Literacy and Mathematics in the Early Years
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, 9 or 3 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.
- For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
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 (1500 words)||
2 Aug 2019
|2. Assessment 2: Analysing children's mathematical thinking (1800 words)||
13 Sep 2019
|3. Assessment 3: Reading a maths related story to a child (1800 words)||
11 Oct 2019
Required and Recommended Readings*
Required readings for each week are listed alongside the information about weekly sessions. They are also outlined in Moodle with accompanying questions to guide your reading.
It is essential that students complete the readings before the tutorial.
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