Mathematics, Science and Technology
The Additional Assessment task for EMC305 is as follows:
Write a 500 word discussion paper about the ways in which the integrative nature of children’s play and investigation can support young children’s construction of knowledge about mathematics, science and technology concepts. Your discussion must include:
1. Reflection upon the role of the physical and social environment in supporting mathematics, science and technology learning;
2. Appropriate examples from your observations (from Assessment Item 1 and/or 2) to support your discussion; and
3. Reference to the subject materials and readings, and other literature as necessary, to support your discussion.
Total words: 500 words (plus reference list)
To pass this task, you will need to meet the following criteria:
1. Demonstrate understanding of how young children learn mathematics, science and technology concepts through play and investigation;
2. Demonstrate understanding of the role of the physical and social environment in supporting young children’s mathematics, science and technology learning;
3. Express ideas in a clear, concise, and grammatically correct manner;
4. Support ideas with reference to subject materials, readings, and other literature as necessary; and
5. Correctly use APA-style referencing both in the text and in the reference list.
EEP305 Assessment One
Name: Amy Lacey
Student Number: 11567228
Subject Code & Title: EEP305
Assignment Title: Observe children’s play and investigate
Value: 40%
Due Date: Friday, 3rd of April 2015
Length: 2033 words
Statement of Authenticity: I declare that the work within this assignment is my own, that it has not been submitted previously and that I acknowledge the ideas of other authors within this paper.
Contents Table
Task: Pages 2-7
References: Pages 8-9
Learning Story One – Mathematical
What happened/context
Child A approached one of his peers who was sitting at the table with his educator. The educator had laid out the numbers one to fifteen across the table with a container of counters. Child A sat down at the table with his educator and fellow peer. The educator picked up the counters and passed them to Child A. The educator explained the concept of the experience and that they had to place the correct amount of counters on the corresponding numbers. Child A retrieved 6 counters out of the container and placed them on the number 6. The educator gave Child A praise for putting the correct amount of counters with the correct number and told him to try another one. Child A was able to complete the rest of the numbers and counters and position them correctly. ‘Finished,” he said when he successfully completed the task. “Can you add the counters together?” asked the educator. Child A looked at the counters eagerly waiting for his equation. “How many counters are there if we add the 4 and 2 together?” the educator asked Child A. Child A began to use his finger to point and count the counters with a smile. “1,2,3,4,5 and 6”. Child B showed Child A praise on her counting and then tried an equation together.
ELYF Outcomes
Child A demonstrates the beginning of a key aspect of communication with it stating in Learning Outcome 5: Children are effective communicators (DEEWR, 2009, p37) that is imperative that the mathematical ideas for which young children engage are meaningful and relevant to their life. By further planning the task to do addition with the counters is showing developing understanding of numbers and measurement (DEEWR, 2009, p.40). Child A demonstrated the one to one correspondence rule (Sperry Smith. S, 2009, p.91). She was able to point to the counter and count 1 counter which also showed problem solving skills.
Mathematical and Scientific Processes
Child A has demonstrated several components such as counting, locating, explaining and locating shown in Bishop’s six mathematical categories (Macmillan, 2009, pp21-22). Child A was successful by counting the counters out onto the numbers and locating the counters whilst counting them, played as he engaged himself in the experience and showed explaining by identifying the number on the table and the amount of counters that matched correctly. Child A showed the ability to point to each counter and count them in the correct mathematical sequence. In the case of the 5 E’s (Primary connections, 2008) Child A showed engagement in the experience as he seemed eager to count the counters and match them to the correct number. Child A used his sensory skills to explore and touch the counters as he moved the counters to the correct number. Child A explored and elaborated with his peer and educator about how many counters he would need and on ideas to enhance and extend on this task. They evaluated the task to think of ways they could modify, change or add to this experience.
Mathematical and Scientific Concepts
Child A demonstrated the concept of counting and problem solving using numbers. He had ability to use the concept of addition and subtraction (Macdonald, 2014a) within the task. Child A showed confidence when using addition and adding numbers that equal to 15. Child A also showed sorting, matching and handling data to position the correct amount of counters on the number. Child A confidently extended his additional skills by using his counting skills.
Use of Technology
The most common use of technology such as appliances such as a computer was not needed for this task. The technology used was counters, a container and numbers up to fifteen printed and laminated. This experience enables us to extend Child A’s learning through using this form of technology. To further this task the standard use of technology could be incorporated. This could be a computer or Ipad game such as a mathematical learning game. Child A has demonstrated his ability to use these forms of technology and could complete the task successfully.
Physical and social environment
Throughout the task Child A was engaged in a interactive social setting with his educator and another peer. Child A showed the ability to interact with his peer using verbal and nonverbal language. Child A passed the basket to his peer when he needed more counters. Child A expressed his feelings (DEEWR, 2008, p.40) to his peer as they completed the task together and would ask him how many counters he was going to do. The experience was organised and set up inside at a table. As this was a task set up as a free play activity it allowed Child A the ability to leave and come back as he chose. Child A demonstrated the ability to sort, categorise and order (DEEWR, 2008, p43) the counters in the position they were to be placed.
Parents/carers
Child A demonstrated enhanced age appropriate skills to successfully achieve this task. Child A demonstrated the use of problem solving skills as he completed several mathematical tasks. Child A showed confidence when correctly matching the amount of counters to the corresponding number on the table. He also extended on this experience by engaging in some addition and subtraction equations when adding the numbers together. Child demonstrated the ability to count and add numbers up to fifteen. To further enhance Child A’s skills on counting we could get him to learn the numbers up till twenty. This would be beneficial for Child A as he demonstrated a keen interest in using his counting and numbers and the activity itself. To further extend this we could get him to count or match toy cars which he has a strong interest for.
Child Feedback
Dear Child A,
It was obvious you really enjoyed this task as you sat with me for over ten minutes. You were great with your counting, matching and your sorting. You were able to play and learn in an environment with your peer and myself. You did great sharing with your peer and it was a really nice thing to pass him the container when he had nearly run out of counters. You did great concentrating and you were able to achieve the task successfully. You identified the numbers correctly up to fifteen and when we began to count the counters you seemed to really enjoy yourself as you laughed with me. I enjoyed watching you and your peer have fun with this task. Maybe next time we will add some more numbers, what do you think?
Learning Story Two – Science
What happened/context
Child A is in the preschool room and is 5 years old. There is three staff to 30 children to this age within the room. Child A was engaged in one of the divided learning groups, which is a part of the morning routine. Child A stood at a table with 8 other peers and the educator. The table was set up with paper towel, a variety of food colouring and water. The children were asked by the educator what they thought would happen if the two colours mixed. Child A responded “They would make a different colour.” Child A was praised for his answer by the educator. Child A and another peer were asked to put some colouring into one of the glasses. The children assisted in putting each end of paper towel into the two cups with one end in the clear and one end in the food colouring mix. The colours then began to travel into the middle cup. The educator had a discussion with the children about what had happened, what they could do next and completed the same experiment but with a different colour. The educator had a discussion with the children once the experience was completed.
ELYF Outcomes
Through the duration of this experience, Child A showed the ability to demonstrate a variety of skills such as hypothesizing, experimentation, inquiry, investigating and researching (Department of Education, Employment and Workplace Relations (DEEWR, 2009, p34).
In Outcome 4: Children are confident and involved learners from the Early Years Learning Framework states that Child A is a confident learner. (DEEWR, 2009, p34). This is demonstrated through his ability to hypothesize what would happen if the colours mixed. Child A also contributed to the discussion about what to do next. Child A demonstrated that she was able to communicate effectively with his fellow peers to converse about the experiment ant what the cause and effect would be to the clear water.
Mathematical and Scientific Processes
In terms of the 5 E’s, (Primary connections, 2008) Engage, Explore, Explain, Elaborate and Evaluate. Child A explored the concept of the process is the colours being mixed together. Child A showed he was able to engage with his peers and educator by showing interest, asking questions and being able to communicate his ideas. Within the experiment he was able to investigate and explore the best possible outcome. Child A and the other peers compared ideas to understand the evidence. Together they elaborated on the end result and make colours to see if it had the same effect. The educator and the children evaluated the experiment to reflect on their new understanding, learning and skills.
Mathematical and Scientific Concepts
Child A recognised the colours used within the experiment. He had the ability to use the content area colours (Macdonald, 2014a) and use the primary colour concept. He showed the use of trial and error by trying a variety of colours. He also mentioned the concept of water when water clings to itself and to other materials such as paper towel (Macdonald, 2014a). Child A worked under the content matter of sorting, matching and handling data (Macdonald, 2014b) and the concept of identifying attributes and comparing and matching these by trying different colours.
Use of Technology
During this experiment the technology that was used was clear cups, syringe, paper towel and water. The educator used the whiteboard to note down the colours that were made and their guess of the result. These are also known as material technologies (Fleer & Jane, 2011). By using this technology the children were able to observe the cause and effect first hand. This experience could be furthered on by either an IPad or computer to research or YouTube experiments for the children to view.
Physical and social environment
Child A was able to interact with his peers as a group setting. The children were given open ended questions to answer to assist in working out the hypothesis. Child A was physically engaged in the experiment as he placed the colour in the water and the paper towel into the cups alongside another peer. The physical component of the area was set up in an area away from the louder areas so that the children are able to concentrate on what they are doing. The children were able to further their interest in colours by organising the indoor area. This enhanced the area for investigation and exploration (Brunton, P., & Thornton, L. 2010. p. 27).
Parents/carers
Child A seems to be enjoying learning about his colours. He was excited to see what colours the middle cup ended up with when they were mixed. He seemed to love this experiment by focusing on the cause and effect and trial and error methods. He completed this task with his peers. To enhance Child A’s interest in colours he can engage in colouring, play dough and painting and to extend on his interest in the cause and effect of science he could make his own volcano and see how it erupts.
Child Feedback
Dear Child A,
It was really great to see how interested you were in this experiment and what would happen in the clear water. You communicated with your peers and myself fantastically. You showed exploration when you created the different colours and were excited when the colour travelled up the paper towel. I observed that you enjoyed creating orange from yellow and red as it is your favourite. You knew all your colours. Next time maybe we can mix play dough?
References
Department of Education, Employment and Workplace Relations. (2009).
Belonging, Being and Becoming – the Early Years Learning Framework for Australia. Canberra, ACT.
MacDonald, A. (2014a). Summary of early childhood maths concepts [EMC305 Resource]. Retrieved from Charles Sturt University website: http://interact.csu.edu.au/access/content/group/EMC305_201460_A_D/The%20Useful%20Folder/Summary%20of%20science%20concepts.pdf
MacDonald, A. (2014b). Summary of early childhood science concepts [EMC305 Resource]. Retrieved from Charles Sturt University website:
Click to access Summary%20of%20science%20concepts.pdf
Brunton, P., & Thornton, L. (2010). Creating a science rich environment. In Science in the early years : building firm foundations from birth to five (pp. 27-34).
London : Sage Publications.
Fleer, M & Jane, B. (2011). The nature of technology and technological knowledge.
Fleer and B. Jane, Design and technology for children (3rd ed.) (pp. 1-29).
French Forest, NSW : Pearson Australia
Primary connections (2008) An elaboration of the Primary Connections 5E’s teaching and learning model. Retrieved from
https://www.primaryconnections.org.au/about/teaching
Sperry Smith, S. (2009). Developing number sense. In Early childhood mathematics
(4th ed.) (pp. 88-109). Boston : Pearson Education Inc.
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