 Communication, language and literacy learning This activity was child led and occurred when S asked me to read her the book "The biggest bed in the world". S has always had a love of books and her parents have read to her every evening since she was born, " The enjoyment of books start in the home" (Hobart & Frankel, 1999 p.167). I read S the book in the book corner and then she said "now I read it to you". ...read more.


It showed me how providing a good literary environment can open up and encompass learning in many other areas of the curriculum. To extend learning at home I will be creating and offering the children story stacks. We have not previously used these in my setting. These will enable me to see how S and her classmates react to different books, will enrich story time at home and involve the parents. Linking the school and home enables communications to open and builds on good relationships. 6 Conclusion The study topics and assignment have shown me how to appreciate a child's learning and how child play is a vital part in the learning experience. Even though the curriculum is structured it is important to also offer less structured activities that are fun, relevant and motivating, where children can freely explore and learn, enabling them to reach their full potential by building on what they already know and enjoy. Study topic 7 states "The chemistry of the brain changes when learning is enjoyable, making the brain more receptive to learning" (pg.16). On reflection my two activities were successful and enabled S to develop her maths, language and literary skills in a fun, creative and developmentally appropriate manner that showed her that maths and literacy are all around us. ...read more.

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