Being a communicator

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Numeracy
A child engages with numeracy experiences that build bridges between family and community contexts and new learning.
They:
- begin to understand how symbols and pattern systems work
- build confidence and interest in counting
- explore mathematical thinking, concepts and language.
Educators focus on the following aspects of children’s learning:
- interest in exploring, recognising and making connections between patterns and relationships in everyday situations
- developing awareness and understanding of the symbol systems associated with number, time and money
- interest in counting, sorting, categorising, ordering and comparing collections, and in predicting sequences and events
- developing ability to describe the attributes and properties of shapes, objects and materials
- developing vocabulary to convey mathematical thinking and ideas
- increasing understanding of mathematical concepts using vocabulary or gesture to describe size, length, volume, capacity, number, position, direction, time and money
- interest in creating and using representation to organise, record and communicate mathematical ideas and concepts.
Educators intentionally promote this learning, for example, when they:
- use numbers spontaneously or in everyday conversations and interactions, for example, during finger plays, games, songs, rhymes and chants
- incorporate cultural events, symbols and experiences that involve patterns of repeated sequences, for example, in movement, songs, art, games, dance, manipulative play, routines and stories
- draw children’s attention to patterns in the environment, such as leaves in sunlight, waves on sand, spider webs, bark on trees, birds in the sky, tracks in the sand
- encourage experimentation with space, measurement, position, sorting and classification
- provide explicit prompts to help children make abstract connections, for example, ‘Look at this one — it’s bigger than that one’, ‘Can you see a big one too?’
- draw attention to and label concepts of difference, such as ‘more’ and ‘less’, ‘big’ and ‘small’, ‘over’ and ‘under’
- draw attention to and label numerical symbols in the environment, e.g. calendars and clocks, page numbers in books, number plates on cars, signs and advertising, keyboards, mobile phones, GPS
- engage children in discussions about symbol systems, such as letters, numbers, time, money and musical notation
- model the process of counting to solve everyday problems, for example, ‘How many do you think we need?’ ‘Let’s count together!’
- provoke thought in children’s everyday conversations, for example, ‘I wonder if it’s full yet?’ ‘That’s a big one!’ ‘Let’s look under the table!’
- provide intentional prompts to assist children to recall numeracy ideas, for example ‘Can you remember when we counted up to 5?’
- support children’s contribution to mathematical and scientific discussions and arguments
- acknowledge children’s effort, interest and experimentation with numeracy ideas, for example, ‘Let’s make a list!’, ‘Draw a plan’
- provide multiple opportunities for children to experiment with the properties of sand, water, blocks and natural materials
- incorporate opportunities to make a whole, take away from, or cut in half, for example, games, clay, play dough and cooking experiences.
Educators look for evidence of children’s learning, for example:
In the familiar contexts of family and community when children:
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In new and unfamiliar contexts of an early learning program when children:
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In the familiar contexts of a culturally secure early learning program when children:
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As you reflect on practices, ask yourself
What everyday numeracy experiences can I use to introduce new learning? In what ways do the children demonstrate their numeracy knowledge in the context of their family and community? Do the learning opportunities that I plan connect with what the children know? |
How can I embed opportunities for numeracy learning across all areas of the early learning program? What do I know about the numeracy concepts in Aboriginal and Torres Strait Islander cultures? |