Mathematics-focused learning -Numbery skills This morning d

Mathematics-focused learning -Numbery skills This morning during… Mathematics-focused learning – Numbery skills This morning during indoor play Archie showed great interest in the magnetic board and numbers. I sat down at the table and asked Archie if he would like to do a matching activity using the numbers. Archie nodded his head and smiled. I took an A4 piece of paper off the shelf and began writing down the numbers from 1 to 10. I asked Archie to match the magnetic numbers with the numbers written on the paper. Archie picked up each number and placed them on top of the correct number on the piece of paper. I then asked Archie “how old are you?” He then pointed to the number 4 and said “four”. I continued to say random numbers and Archie would point to the number on the paper. To further extend on Archie’s interest in numbers I dotted the numbers from 1 to 10 on the paper for him to trace. I assisted Archie by showing him how hold the texter correctly. Archie then traced each number using his right hand and the correct grip on the texter. I then asked Archie to write the number underneath the traced numbers. Archie needed some assistance to write the numbers which we will continue to practice.  Analysis of learning: During this observation I can see Archie is getting confidence with his number recognition skills. Archie used his number recognition to find the magnetic numbers and place them on top of the written number on the paper. Archie demonstrated his numeracy skills as he was able to identify each number and match it with the correct number on the paper. Archie used his verbal language skills to communicate with his peers and educators and demonstrated his emerging writing skills, pencil grip and listening skills as he followed directions from his educator.  Context of the play-based observations   150 words Write here please   Mathematical learning processes 250 wordsWrite here please  Use of technology and how that technology supported the child’s use of mathematical learning processes 100 wordsWrite here please  How the physical and social environment supported the child’s learning 200 words Write here please   The child’s use of the Bishop’s mathematical activities/the 5Es in relation to one EYLF Learning Outcome100 wordsWrite here please   Paragraph to parents/guardians 100 words Write here please    Paragraph to the child 100 wordsWrite here please       ReferencesBarrett, M. S., Flynn, L. M., Brown, J. E., & Welch, G. F. (2019). 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Leadership for quality early childhood education and care.Dýrfjörð, K., & Harðardóttir, G. A. (2022). Children’s participation in parent meetings in light of the history of preschool policy documents in Iceland. In Parental Engagement and Early Childhood Education Around the World (pp. 151-161). Routledge.Escamilla, I. M. (2021). Learning Stories: Observation, Reflection, and Narrative in Early Childhood Education. YC Young Children, 76(2), 33-39.Jalongo, M. R. (2021). The effects of COVID-19 on early childhood education and care: Research and resources for children, families, teachers, and teacher educators. Early Childhood Education Journal, 49(5), 763-774.Kahuroa, R., Mitchell, L., Ng, O., & Johns, T. (2021). Children’s working theories about Covid-19 in Aotearoa New Zealand. European Early Childhood Education Research Journal, 29(1), 6-20.Knauf, H. (2020). Learning stories, pedagogical work and early childhood education: a perspective from German preschools. Education Inquiry, 11(2), 94-109.MacBlain, S. (2021). Children’s Learning in Early Childhood: Learning Theories in Practice 0-7 Years. Children’s Learning in Early Childhood, 1-176.MacDonald, A., & Rafferty, J. (2015). Investigating mathematics, science and technology in early childhood. Oxford University Press.Macmillan, A. (2009). Shared contexts for teaching and learning numeracy. In   Numeracy in early childhood: Shared contexts for teaching and learning  (pp. 20-33). Oxford University Press.Manning, M., Wong, G. T., Fleming, C. M., & Garvis, S. (2019). Is teacher qualification associated with the quality of the early childhood education and care environment? A meta-analytic review. Review of Educational Research, 89(3), 370-415.Primary Connections. (2008). An elaboration of the Primary Connections 5Es teaching and learning model.Reese, E., Gunn, A., Bateman, A., & Carr, M. (2021). Teacher-child talk about learning stories in New Zealand: A strategy for eliciting children’s complex language. Early Years, 41(5), 506-521.Salmon, A. K., & Barrera, M. X. (2021). What are you thinking? Scaffolding thinking to promote learning. YC Young Children, 76(2), 59-63.Sands, L., & Lee, W. (2018). Leadership for all-learning for all: Making this visible by writing Learning Stories that enable children, families and teachers to have a voice. In Pedagogies for leading practice (pp. 33-45). Routledge.Political Science Social Science Government EMC 305

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