Counting to 9 - 30th June 2022
After lunch our Joeys sat down for their group time. Continuing on from yesterday were we explored emotions and the alphabet through visual prompts, today we started counting. Massa, Sandra and myself showed each number card 1 through 9 asking questions like "how many is this?" "Show me how many fingers 4 is?". Aarvi answered every question correctly, she knew how to count the dots and what the number was. Nathan, Hunter, Elya, Gabby and Lucas knew numbers 1 through 5. When we got to 5, Nathan showed us his hand and said "high five!". Isaiah confidently counted the dots up to 6. Abuk said "four" showing us her fingers but no other number. Hunter, Lucas and Elya was repeating us when we said each number. When we got to number 9 we decided to see if we could trick them. We flipped the number 9, showing 6 but 9 dots. With this, Aarvi said 6 when we flipped it and 9 when it was up straight. Pilar was not interested in our group time today, she sat away from the group and was upset. Overall majority of our Joey's were engaged in this experience and developed their cognitive skills.
Link to Pedagogical Documentation
EYLF Outcomes
Outcomes: 5: Children are effective communicators Elements: 5.2 Children engage with a range of texts and gain meaning from these texts. Children begin to understand key numeracy concepts and processes, such as the sounds of language, letter-sound relationships, concepts of print and the ways that texts are structured.
Service Philosophy
Koala Corner, Philosophy, 2020.pdf
This can be linked to the Koala Corner Philosophy as we "recognise that each child learns and develops at their own pace".
Theorists
This activity can be linked to Piaget's theories. He believes the child is an active learner and that the child must be given opportunities to explore, discover, and experiment. These principals underpin all cognitive development.
Interpretation
As an educator I believed this activity we provided was efficient and effective regarding their age and academic level. We found that they all were instantly engaged through the visual prompts. The children understood more once they were showed visually how many a number was, for example what 3 looks like instead of simply saying the word. Children were able to actively use, engage with and share the enjoyment of language and texts in a range of ways by listening and responding to sounds and patterns. We supported children and engaged in their discussions. Follow up: Showing the children the seasons.
