Planning for Early Childhood Mathematics – Medical Science Assignment Help

Assignment Task

Task 

Assignment :Planning for early childhood Mathematics

Purpose    
The goal of this assignment is to help you to begin to understand the wealth of mathematical learning opportunities that occur on a daily basis in early childhood settings. By noticing the potential opportunities for taking incidental mathematical events to intentional learning play events, you can begin to think about the best way to engage with the child/ren and support their mathematical learning

Description    
Please note: In text referencing and the reference list are NOT included in the word count. In fairness to other students, submissions exceeding 2100 words will incur a penalty.                     
You may write in the first person i.e. use ‘I’ in your response.
Part A and B explained below the table. Only submit the templates.

PART A:select two different age groups(Infants, Toddlers, Pre-school, Foundation Year, Year 1 – Year 2) for two activities

1. Description of the activity including a photograph
Include as much detail as is needed for the reader to be able to imagine what was occurring. This section is descriptive rather than analytic. It is about recording what you saw rather than what you thought about what you saw. As a result, it is important not to include inferences about how the children felt or about the quality of the activity. For example, you might say something like, “The three girls continued to build a block tower. They talked about it being as tall as a Dad, smiling at one another.”  As opposed to “The children had fun building a block tower. They thought it was as tall as a Dad but it would have had to have been a really short Dad.” It is likely that you will include a reference that supports the mathematical content you observed. Please include photos to support your description. 

2. Connections to the ELYF/ Australian Curriculum (ACARA)
This section will be quite short. According to the selected age group, link connections to EYLF (under 5, infants, toddler, and preschool) or ACARA (foundation year, year 1 and year2). You are required toto directly connect what you observed to the ELYF/ACARA. For example, you might say: 

• “Children interact verbally and non-verbally with others for a range of purposes. This is evident, for example, when children demonstrate an increasing understanding of measurement and number using vocabulary to describe size, length, volume, capacity and names numbers”(Department of Education, Employment and Workplace Relations [DEEWR], 2009, p. 400).
• You will notice in the example above that it describes what was observed, including the mathematical content and its connection to the ELYF.

For linking to Australian Curriculum, if children were in the foundation year and they were able to create pattern, you might say: 

• “Measure and compare the lengths and capacities of pairs of objects using uniform informal units (ACMMG019)”Mathematics | The Australian Curriculum(Australian Curriculum Assessment and Reporting Authority [ACARA], 2015, p.5).

3. The kind of interaction that occurred and the implications
In this section you will be making many theory to practice connections. Identify the forms of interaction that you observed during the activity. Make sure to describe how you know that these were the kinds of interaction that occurred. The implications of the kinds of interaction in relation to the maths activity are then discussed. It will be important for you to make sure to focus on the maths content in relation to the interaction. For example, you may have observed several children building a birthday cake out of sand. They put sticks into the cake to represent candles, counting together from one to five. The educator says, “Don’t put sticks in the sand.” What was the maths happening? What might the educator have said that would support the children to the next level? What have you read that supports your suggestion? In this section I would expect to see several references, connecting theory to practice.  

4. What next? Include a photo or illustration
Your observation might be described as an incidental play event. In this section you will be writing an intentional play event that demonstrates an understanding of exactly what the children in the observation understand about the aspect of maths that was taking place (e.g. The child was subitising to four with no adult interactions). You will then plan where to go next in relation to the maths content and the types of interaction that could occur. It is important that this is a play event rather than a teacher led group event. It will also be important to make connections to the literature to support your choices.
(Please delete the ABOVE section BEFORE you submit your assignment)

Mathematics activity 
1. Description of the activity including a photograph(maths concepts, resources, environments that play experience took place, child age)
2. Connections to the ELYF/ ACARA
3. The kind of interaction that occurred and implication for learning
4. What next? Include a photo or illustration

Part B: Mathematical learning in routine time activities 

• Using the table included in the template, write with examples of how you can/will supportmathematical learning during routine times such as meal or snack time, pack-away time, toileting ornappy change, transitions etc.
• Try to include as much variation as you can in both the concepts you could support, and the agegroups you provide examples for.
• To complete your table, use the mathematical concepts and vocabulary to support mathematical learning. Examples have been provided in the table.

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