This paper is about the role that adults play in children’s learning. It builds on foundations laid by the first-year paper in the early childhood programme, Exploration and Play, TEPS114. Exploration and Play introduced observation strategies and emphasised the role of the environment in children’s learning. This paper focuses on particular aspects of these foundations, as they relate to maths and technology in an early childhood environment. The paper also encourages students to integrate theories with practice through readings, discussions, workshops, and placements in early childhood services. Emphasis here will be on the adult’s role: trying to understand the world that children see, and facilitating various learning opportunities. The curriculum focus is on children “making sense of the world”, coming to understandings about what is going on and how things work, to develop their own ‘working theories’.

This paper provides further opportunities for students to develop the skills, attributes, and knowledge of the University of Waikato, Faculty of Education Graduate Profile, particularly those that relate to: building positive relationships and working collaboratively with children, families/whanau and colleagues; performing confidently in early childhood education settings; and systematically and critically engaging with evidence to reflect on and refine their professional practice of teaching. Students completing this paper also develop:

• Graduating Teacher Standards of Professional Knowledge, Professional Practice, and Professional Values and Relationships as outlined in the Graduating Teacher Standards: Aotearoa New Zealand. Specific standards identified in this paper are standards 1a, 1c, 2b, 2c, 4b, 4c, 4d, 5a, 5b, 6e, 7c.

• Cultural competencies of wananga, whanaungatanga, tangata whenuatanga, manaakitanga and ako as outlined in Tataiako: Cultural competencies for teachers of Maori learners. Specific competencies addressed in this paper are: W1, W3, W4, WH1, WH2, WH3, WH4, WH5, M2, M2, TW4, A1, A2, A3, A4.

Block Practicum:

In addition to class time, students will attend a one-week block practicum in an Early Childhood Centre. Students will be advised of details at the beginning of Semester B, 2018.

Block practicum dates for Hamilton:

Week commencing Monday, 30 July 2018.

Paper Content

The focus of this paper on understanding children’s learning – how they make sense of the world – is interwoven with the subject content areas of mathematics, science and technology in early childhood settings. It involves an examination of theories, practices and strategies that support teaching and learning, and the role and responsibilities of the teacher. All sections relate to infants, toddlers and young children and make connections with the NZ curriculum.

Section One

Making Sense of Mathematics

This section provides a context for relating the adult role to children's learning. Particular emphasis is on linking mathematics to children's purposeful activity, and observing and supporting children in their mathematical sense making. A mathematical marketplace (Assignment 1) will support practical ideas and strategies for implementation of mathematics resources.

Section Two

Making Sense of Technology and ICT

ICT is a relatively new curriculum area in schools, and often it is seen as computer-related. In this section we introduce a range of perspectives on and approaches to both everyday technology and ICT as it relates to children’s lives. We will focus on using technology in problem solving and the use of language in the context of early childhood technology.

Section three

Making sense of Science

In this section we explore the wonder of science in everyday contexts, connecting scientific learning to children’s curiosity and desire to understand their world. Possibilities and opportunities are examined in relation to early childhood contexts, and the teacher’s role in facilitating learning.

Practicum Tasks

Moodle online discussions for Assignment 2 will run in parallel with the final 2 weeks of practicum. This is so that direct links to current practicum experiences can be made during discussions, to encourage opportunities for practical links to be made to academic literature.

There will be online support for this paper through Moodle

This 200-level paper has a credit value of 20 points and the workload will reflect this level. It is expected that students will read widely. Level 2 papers equate to a minimum of 200 hours of study.