Week 1, 4th September 2013 + Portfolio 1.2

Noticing and naming as social practice: Examining the relevance of a contextualized field-based early childhood literacy methods course


I chose this reading for a number of reasons. Firstly, I was interested in investigating early childhood literacy from a social perspective. Also, because it observed pre-service teachers, which is a situation I can clearly relate to. Finally, because the concept of deliberately ‘noticing and naming’ children’s feelings and actions was something that I was introduced to at the Milne Centre (Name changed) whilst on placement.

The authors contended that ‘noticing and naming’ was an essential practice for teachers, as it encouraged children to be aware of their own learning in a broader way. It also highlighted to others what the pre-service teachers thought was relevant.

Similarly to my experiences with the ‘Marte Meo method’ at the Milne Centre, the article highlighted some specific positive outcomes of using the method, such as ‘Preservice teachers notice and name the social nature of learning’ through children having different ‘literate identities’ based on who they were interacting with.

However, the article departed from my experiences in that it offered cautionary advice, such as warning against institutional labels. I feel this will assist me in my future teaching career, for example avoiding labels like “struggling” “nonreaders” and “English language learners” and instead focus on creating competent readers, writers, and multilingual learners.

Update 21/11/13:

I have tagged this reading reflection in the title as relating to Outcome 1.2: Explains how young children’s literacy & numeracy learning can be socially conveyed through their behaviour, feelings or approach.

I understand that this may be contested if an educator believed more in a Piagetian approach rather than a Vygotskyan one, that is to say, feeling that peers play a greater role in development than adults, such as an educator. Whilst I believe both are important, I believe that generally speaking, adult interaction may have a greater impact on development.

I wanted to respond to Jesse's comment here as I felt the answer should be in the body of the text. I can see a common strand between the readings. I think that noticing and naming could also be utilised in a modified way to suit a numeracy context. That is to say, rather than noticing and naming children's behaviours and feelings, we would be naming numeracy concepts as we notice them. To be honest, I was thrown for a moment as I think you mean 'labelling' in place of 'naming', whereas the reading uses labelling in a pejorative context.

Note - All comments now have replies

Additional note:
Hi Jesse! Contrary to your comment in class, the numeracy reading was originally first in this week's entry! I have now reversed it however as the latter reading reflection had a clearer social focus. So, you're right now.


References:

Krieg, S. (2013). Lecture Week 4: Putting Theory to Work. EDUC 1221. South Australia, Australia.

Laman, T. T., Miller, E. T., & Lopez-Robertson, J. (2012). Noticing and naming as social practice: Examining the relevance of a contextualized field-based early childhood literacy methods course. Journal of Early Childhood Teacher Education, 33(1), 3-18. Retrieved from http://search.proquest.com/docview/968108894?accountid=10910

Marte Meo International (n.d.). Retrieved September 4, 2013, from http://www.martemeo.com/

The role of pictures in picture books on children's cognitive engagement with mathematics


I chose this article for two reasons. Firstly, because I was interested in learning more about children’s engagement with mathematics. Secondly, because I am personally interested in and enjoy reading picture books to children.

The article cites the positive impacts picture books with mathematics themes have, not only on children’s academic performance but also on their attitudes towards maths. Further, they also mention that children can be mathematically engaged even when the book is not written for the purpose of teaching maths, and the teacher only reads the book (without additional prompts).

The authors felt that their data supported the conclusion that picture books were a powerful tool particularly when used in tandem with appropriate questions based on individual children’s needs and book’s characteristics.

From a practical perspective, I feel that I should be building a repertoire of early childhood picture books with mathematics as a focus. Further, given the above results, I will also be looking for possible questions to ask whilst reading non-maths books in order to embed incidental numeracy learning in that experience.


Reference:

Elia, I., van, d. H., & Georgiou, A. (2010). The role of pictures in picture books on children's cognitive engagement with mathematics. European Early Childhood Education Research Journal, 18(3), 125-147. Retrieved from http://search.proquest.com/docview/757167209?accountid=10910