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Early Childhood Literacy and Numeracy Frameworks Curriculum
What is Literacy?
Definition
Literacy therefore in ECE (early childhood education) means much more than the ability to read and write basic information and concepts (ACARA, 2018). It comprises the competencies one requires to understand, design, and convey information in written, oral, and/or graphic modes and through digital media and technology. Literacy, as defined by the Australian Curriculum involves understanding, evaluation, critical analysis and creation of texts in various contexts and as mentioned does not emphasize only print media and text types but also using the various media forms of communication typical of this era (ACARA, 2018).
Importance
As cited by Fellowes & Oakley (2011), literacy education in childhood education is very significant because it prepares the child for all the other subsequent learning. Hutchison and Ellison showed that children who possess good literacy codes at an early age are more ready to handle the academic requirements of schooling and, thus expect to excel in almost all aspects of life. According to Gredler (2002), learners going to school with proper early literacy experiences should enhance their cognitive skills and fatten their ability to learn all other subjects. However, literacy development in the early years is intertwined with the aspect of socioemotional development which is a critical developmental area because it assists the child in being able to communicate verbally and share his or her experiences and emotions.
Theoretical Perspectives
According to Mahmoodi-Shahrebabaki (2019), some of the theoretical frameworks about literacy, for instance, the social constructivism by Vygotsky, emphasize the social aspect of literacy. According to Vygotsky children acquire the meaningful context of literate interaction with the actors of their zone of proximal development including parents, teachers, peers, etc (Mahmoodi-Shahrebabaki, 2019). This social context is very important for language and literacy development in the process of growing because it gives children the necessary groundwork.
Curriculum Connections
In curriculum documents such as EYLF (Early Years Learning Framework), literacy is interfused with learning domains and notes its significance in children’s development (Framework, 2009). The EYLF points to literacy as one of the strands in communication and language, thus recognising its importance in children’s learning about the world as they communicate. Therefore, the initial stages of a fundamental education in early childhood are important going beyond literacy skills towards academic performance, for gaining personal and social competence.
What is Numeracy?
Definition
Like literacy, numeracy refers to the general ability to undertake mathematical computations as well as an understanding of a wide range of mathematical information-processing methods (Ebbeck & Waniganayake, 2017). It is the capacity to use mathematical knowledge in practical situations: Numbers, patterns, shapes, measures, space, and logic. In the Australian Curriculum, numeracy has been described as the use of mathematics and Maths in the contexts of making decisions and problem-solving (Australian Government Department of Education , 2022).
Importance
It is therefore very important for a child to be numerate in the early years of schooling because numeracy is the basis of all mathematical learning and all subsequent problem-solving skills. Numeracy print knowledge at the beginning of school has also been singled out as a positive effective academic achievement with a major emphasis on mathematics (Duncan et al., 2007). The first emergence of mathematics assists in the development of cardinal and ordinal values, as well as a number pattern that is required in more advanced teachings of math in the future. Secondly, numeracy skills are also connected with knowledge level since during performing calculated assignments it is necessary to use intelligence and think rationally (Fellowes & Oakley, 2014).
Theoretical Perspectives:
As cited by Babakr et al. (2019), from a theoretical point of view, the development of numeracy skills is understood with the help of Piaget’s stage of cognitive development. It also includes the opinion of Piaget’s cognitive developmental sequence, which states that the introduction of mathematical ideas starts with the concrete operation, where the child can act on the objects as a way of counting, and measuring for example (Babakr et al. 2019). This progression indicates why program-based, ‘manipulative-rich’ learning environments for developing early number sense are suitable.
Curriculum Connections
In terms of curricula for early years, numeracy is subsumed under all the learning domains because it is an important aspect of young children’s development. In the Australian context, as part of the Early Years Learning Framework (EYLF) numeracy is located under the domain “Learning about the world’’ in which children learn about mathematics through play, active exploration, and daily experiences (Fellowes, Janet, & Grace Oakley 2014). This form of learning, which embraces numeracy in early childhood education, ensures that learners grasp the concepts and practices in their crudest form.
Also, in the EYLF and other state and territory curricula numeracy is not mentioned as a separate profile area, but as experiencing numeracy as an interrelated and integral part of the learning achieved within the domains of literacy, science, and other learning areas (Department of Education and Training, 2019). The successful integration of numeracy across the curriculum means that educators can offer interesting educational contexts that will assist children to develop adequate levels of mathematics which they require in their day-to-day lives.
Literacy Development and Curriculum
A process of development of literacy in early childhood is a complex and long process that takes place throughout the years and implies a gradual mastery of skills in reading, writing, and listening (Department of Education, Employment and Workplace Relations, 2009). This learning is a prerequisite for children’s learning achievement across subjects opt and is highly dependent on state/territory curriculum trends. Learning how different curriculum approaches to literacy acquisition enables teachers to plan for teaching strategies that may suit students’ needs (Early literacy, 2021).
The teaching of literacy in early childhood in Australia is delivered through a range of frameworks that differ in focus to address the needs of the region. The Early Years Learning Framework (EYLF) which is currently in practice across Australia stresses emergent literacy the fact that the learning process starts right from the time the child is born (Freebody & Luke, 1992).
Comparatively, the VEYLDF (Victorian Early Years Learning and Development Framework) is consecutive to the EYLF in the Victorian and it enhances the earlier view of the EYLF in that it stresses the provision of environments that are text-filled (Early literacy, 2021). The VEYLDF also advocates for literacy learning across learning areas, to provide an opportunity for the child to engage with language in many instructive and noninstructive ways (ACARA, 2018).
In Queensland, the principles of the Early Years Curriculum Guidelines also state the balance concerning the development of literacy where informal learning through play is interwoven with more formal learning activities (Hill, 2004). In this curriculum, evidence of scaffolding children’s learning is evident as the children are offered time to play with language on their own as well as being guided to develop certain aspects of literacy. Special emphasis is placed upon the development of confident and oral and written language.
The Australian Curriculum running through the early years is more structured and prescriptive about literacy as a core honorary across learning areas (National Inquiry into the Teaching of Literacy, 2006). Instead, it focuses on the concept that ‘literacy needs to be presented directly to learners and that they have to be offered a chance to use the literacy in different aspects of their lives.’ This dual way of teaching implies the fact that a child not only learns how to read and write but also why this or that is used in everyday life.
Overall, education for literacy development in the early years of a child has been underpinned by curriculum documents that encourage the provision of a language-rich environment, linking of literacy activities to all curriculum sub-areas, and a blend of learning through play and direct teaching. This comprehensive approach entails that children achieve basic literacy skills needed in later classes and for the rest of their learning abilities (Early literacy, 2021).
Numeracy Development and Curriculum
This study sought to describe numeracy development in early childhood since the foundation of Mathematics understanding is important. It therefore includes not only numeracy, but other aspects such as figure and shape, space, and puzzles. When it comes to curricula on numeracy development, there are different approaches employed by various curricula and they are as follows
Numeracy is an important aspect of the EYLF, which outlines how the objectives are to be achieved, with most of the learning by children being done through play and exploring numeracy in real-life situations (National Academies Press, 2019). This national curriculum aims to persuade teachers to establish conditions within which children can dynamically appreciate numbers, shapes, and patterns (Edresearch.edu.au, 2022). The EYLF embraces early intervention education and care which extends to embrace a play-based theoretical framework in which numeracy skills are learned intimately through block and construction play cooking and measuring and so on.
In Victoria, the VEYLDF relates to the EYLF but has an emphasis on the provision of intentional teaching. Concerning numeracy the VEYLDF mandates the use of prescribed activities to teach Math, while at the same time acknowledging the importance of play-based learning (Fleer & Raban, 2014). It is recommended that a child be taken through number pattern activities, be given experiences on how to measure objects, engage in simple Mathematical problems in both the directed and the emergent learning situation.
Early Years Curriculum Guidelines set for Queensland State support a shared curriculum that involves learners’ meaningful numbers within frameworks and also involves free play. The curriculum includes the necessity of the formation of number sense and, thus, the mathematical reasoning based on fingers’ usage (National Academies Press, 2019). It supports the employ of textual and contextual items where children have direct touch with the content as in the case of using concrete items in teaching mathematics.
While the Early Learning Curriculum of Australia stretches into early childhood education numeracy has a more formalized structure (National Academies Press, 2019). It pinpoints the relevant learning objectives and substance in number and algebra, measurements and geometry, and statistical and probabilistic learning teaching. The identified curriculum nurtures the promotion of numeracy skills as part of direct teaching alongside their fostering in other learning areas to illustrate their application (National Academies Press, 2019).
In conclusion, numeracy learning in early childhood curricula integrated the aspects of play-based learning as well as a structured approach. These frameworks stress the need to offer variety in meaningful contexts to enhance the mathematical learning of children in an ability to develop a strong background in the learning of mathematics.
