Numeracy for Birth to 4 Year-Olds
Assess the best ways to introduce numerical concepts to the very young. Consider the variety of learning environments that children find themselves in, such as the home, care settings and the community. Learn to work in tandem with family members.
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At the completion of this subject students will be able to:
- incorporate collaborative practices to plan, observe and evaluate children’s learning related to mathematical language and concepts
- select content and resources, including multimedia, appropriate to children’s mathematical needs and ability
- establish challenging mathematical learning goals for children birth to four years
- analyse appropriate resources to develop mathematical understanding of children age birth to two years.
- Introduction to early mathematics curriculum i.e. Early Years Learning Framework, First Steps web based resources
- Theory of learning, play based pedagogies
- Language development in mathematics
- Number & Algebra; pattern development
- Spatial awareness and shape in Geometry
- Measurement- Probability and statistics
- Risk taking and problem solving; challenging children's thinking
- Intentional teaching; integrating mathematical learning in daily life
- ICT in learning and teaching mathematics
- Working collaboratively with others including families to develop children's mathematical understanding
In order to enrol in this subject, you must be accepted into one of the following degrees:
- OtherDetails -
Access to Microsoft Office or a unit approved alternative, Access to video creation and editing software
This subject is designed to develop an understanding of mathematics in daily life for children aged birth to four years. There is a focus on the ways young children develop early mathematical concepts in a variety of learning contexts including home, community, early education, care and school settings. The subject will develop educator knowledge of mathematical content that facilitates the assessment of children’s understanding.
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- Presentation (50%)
- Report (50%)