Week 6 Reading Summaries

Goldstein, L. S., & Bauml, M. (2012). Supporting children's learning while meeting state standards. YC Young Children, 67(3), 96-103. Retrieved from http://search.proquest.com/docview/1019288593?accountid=10910

Children learn subjects most effectively when they are drawn into each topic with interest and new experiences. Teachers are unable to create individual programs that support the interests of them, rather have a prescribed program dictating the areas that need to be taught within the classroom. In order to provide an adequate learning environment where understanding and progress is paramount it is important for educators to support the children whilst following the standards already set in place. The methods educators use to teach and the level of support provided has changed dramatically since the introduction of state standards in the US. Due to the high demand to ‘follow’ the programs created, educators are concerned about the lack of personal connection with early childhood students, sometimes being unable to teach effectively whilst meeting the individual needs and interests of the children in their care. The article states “asking teachers to stop making decisions about what to teach and how best to teach it is as unrealistic as asking artists to stop choosing which colours to use on their canvas.” The programs defined in modern days are treated merely as guidelines to assist with lesson structure as priority is not how well an educator can ‘follow’ the plan, but is to engage with the children and help them reach their full potential and understand the experiences. Each classroom is individual and has unique ability levels in each, indicating the need for flexibility and modification best suited to the needs of the students and to aid in the progression of their learning. The main methods of altering the program to fit the needs of the students are replacement with something best suited but with the same content, incorporating extra thoughts or using supplementation that will grasp the interest of the children. Children are the main concern when working in education, with their ability and understanding leading the programming. Although educators cannot change the state plan, they can alter them and best adapt the learning to the specific needs to their students.

Sarama, J., & Clements, D. H. (2006). Mathematics in kindergarten. YC Young Children, 61(5), 38-41. Retrieved from http://search.proquest.com/docview/197600862?accountid=10910

Young children have the beginnings of problem solving and the desire learn more at a very early age and do not have to be taught. This type of inquisitive behaviour comes naturally and if enhanced early and appropriately, taking every opportunity that arises; children can progress at speeds faster than those of students who were not exposed at an early age. Some say that kindergarten is where mathematic concepts should be introduced and children molded to understand new thoughts, however some believe that young children have not got the depth to grasp such difficult numeracy subjects. The article shares that learning potential is the key skill that children already have and learning comes naturally to all children, which offers the kindergarten a head start to mathematics as students begin school already having acquired knowledge from short life experiences. Educators must take every opportunity to fuel their student’s learning by offering a vast array of activities that include all mathematic subject areas. Children incorporate ‘play’ into their daily activities which can be used as the link between ‘interest’ and ‘learning’ which in turn includes math. Simple connections between ordering toys and using directions in the yard use mathematical concepts without the children even being aware of it. This will no doubt spark an interest in numeracy as children will have the knowledge and therefore the confidence to continue and strive to explore new methods of learning. Studies show that children in modern day society are showing greater knowledge in mathematical skills by the time they arrive at school specifically in counting and shape recognition than the curriculum programs assume for children of the same age. Constantly evolving knowledge proves difficult to keep up with making observations quite important to learn the abilities of each child. Educators watch the students grow and develop new skills, keeping an extension program close by to aid in knowledge increase and offering a variety of new lessons to learn where appreciation of mathematics can develop. Starting this process early in kindergartens will help learning and confidence grow faster within children who are included in the topic experiences when compared to those who are not exposed to extra ideas and numeracy subjects.