Child
as a User of Literacy and Numeracy
Lily is 15months old.
It was during outside play time I noticed her make a beeline for the only small garden bed in
the yard. In this childcare setting, the
garden was not part of the play equipment but that didn’t stop Lily digging her
hands into the dirt, then squeal with delight!
I observed her later at the only inside pot plant (again the
greenery was for show rather than education), she had recruited a friend. Both children giggled and chatted however the
fun was short lived. They were abruptly
told to stop what they were doing and wash their hands!
In this self-initiated play, Lily and her friend engaged in
literacy and numeracy.
They had connected and were communicating to one another,
both were sharing the moment. They were
using their sensory skills and learning about texture. Both children felt the weight of the dirt in
their hands and their sense of area was explored when they kept the dirt inside
the pot and garden bed.
I noticed the pot had stones covering the dirt. I took this to be some kind of deterrent,
perhaps a symbol that this area is off limit.
If it was, the children missed this cue.
Pratt (cited in Tucker, 2011) argues the importance of
children developing a mathematical disposition.
Outside learning supports a child’s mathematical thinking by
offering opportunities to see that mathematics is all around us.
Opportunities for discussion about a child’s environment can
be established on the way to the park. Makin
and Whitehead (2004) argue that open spaces are essential not only for physical
activity but for the communication it can provoke.
Further learning could be promoted by the introduction of
books related to the outdoors. Giles and
Wellhousen (2005) suggest reading books to children as a way of furthering
their literacy skills.
During my time at the centre a number of children under 18
months old showed interest in books. I
would introduce books with themes such as playground
antics, getting along & nature’s wonder’s
as Giles et al recommend.
By observing the children who show interest in the earth, I
believe they would respond to outdoor activities such as planting, weeding,
worm composting, sand play, tactile art projects and outdoor experimentation
and discovery. The introduction of song
adds another dimension to the learning experience. It has been my experience that music
activities are generally enjoyed by young children.
These ideas can be linked to the Australian Children’s
Education and Care Quality Authority (ACECQA)
Quality
Area 3 – Physical Environment
Which
states;
3.2 The
environment is inclusive, promotes competence, independent exploration and
learning through play.
Element
3.2.1 Outdoor and indoor spaces are designed and organised to engage every
child in quality experiences in both built and natural environments.
Element
3.2.2 Resources, materials and equipment are sufficient in number, organised in
ways that ensure appropriate and effective implementation of the program and
allow for multiple uses.
The Early Years Learning Framework (EYLF) also advocates;
Outcome 4:
Children are confident and involved learners
Among other things, this outcome promotes curiosity,
cooperation, creativity, enthusiasm, inquiry, investigation, being able to
transfer knowledge and learning through natural materials.
Outcome 5:
Children are effective communicators
It is acknowledged that children communicate verbally and
non-verbally. They gain meaning through text and other media sources. They begin to understand symbols and
patterns.
Being outside seems to be a practical and rich environment
to further a child’s numeracy and literacy learning.
I am passionate about outside play and learning. I have found that children seem happier being
outside. I think it would be careless of
us not to make the most of on this rich resource.
References
Australian Children’s Education and Care Quality
Authority (ACECQA) National Quality Framework
Giles, R. & Wellhousen, K., (2005), “The Reading Teacher”., 59.3, Nov 2005.,
International Reading Assoc. Inc., ‘Reading, Writing and Running. Literacy learning on the playground’, pp284,
285.
Makin, L. & Whitehead, M., (2004), How to Develop Children’s Early Literacy, A Guide for Professional Carers and Educators., Paul
Chapman Publishing Ltd, London., p82.
The Early Years Learning Framework for Australia
(EYLF), 2009, Belonging, Being &
Becoming., pp33-44.
Tucker, K., (2014), Mathematics through play in the Early Years., 3rd Ed., Sage.,
p22.
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