Blog -
Literacy and Numeracy Birth-4 years Cathy Stanbury
Week
1 5th September 2013
Literacy: Bardige, Betty & Bardige, M Kori 2008, ‘Talk to me baby! : supporting language development in the first 3 years’, Zero to Three, no. September, pp. 4-10 Talk to me baby.pdf
The 2 readings
this week are:
What? Literacy: Bardige, Betty & Bardige, M Kori 2008, ‘Talk to me baby! : supporting language development in the first 3 years’, Zero to Three, no. September, pp. 4-10 Talk to me baby.pdf
Numeracy:
Tucker, Kate 2010, ‘Why play?, in Tucker, Kate, Mathematics through play in the early years, 2nd edn, SAGE, Los Angeles, Calif., pp.5-14 Why play?
Blog focus on
“Zero to three”
So What? Talk to me baby’ highlights the use
of language as the core to ones being: it is central to ones thinking, social
exchange and the sense of self. Developing language in the early years is
supported by the contact babies have with the human voices that surround them
from birth. The first sounds of communication babies produce are crying,
cooing, babbling, body movement, facial expression and eye contact. The more
the parent /carer communicate with the use of language through play, books,
music and interactions the richer the learning at each stage of development. Language
enables children to interpret their world and how it works, make connections to
form warm relationships. The article
promotes strategies relative to enhancing the language process but also
highlights developmental disruptions where less exposure to language including
affirmations persist as they develop.
Now What?
A landmark study conducted in the
1980’s revealed that parents whom engaged in more talking with their children:
at the age of 3 would have heard 33 million words compared to less talkative
parents whose children would have heard 10 million words. Beneficial in the
research was the use of affirmations, subtle guidance and acknowledgment to
feelings compared to commands and prohibitions. The final results showed
children hearing 33 million words with 500,000 affirmations had a higher IQ of
approximately 25 suggesting a richer language experience during the early years
promoting a stronger foundation for achieving positive outcomes in the future
rather than risking gaps and educational disadvantages.
References
Bardige, Betty &
Bardige, M Kori 2008, ‘Talk to me baby! : supporting language development in
the first 3 years’, Zero to Three, no. September, pp. 4-10
Week 1 5th September 2013 Portfolio: Experience 1.1
On the weekend, whilst enjoying a café lunch I
could not help being distracted or consumed by the table next to me and its
occupants. Four adults seated to the right of my table whom also were enjoying
a lunch with the added addition of one small baby approximately 6 months
old. The baby’s skills using a notepad whilst
sitting on her mother’s lap were amazing. The child’s fingers moved across the keys
with precise and repetitive skill bringing up icons of colourful fascination,
keeping the child engaged for at least one hour. The mother passed the child to the father who
was sitting next to a woman holding a small dog. The child then became fascinated
with the dog, touching it gently and giggling with sheer joy. The parents were amazed by the gentle
reactions and contact this child displayed towards the small dog.
My thoughts immediately reflect upon our last
week’s session on ‘What is literacy & numeracy? - to me, and to children. This
child was learning and grasping new knowledge in the surrounding environment.
The adults were responding with language and the child was engaging. Watching
very young children using technology today is mind boggling. Below are two
YouTube sites – one showing the experience of technology and a baby and the
other showing the connections children have with animals.
According to Rogoff (1990) children do not think in isolation; thinking is an
everyday social activity and is culturally determined. A contemporary theorist
Rogoff’s idea reflects the way culture forms and transforms a child’s
development; through shared experiences the child gradually makes sense of the
world and of adult meaning. Rogoff (1990) explored the idea that children’s
cognitive development is part of their social and cultural environment and that
childhood is not universal because there are different ways of being a child. Cultures vary across time and place and how
each child’s world is in relationship with their everyday practices and relationships. Rogoff,
(1990)
Researching the
baby brain maps in the site zero to three it is evident that children from 2 -
4 months learn to cry, touch, feed, vision and hearing. From 4 - 6 months they
add language and 6 - 12 months they gain cognition and learning, movement,
language and the social and emotional. This is an extraordinary amount of
learning in just a short time frame.
References
·
Baby using iPad2 like a pro, plays Garage Band
·
Dog and Baby Play Tag
·
Rogoff, B (1990). Apprenticeship in thinking: Cognitive development in social context. New
York: Oxford University Press. Ch10.
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