support teaching and learning Unit 312 Support numeracy development Outcome 1: Understand current national and organisational frameworks for mathematics 1.1: Explain the aims and importance of learning provision for numeracy development The aims and importance of learning provision for numeracy development is to ensure that all pupils understand that maths is an important part of everyday life, and will continue to be used throughout their life. Maths is taught to children in many different ways, sometimes there can be too much emphasis on the recording of ‘sums’, if this is introduced to children too early it can slow down the pupil’s progress in thinking mathematically. Maths is now taught very differently to when I was in school, because there is more emphasis now in how you arrive at the answer and finding different methods of arriving at the correct answer particularly in the early primary phase. Showing the children different methods of arriving at the answer improves their investigation skills. The mathematics curriculum is intended to give the children a better understanding of numeracy.
Reflection on Liebeck and Skemp Reflecting on my readings of Skemp, R. (1989) Mathematics in the Primary School, and Liebeck, P. (1990) How Children Learn Mathematics. I have reflected on the importance of Mathematics in the world around us as human beings and how it is taught within our schools. Skemp asks the question ‘Why is Mathematics still a problem subject for so many?’ One of the theories put forward is that the teaching of Maths is seen as satisfying teachers and adults by children achieving ticks for their mathematical work passing exams without fully understanding the subject. However children are achieving this through rote, a form of habitual learning. Intelligent learning is adaptable achieving the answer by way of different procedures or routes (building up knowledge) in understanding how to figure out the problem by a variety of schemas.
Bartola Borja March 5, 2015 EN110-18 Perez Essay #2 Final Draft Natural Copycats “Toddlers are little scientists”, said Maria Montessori. Like scientists, they constantly use their new physical skills to experiment and try to figure out how the world around them works. They might squeeze a doll's foot and notice it start talking and singing, then squeeze another doll's foot to see if it will do the same thing. Experimenting is vital to their learning experience. Memory is also crucial for learning.
The most important role that play can have is to help children to be active, make choices and practice actions to mastery. They should have experience with a wide variety of content (art, music, language, science, math, social relations) because each is important for the development of a complex and integrated brain. Play that links sensori-motor, cognitive, and social-emotional experiences provides an ideal setting from brain development. According to Montessori, the essential dimensions of play are: Voluntary, enjoyable, purposeful and spontaneous Creativity expanded using problem solving skills, social skills, language skills and physical skills Helps expand on new ideas Helps the child to adapt socially Helps to thwart emotional problems If play is the work of the child, toys are the tools. Through toys, children learn about their world, themselves, and others.
They can also gain other skills such as concentration and perseverance. In instances of problem solving within a team a child’s communication and social skills will be further developed through sharing and listening to other ideas. As children get older problem solving will be a big part of their school life in subjects such as science, maths and design. 2. Be able to provide opportunities for young children to develop their creativity and creative
CHCCN301B – ASSESSMENT 1 (ON THE JOB) (LA013945) Task 1 – Assess and control physical hazards in the service Play Equipment appropriate for 1 – 3 Year Olds Equipment 1 - ABACUS Why is this designated equipment appropriate for designated age group 1 – 3 year olds? The abacus is designed to teach numbers and arithmetic to children. This abacus is great for the children to learn counting as they count each piece and move them from one side to the other. By moving each piece the children are able to build on their fine motor skills. The abacus also teaches simple shapes so the children can build on their shape recognition with other items – boxes, balls, enabling them to link their learning through everyday knowledge of things they
Good communication between the staff in the setting is important as the children will copy adults so good use of language is vital in their learning. Visual aids would be used to help children with delayed speech and children who use English as a second language this will enable them to understand language more easily. At the setting we plan circle time discussions where the children are encouraged to talk about different topics and also their lives outside of the setting e.g. what they did at the weekend or holidays they have taken, favourite things or what makes them sad or happy, we use picture cards for the children to show their emotions, each child has an emotion card and is encouraged to lift up that emotion when it is portrayed in the story at story time. The children are encouraged to listen and repeat parts of the story which they always enjoy.
It shows that the school staffs have a common purpose; i.e. to achieve the targets and provide the support required for a great learning environment for pupils and colleagues. When working in a team in a school, problems are exposed to a greater diversity of knowledge, skill and experience and therefore a greater variety of complex issues can be tackled effectively. Faster output is another benefit of a good teamwork. As no person can be good at everything, working in a team provides a great opportunity for the school staff to learn from each other’s skills and talents.
All of the different aspects of development within children and young people are very closely linked and delayed development on one area can and does have a knock on effect in one or more different areas. When a child is taking part in an activity they will be drawing on all areas of the development at the same time for example an activity such as doing a jigsaw puzzle in a group setting. This covers the following areas of development and all are needed to complete the task successfully: Language – language is needed to communication with the other members of the group in order to complete the task as a group Social – the child needs adequate (to their age range) social skills in order to be able to work as part of a group. If these skills are lacking then chaos quickly takes over and the task can not be completed successfully. Intellectual – the child needs to be able to recognise colours, shapes and patterns in order to be able to complete the puzzle.
3.1 There are many features of an environment that support creativity and creative learning. Making sure that all resources and material is easy accessible to the children. If there are plenty of resources but the children can’t get to it or open it, it restricts the potential of what they may do. Making sure the nursery is set up well, so that all children can access every area of the room, allowing them to be free to play wherever they want. Also providing a stimulating and rewarding environment will encourage the children to explore the areas for themselves.