South African Journal of Childhood Education 3(2):a39 Making sense of experience in preschool : children's encounters with numeracy and literacy through inquiry
Type
E-Journal
Authors
ISSN
2223-7682
Category
ECCE, Preschool
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Publication Year
2013
Publisher
Aosis OpenJournals, Durbanville, Cape Town, South Africa
URL
[ private ]
Pages
15 p.
Subject
Early childhood education, Preschool education, Foundation phase, Young children, Mathematics, Numeracy, Literacy, Authentic inquiry, Learning environment, Curriculum, Teachers, Adults, South Africa
Tags
Abstract
Opening up space for authentic inquiry in preschool can influence the extent to which children can make use of their growing mathematical and linguistic understandings to make sense of themselves and the world around them. Authentic inquiry here refers to investigation that arises naturally from the interests and questions of the children as they experience the learning environment. Three authentic examples are presented from the work of four- to five-year-old children in the domains of mathematics and literacy development to illustrate how the two domains need to be viewed as intertwined at the preschool level. Reflections are also offered on the role of the learning environment, the role of curriculum and the role of teachers and other adults in the learning process. This manuscript is based on a plenary address given in Grahamstown, South Africa at the SARAECE Research and Development week: "Strengthening Foundation Phase Education" conference at Rhodes University in September 2012
Description
Article
Number of Copies
1
