1.1 Clearly describes how the concepts are connected to & supported by social relationships & contexts.

The concepts literacy and numeracy are connected to and supported by social relationships and contexts; educator’s knowledge of this can assist them in creating a successful framework. This idea that literacy and numeracy are more than a set of skills, which can be taught independently, extends from Vygotsky’s sociocultural theory. As Hammer describes “Sociocultural theory challenges us to widen our perspective beyond that of the individual child and of knowledge and meaning in isolation. Instead, children are viewed as inseparable from their social contexts, and knowledge and meanings are seen as embedded within sociocultural practices.” (p. 70).  

Young children’s development of literacy and numeracy is profoundly social, as children’s learning of these ideas is being experienced and experimented throughout their daily lives. Children experience literacy and numeracy in their everyday lives; their families, peers, educators and the wider community support these experiences. Going for a walk with a family member is an example of this everyday experience. The child will see the different shapes and patterns leaves make on the floor, the different symbols and words on street signs and hear the conversations their parents may have with the wider community.  The concepts of literacy and numeracy that children bring to school will be defined by their experience and understanding of the functions of literacy and numeracy in the world around them. Viewing literacy and numeracy as a social practice provides educators with a helpful conceptual framework, which acknowledges the importance of social and cultural contexts to children’s learning, and recognises children’s diverse backgrounds and cultures (Queensland Studies Authority, 2011).

I believe educators should provide a supportive learning environment, which is open ended, and flexible, where importance is placed on the knowledge that all children’s learning is connected to and supported by social relationships and contexts. Where educators have a balance between teacher directed and child initiated teaching strategies, and where play is at the centre of children’s learning. 

References

Hammer, J. (2005). Exploring Literacy with Infants from a Sociocultural Perspective. New Zealand Journal of Teachers’ Work, 2(2), pp. 70-75.

Queensland Studies Authority. (2011). Supporting language and early literacy practices in kindergarten. Queensland kindergarten learning guideline. <http://www.qsa.qld.edu.au>, pp. 2 - 4.

4.2 Describes how parents, peers & communities may see, feel & shape young children’s early literacy & numeracy experiences.

Throughout our first literacy and numeracy workshop I began to develop a broader understanding on the definitions of literacy and numeracy, and how we use them in everyday life. Post workshop I began to reflect on what young children’s experiences of literacy and numeracy are, and how parents, peers and communities may see, feel and shape these experiences. I began to realise that children begin to have these experiences from when they are babies, they have these experiences because of the conversations their parents have with them and from their observations of every day life. As I developed my understanding I began to think of specific experiences children may have with parents, peers and communities. When I was at work I began to notice and pay attention to the types of literacy and numeracy experiences children have when shopping with their parents. The children begin to develop and have literacy experiences with their parents as they hold the shopping list and help there parents cross things of, have conversations about the fruit in the shop and ask questions. They also have literacy experiences with the community as children often ask me to scan items their holding and have conversations with me. As well as literacy experiences children are exposed to many numeracy experiences when shopping, these include seeing all the prices around the shop, seeing the costs on the register screen as I scan items, counting with their parents how many apples they have and helping their parents count out money and receiving change.  From week one I have gained knowledge and understanding on the types of literacy and numeracy experiences young children have in every day life. And realised the role parents, peers and communities play in shaping children’s literacy and numeracy experiences.