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.