eeb305 task 2
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School
Charles Sturt University *
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Course
305
Subject
Mathematics
Date
Jan 9, 2024
Type
Pages
6
Uploaded by BrigadierFieldLoris37
Name : Olivia Casey Student Number:11760781
1
Assessment 2
Olivia Casey
Words: 2033 MATH Section 1: The context of the play-based observation As I was restocking our bathroom and nappy change area with the help of one of our children Addie, I had emptied a couple of the nappy boxes and was stacking the nappies in the cupboard. Whilst I was doing that, she climbed into one of the empty boxes on the floor and began to explore the box. Addie is 15 months old and doesn’t know many words yet, so she was using a lot of sounds and non-verbal actions to communicate to me that she had gotten in the box. She tugged on my pants, looked up at me, and laughed as she sat in the box. She called some of her friends to join, and the two decided to come over and see what she was doing. Once Addie was ready to get out, I noticed her start to wobble as she tried to take one foot out, she rethought and looked around saying my name and then holding her hand out asking for help to get out. I gave her my hand and she took on
e foot out saying “one foot” then the other followed saying “two feet” she then clapped and walked away.
Section 2: The mathematical learning processes evident in the child’s play
Bishops’ mathematical learning processes include counting, locating, measuring, designing, playing, and explaining. The processes that are evident during Addie’s exploration of the cardboard box include. Counting, as she counts her legs taking them in and out of the box “one foot, two feet
”. Locating was involved when she positioned her body in the box and made herself comfortable pretending, she was in a “Car”, “plane”, “train” etc.
That also involved playing, using her imagination, and involving her friends is also another aspect of play. Lastly, explaining was involved when she knew she needed help to balance to get out of the box and asked an educator to help her with this task. Section 3: The child’s use of technology and how that technology supported the child’s use of the mathematical learning processes
The “technology” used was a cardboard box. All Addie had in this mathematical experience was a couple of different-sized cardboard boxes herself and her peers. That is what makes this such an interesting observation. Addie was able to explore mathematical learning processes with nothing more than a cardboard box and her body. The cardboard box allowed Addie to play with somet
hing “new” not always available in our room to the children and allowed her to explore her knowledge of different mathematical activities. “
Building confidence and a love of technology should be prioritized at the primary and secondary education levels” (M
acDonald, A., &Rafferty, J.,2015) Section 4: How the physical and social environment has supported the child in their learning, including how any adults or peers involved in the play influenced the child's learning.
Children play an active role in their surroundings. They investigate, learn how to interact with others, and react to the environment. Children construct knowledge through play by interacting with the people and things around them, which helps them learn about the world (MacDonald, A, &Rafferty, J., 2015)
Name : Olivia Casey Student Number:11760781
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The physical environment is indoors in an atmosphere Addie is comfortable in as it is her classroom she is in every day, the sense of belonging and security in her environment encourages her to be able to explore, play and learn more freely. The social environment was just her and I, to begin with, she chose to include 2 more people and invite more of her peers over. In doing this she is collaborating with her friends in a positive way to learn and engage with the environment around her. Section 5: The child's use of the Bishop's mathematical activities in relation to one EYLF Learning Outcome and how this might be extended. Bishop’s
mathematical activities relates to the Early Years Learning Framework, specifically to Outcome 4: Children are confident and involved learners. This outcome states that children develop a range of thinking skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating. This directly connects with Bishop’s mathematical activities
, providing children with experiences to encourage them to investigate and solve problems. As Addie is playing the educators can model mathematical language, eg counting, and pointing out plays, the educators can model mathematical language, eg counting t patterns and sizes. Section 6. A paragraph to the parents/guardians explaining the Bishop's mathematical activities that you observed their child using, and ideas of what parents/guardians could do at home to support their child to further develop these learning processes. Addie is a confident and involved learner here at the service and has been displaying many of Bishop’s mathematical activities recently including counting, explaining, playing and locating. If you were wanting to further develop these learning processes at home, you could incorporate counting into daily routines, for example, counting how many knives and forks are at the table, counting how many trees are in the yard, how much fruit on your plate, etc. To encourage play it is important to make sure that the resources provided are open-ended, so Addie can problem solve, be creative, collaborate, and have divergent thoughts about how and what she is playing with. Some examples of open-ended materials are blocks, natural materials, paint, playdough, dress ups or old clothes and bags or accessories. Blocks are also another great tool for Locating, Addie can build with them and make structures, towers, ramps and bridges to encourage her to think about where things are in relation to each other. If you were looking for something fun to do together you could even try a scavenger hunt. It is so important to encourage Addie’s interest and enthusiasm when it comes to mathematical activities and learning processes. Any of the educators will be more than willing to provide you with some more ideas if you need them or if you have any questions, don’t be afraid to ask us. Section 7. A paragraph to the child providing feedback to them about their use of Bishop's mathematical activities.
Addie, it is so exciting to watch you develop your confidence, enthusiasm and imagination every day surrounding your mathematical skills and knowledge. You have been showing several of Bishop’s mathematical activities during your play including, counting, playing, locating and explaining. You are
Name : Olivia Casey Student Number:11760781
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using your environment to explore, experiment, investigate and communicate using counting and different mathematical activities. You are expressing your wonder and interest in your environment, whilst being a curious and enthusiastic participant in your own learning. I will continue to support your mathematical interests and provide you with opportunities for involvement that will support your ideas, thinking, reasoning and hypothesising. I and all your educators cannot wait to see where go next, and where your ideas and interests take you SCIENCE Section 1: The context of the play-based observation
Over the weekend we had a lot of rain, one child Jonah 19 Months old, came into the center and noticed that one of the tubs we had accidentally left outside had collected rain and a rock and a leaf. He pointed out that ”the rock sunk to the bottom” a
nd “
the leaf stayed at the top
”
. We decided to have a small group activity to continue experimenting with what can sink and float, we encouraged Jonah and the other children to collect some different items including, a Duplo block, a toy car, a rubber duck, and an empty yoghurt container. The children then took turns putting their items in the tub to see if they would sink or float. The children were talking to each other saying “the car is sinking”, “the block floats”, and “the yoghurt tub floats”. Then as the children were
splashing around in the water, they accidentally started filling the yoghurt tub with water and they noticed it started to sink as it got full. “Look, the tub is sinking now” Jonah pointed out
to his friends. Section 2: The scientific learning processes evident in the child’s play
Throughout Jonah’s play
, he displays several different learning processes includ
ing three of the 5E’s. He is Engaging when he asks questions to his educators and his peers. He is Exploring whilst he is hands on during the science activity, this is play based learning. Lastly, when he draws on his observations and experiences, he is explaining the scientific understandings, for example when he says, ”the rock sunk to the bottom” and “the leaf stayed at the top”
. Section 3: The child’s use of technology and how that technology supported the child’s use of the science learning processes
It often appears that science and technology go together. Technology is something that young children learn about on their own, but it is also a crucial component of scientific and mathematical enquiry (MacDonald, A, &Rafferty, J.,2015) The technology that Jonah used includes a Duplo block, a toy car, a rubber duck, an empty yoghurt container, water, a rock, and a leaf. Toys and open-ended loose materials like rocks and leaves are a great use of technology to support Jonah’s science
exploration. Children use technology every single day for lots of different things but when technology is used deliberately it can positively influence children’s thinking and processing sk
ills such as problem solving, inquiry, experimentation, hypothesising, researching and investigating.
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Name : Olivia Casey Student Number:11760781
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Section 4: How the physical and social environment has supported the child in their learning, including how any adults or peers involved in the play influenced the child's learning. The physical environment Jonah was in was the outdoor nursery area, Jonah is a child that loves the outdoors and prefers playing outside to playing inside. Outdoor experiences provide Jonah and the other children with opportunities to explore, discover and appreciate the world as well as be active and work on his motor skills. There were 3 other children involved in this small group activity and 4 children watching. I was helping the children pick the items they wanted to test and there was another educator helping to supervise. The other children involved got to choose whatever they wanted to check if it floated or sunk, I was just there to lead them in the right direction to make sure they weren’
t all choosing the same thing. Section 5: The child's use of the 5Es in relation to one EYLF Learning Outcome and how this might be extended. Jonah
’s use of 5E’s link
s directly to the EYLF Outcome 4: Children are confident and involved learners. It mentions that “children develop a range of learning and thinking skills and pro
cesses such as problem solving, inquiry, experimentation, hy
pothesising, researching and investigating.”
Jonah explored his environment by asking questions, experimenting, and investigating. He also manipulated objects and experimented with cause and effect and used reflective thinking to consider why things happen and what can be learned from these experiences. Educators will continue to provide experiences that encourage children to investigate and solve questions and problems. Section 6. A paragraph to the parents/guardians explaining the 5Es that you observed their child using, and ideas of what parents/guardians could do at home to support their child to further develop these learning processes.
Jonah is developing learning dispositions such as curiosity, cooperation, confidence, creativity, enthusiasm, persistence, and imagination in regard to scientific activities. Jonah understands and displays different aspects of the 5
E’s which is an inquiry orientated model developed by the Australian Academy of Science’s Primary Connections Program.
Out of the 5E’s Jonah displayed three during this specific play experience. Those were engaging when he was asking the educators and his peers questions about what will float and what will sink and why. He explored when he was hands on with the activity, this activity was child initiated by Jonah, and he then was hands on in choosing what items he wanted to experiment with to see what would sink and float, he also included his friends in that play. Lastly, he explained when he drew upon his observations and experiences to explain scientific understandings, when he was saying, “the
rock sunk to the bottom” and “the leaf stayed at the top”
. Supporting Jonah’s scientific learning and exploration at home is so important to further develop his learning dispositions. Some simple ways to do this are to provide Jonah with resources that challenge and intrigue him, be sure to support his investigations, and share his enjoyment in the play. During this play and in day to day life model scientific language, for example talking about the science behind what is happening in whatever it is you’re doing,
or why something happens. Any of the educators will be
Name : Olivia Casey Student Number:11760781
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more than willing to provide you with some more ideas if you need them or if you have any questions, don’t be afraid to ask us.
Section 7. A paragraph to the child providing feedback to them about their use of 5Es. Jonah, you are effectively following the Early Years Learning Framework, specifically, Learning Outcome 4, you are developing a range of learning and thinking skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating. Your growth in learning outcome 4 li
nks directly to your use of the 5E’s.
The 5E’s are Engaging, Exploring, Explaining, E
laborating and Evaluating. During the Sink or Float Experiment, you Engaged when you asked your educators questions about the scientific outcomes, you explored when you were hands on with the sink and float science activity through play based learning, and lastly, you explained when you drew upon your observations and experiences to explain scientific understandings, for example when you stated that ”the rock sunk to the bottom” and “the leaf stayed at the top”. As your educator, I will provide open ended learning environments that will challenge you and continue to encourage you to explore, experiment, and take appropriate risks in your learning. Your educators are excited to watch you continue to thrive, particularly regarding your love of science.
Name : Olivia Casey Student Number:11760781
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References Department of Education. (2022). The Early Years Learning Framework for Australia
. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf MacDonald, A., & Rafferty, J. (2015). Investigating mathematics, science and technology in early childhood. Oxford University Press. https://ebookcentral.proquest.com/lib/csuau/detail.action?docID=4389156
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