Outcome 1.2

Explains how young children’s literacy & numeracy learning can be socially conveyed through their behaviour, feelings or approach 

In week seven I discussed a boy who was acting as a text participant by reciting the story ‘Wombat Stew’ and making his own stew with toy materials set out on what has become the book activities table this term at the Kindergarten I am placed at. This is an excellent example of how children’s feelings, behaviour and approach can socially convey their literacy learning. This boy has recited and acted out many other stories at the book table this term including ‘Three Billy Goats Gruff’ and ‘The Three Little Pigs.’ By continually engaging in these book table activities this four year old boy is showing his positive feelings towards learning about literacy and reading. These positive feelings have been confirmed with statements such as ‘I like writing’, to his taking pleasure in showing teachers how to write both his name and his twin brother’s name, and his engagement in story time on the group mat. He can also be found in the reading corner frequently, and likes to ask teachers to help him read stories.

All of these examples show how children can convey their literacy and numeracy learning through their behaviours, and these behaviours are frequently examples of their underlying feelings towards literacy and numeracy. Children who spend little to no time engaging in books, writing, and reading, may be showing an aversion to literacy and reading, however, these children may engage with these sorts of activities more at home, or they may engage in literacy in other ways such as singing, dancing, and drawing.

Learning to read these signs portrayed by children is a significant part of educating and teaching, as it is these signs that help us follow through on children’s natural instincts in our teaching, including our teaching on literacy and numeracy. For example, in regards to the boy who likes books, reading, and writing described above, different activities surrounding reading, writing, books, and drawing could be created to stimulate his interests further. For example an activity including rubbing (lightly shading over a leaf, coin, or other material that has bumps and grooves to create a picture of that material) could be created with materials containing letters and numbers to stimulate excitement about creating new things while keeping with the literacy interests he has already shown (as well as adding numbers to stimulate numeracy interests). Knowing what children like, by reading the signs they convey through their behaviour and feelings, is an important part of teaching, and can be used to further stimulate children’s development in literacy and numeracy.