Literacy and Mathematics in the Early Years
Wednesdays 3 - 5 pm
Wednesdays 3 - 5 pm
To be advised
To be advised
You can contact staff by:
- Calling +64 7 838 4466 select option 1, then enter the extension.
Extensions starting with 4, 5 or 9 can also be direct dialled:
- For extensions starting with 4: dial +64 7 838 extension.
- For extensions starting with 5: dial +64 7 858 extension.
- For extensions starting with 9: dial +64 7 837 extension.
Students who successfully complete the course should be able to:
Linked to the following assessments:
- observe children to explain how students learn language and become literate in oral, written and visual language and how teachers support learners in these processes;
- assess, analyse ,and critically reflect on the components of students’ oral and written language in relation to course reading material and current research;
- identify the components of phonemic and phonological awareness and how these enable students to encode and decode oral and written language;
- apply knowledge of the learner and a range of associated teaching strategies and approaches to plan, teach, and evaluate oral and written language use in ways that are sensitive to their cultural and linguistic backgrounds;
- demonstrate understanding of children’s literature and other resources through effective planning and teaching;
- use observations and conversations or diagnostic interviews to gain insights to young children’s mathematical thinking;
- evaluate young children’s mathematical thinking in relation to research literature;
- plan and provide meaningful learning experiences for children based on insights gained from Learning Outcomes 6 and 7 (outlined above);
- critically reflect on experiences in early childhood settings or schools that focus on building understanding of what it means to be a teacher of mathematics; and
- demonstrate conceptual understanding of relevant content knowledge and beginning pedagogical content knowledge in literacy and mathematics.
The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.
The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.
Error: Assessment components must add up to 100%
At least one Assessment Component needs to be entered
|Component Description||Due Date||Time||Percentage of overall mark||Submission Method||Compulsory|
|1. Assessment 1: Literacy in the early childhood setting||
3 Aug 2018
|2. Assessment 2: Analysing children's mathematical thinking||
14 Sep 2018
|3. Assessment 3: Reading a maths related story to a child||
12 Oct 2018
Required and Recommended Readings*
Anthony, G., McLachlan, C. & Lim, R. (2015).Narrative Assessment: Making mathematics learning visible in early childhood settings. Mathematics Education. DOI: 10.1007/s13394-015-0142-
Charles, M., & Boyle, B. (2014). Using Multiliteracies and Multimodalities to Support Young Children's Learning. London: SAGE Publications.
Carr, M., Young-Loveridge, J. & Peters, S. (1994). Early childhood mathematics: A framework. In J. Neyland (Ed.), Mathematics education: A handbook for teachers, 1, 262-269. Wellington, New Zealand: Wellington College of Education.
Casey, B., Kersh, J.E. & Young, J.J. (2004). Storytelling sagas: An effective medium for teaching early childhood mathematics. Early Childhood Research Quarterly, 19(1), 167-172.
Devereux, J. (2002). Developing thinking skills through scientific and mathematical experiences in the early years. In L. Miller, R. Drury & R. Campbell (
Eds.), Exploring early years education and care (pp. 52-61). London, England: David Fulton.
Education Review Office. (2016). Early mathematics: A guide for improving teaching and learning. Retrieved from http://www.ero.govt.nz/publications/early-mathematics-a-guide-for-improving-teaching-and-learning/
Education Review Office (2017). Extending their language: expanding their world: Children's oral language (birth to 8 Years). Retrieved from http://www.ero.govt.nz/publications/extending-their-language-expanding-their-world/
Fellowes, J. & Oakley, G. (2010). Language, literacy and early childhood education. South Melbourne, Victoria, Australia: Oxford University Press. (Chapter 1, Understanding oral language, pp. 3- 30).
Hladikova, H. (2014). Children's book illustrations: Visual language of books. De Gruyter Open, 10.2478/cris-2014-0002
Larson, J., Marsh, J., & Marsh, Jackie. (2013). The SAGE handbook of early childhood literacy (Second ed.). London: SAGE. Chapter 1, The emergence of early childhood literacy, pp. 3-17.
McLachlan, C. (2010).What do teachers need to know and do about literacy in the early childhood context: exploring the evidence.He Kupu, 2(3), 4-15.
McLachlan, C., Fleer, M. & Edwards, S. (2018). Early childhood curriculum: Planning, assessment and implementation. 3rd ed. Cambridge, England: Cambridge University Press. (Chapter 9 Content knowledge: Science, Technology, Engineering and Mathematics (STEM), pp. 156-178).
McLachlan, C., Nicholson, T., Feilding-Barnsley, R., Mercer, L. & Ohi, S. (2012).Literacy in early childhood and primary: Issues, challenges, solutions.Melbourne, Vic.: Cambridge University Press. (Chapter 8, "Sound" foundations for literacy learning, pp. 121-139).
Ministry of Education. (2009). Kei tua o te pae. Assessment for learning: Early childhood exemplars. Book 17, Oral, visual and written literacy. Wellington, New Zealand: Learning Media.
Ministry of Education. (2009). Kei tua o te pae. Assessment for learning: Early childhood exemplars. Book 18, Mathematics, Pangarau. Wellington, New Zealand: Learning Media.
Ministry of Education. (2009). Learning through talk: Oral language in years 1-3. Wellington, New Zealand: Learning Media.
Ministry of Education. (nd.) Much more than words. Retrieved from http://seonline.tki.org.nz/Media/Files/L-Z/Much-More-than-Words
Morrow, L. M. (2012). Literacy development in the early years: Helping children to read and write. 7th ed. Boston, MA: Pearson. (Chapter 9, Managing and organising the literacy program, pp. 373-416).
Perkins, M. (2003). Mathematical babies. The first years: Nga Tau Tuatahi. New Zealand Journal of Infant and Toddler Education, 5(2), 11-15.
Peters, S. (2001). Early numeracy. Early Childhood Folio, 5, 10-14.
Peters, S. & Rameka, L. (2010). Te Kakano (The seed). Growing rich mathematics in ECE settings. Early Childhood Folio, 14(2), 10-14.
(2016)Parents’ shared storybook reading – learning to read,Early Child Development and Care,187(3-4),554-567,
Snell, E. K., Hindman, A. H., & Wasik, B. A. (2015). How Can Book Reading Close the Word Gap? Five Key Practices From Research. Reading Teacher, 68(7), 560-571. doi:10.1002/trtr.1347
Zeece, P., & Churchill, D. (2001). First Stories: Emergent Literacy in Infants and Toddlers. Early Childhood Education Journal,29(2), 101-104.
Australasian Journal of Early Childhood (journal available online)
Teaching Children Mathematics (journal available online)
The reading teacher (journal available online)
Ministry of Education. (2010). Effective pedagogy in Mathematics/Pangarau best evidence synthesis. Wellington: Author. Chapter 3 Early years mathematics education, pp. 24-49.
Linkages to Other Papers*
Restricted papers: TEMS120, TEAL120