Week 3 Reading Summaries

Van Kraayenoord. C E; Elkins. J, (2004). Learning Difficulties in Numeracy in Australia, The Journal of Learning Disabilities, 37, 32-41.

As children grow, numeracy proves to be equally as important as literacy instruction in order to function and contribute to the world around us. Numeracy is thought of as harder to instruct due to the constantly evolving techniques related to it however there are methods that include the fundamental subjects for children to grasp the concept of numeracy. Learning difficulties offer another challenge and this article provides techniques available to best support these students both for parents as well as educators. The knowledge that is required to assess each situation and develop a progressive curriculum to include all students is based around the use of outcome frameworks.

Outcomes within the curriculum propose different strands that act as goals for teachers to strive for in their classroom and support the children where necessary. The different strands also provide variety in order to excite the students into numeric enjoyment while helping children understand the different concepts and methods for resolving the puzzle. Numeracy is present in everyday activities and it is important the educators make children aware of this so as to apply their knowledge to different situations and extend themselves further in daily routines. The results of the outcome material assist with knowing where to improve upon in the classroom curriculum and the methods that suit each individual student successfully.

Some teachers use a dominant approach to pass on their knowledge and information where concepts are a high priority to teach over procedures. Solving the activities is encouraged and the understanding of the problem is enhanced by actual assistance from the teacher whilst being connected to real life activities. Within these assisted lessons, learning difficulties are being noticed and supported at a growing rate with student goals encouraged to include forms of numeracy. The curriculum is flexible enough to change the methods of learning in order to fit the abilities of all students learning at different rates. Meaning and understanding is the highest priority for educators to teach within their centres as students will learn to recognize the connections between concept and procedure.

Kovach, B., & Da Ros-Voseles, D. (2011). Communicating with babies. YC Young Children, 66(2), 48-50. Retrieved from http://search.proquest.com/docview/874262859?accountid=10910

Babies are valuable members of society and communication with them are very important for their social and physical development. The value of talking to young babies is often unnoticed by adults in all fields including parents and educators as language hasn't developed and other methods are not explored. Without communication, babies will become unaware of their surroundings and feel unimportant in the childcare centre. Babies view their opinions and emotions through methods of communicating, for babies this is forms of sounds and chatting not understood as English but nonetheless a form of connecting and passing on information. Using a form of conversation with young children with not only model communication for them to learn but also off a place to practice and develop social interaction. Different goals are advised to enhance talking with babies where acknowledgement is high priority and respect for the child’s presence decides on when and how you communicate with a child. Ignoring children and talking in front of them as though they are not there is quite demeaning and impersonal, leading to a decrease in self-worth. They are individuals and have the right to be treated accordingly rather than forgotten about. Talking to babies may seem awkward at first due to an attitude that English language is the only method of communication. This is not the case as babies have their own language used to pass messages and voice emotions and thoughts. Different gestures form most of the ‘talk’ which need to be carefully studied due to being visual. Sounds and babble form the rest of the baby ‘talk’ in which adults need listening skills to hear information as opposed to only voicing their opinions. Babies have a great influence on adult development in many different forms as communicating with them not only benefits the child but also changes the attitude of the educators.