3 Reflection on learning
My main goal was to extend S’s awareness of shapes, size, construction and counting. I allowed S to play and joined in when she asked for support. Study topic 5 taught me “practitioners who make the time and effort to observe the children in their setting and to reflect on what actually happened there are in a better position to say with objectivity that they are successfully stimulating children’s creativity” (pg. 12). S used her prior mathematical learning and applied it to her play, identifying sizes and shapes. She showed use of the stable order principle; counting confidently to 14 (Study topic 7, pg. 12). Prior to starting in pre-school S could count to 6, in 8 weeks her skills have developed through enjoyment in play. When she had 2 blocks in her hand, I passed her another block and asked how many she now had, she replied, 3 showing a new skill for simple addition.
As S built her tower I used open questions, stimulating and encouraging mathematical thinking and questioning of what, why and how (Study topic 7, pg. 20). As she sorted her blocks I challenged her thinking by asking what would
happen if she used just small ones, this prompted her to explain that it would fall over as it got bigger and that she needed big blocks in between, showing size and construction awareness. She showed an awareness of height putting 2 blocks together to form the same height as big blocks when building the tower. 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”. As she spoke she turned the pages and used actions and emphasis for certain words. As she read more children came and sat around her, eventually she was reading and entertaining a group of about 10 children! Whilst this happened I was able to watch and observe her. I already knew from previous observations that S could sit and listen to stories with increasing attention and was able to recall the story later. S asks questions as she listens and enjoys turning the page as she’s read too. S has a good imagination and enjoys making up her own stories.
When S had finished I asked the group open questions about the book: Why did the wall fall down? How many children where there? Why did they not fit in the bed?
We looked at the pictures and discussed the story enabling the children to recall what had happened. S then started singing the song “Ten in a bed” and we all joined in.
5 Reflection on learning
Whilst reading to S I encouraged her to join in and explore by asking questions and by missing out phrases, showing that reading can be fun. The book repeats significant words and is easily read and enjoyed, making it a great book for children to familiarise themselves with the characters, words and sequence. The reader states “the use of repeated readings enables children to gain ownership of a story” (Devereux & Miller, 2004 p.117).
Using Millers iceberg I can place S at the top as she demonstrates “pretend reading and recognises print in her environment (Study topic 6, pg.13). S decided to start reading the story to me and then continued to pretend read confidently to her classmates as they sat around her, thus equalling and participating as an equal to the teachers. S recognises that print goes from left to right and page to page. She can now recognise letters such as the letter S for her name. Previous observations have shown that she is scribbling and attempting to write words suggesting she is at the pre-phonemic stage of her development (Study topic 6, pg.18).
This type of child led spontaneous play enables children to learn as effectively as they do from adult lead activities, allowing them free exploration and enthusiasm.
As a practitioner my role with this type of activity is to ensure that it is exciting and to help direct the play ensuring it is benefiting the child’s curricular development. Observing, evaluating and planning is necessary good practice however, this type of child led play extends the children’s learning and supports development in a fun and enjoyable way.
To extend this activity I would like to use S’s enjoyment of the book to help promote her phonic learning by identifying familiar words and discussing the sounds of letters. The fact that S identified the “Ten in a bed” song will enable us to extend the learning. Study topic 5 shows that as children are encouraged to come up with their own ideas and contributions it enables a “learner inclusive approach” (pg.25). 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.
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Bibliography
Campbell (2004) Young children becoming literate, in Devereux, J. & Miller, L (eds) Supporting Children’s Learning in the Early Years, London, David Fulton in association with The Open University (E124 Reader)
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Hobart & Frankel (2005) A practical guide to activities for young children, London, Stanley Thorne
Miller and Paige-Smith (2002) Literacy in four early years settings, in Devereux, J. & Miller, L (eds) Supporting Children’s Learning in the Early Years, London, David Fulton in association with The Open University (E124 Reader)
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