Early Childhood Education in Australia – Coursework Example

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The paper "Early Childhood Education in Australia " is an engrossing example of coursework on education. Every child takes a different pathway in learning. However, our expectation is that all children succeed and make progress towards meeting the learning objectives. Research studies indicate that early education is very critical since it influences learning. For instance in Australia, Early Childhood Australia encourages the provision of high-quality services for all young children from birth to eight years (Joy and Marylyn, 2008). There are many settings offering childcare options for children aged between one to five years.

These include family day care, occasional care, extended family, and long day childcare centers. In this study, we shall consider a pre-school setting and my role here is a teacher (Walcyzk, 2006). This assessment will focus on a five-year-old child named Chelsea based in a preschool setting in Australia. Two weeks of observations will be made on the child in the contents of mathematics, science, and technology, and these observations will help develop a profile of interests, strengths, and areas needing development in mathematics, science, and technology (Elizabeth, et al, 2007). Two-week observations for the child in mathematics, science, and technology Early childhood education in Australia comprises of early learning programs in schools and other institutions, and the development of skills in children from the stage of birth onwards (Leonard, et al, 2007).

This study targets children between the ages of one to five years, and our focus child if Chelsea, aged five years. According to research studies, findings reveal that young children who lack appropriate learning opportunities suffer adverse consequences in the future. Therefore, child education is a vital requirement for a successful future. As young children continue to grow, they begin to explore their surroundings and notice some relationships that form basic foundations for studying, mathematics, science, and technology.

They can match and arrange things that are similar or different, they can also display things in some sort of pattern basing on their characteristics and begin to grasp phrases like same as, more or less than (Leonard, et al, 2007). Mathematics is a major element of cognition in mathematical learning for all young children and is an important foundation for later learning.

According to the findings of researchers, most children have strong mathematical skills, knowledge, and dispositions that they carry with them to school (Cheeseman, 2006). It is essential for teachers or individuals who care for children to help improve the levels of the children thinking through scaffolding. For the two week period, I made various observations in the content of mathematics in Chelsea. The child had a powerful number of knowledge and building strategies, strong measurement skills, and algebraic thinking. Aspects of Chelsea developing strategies were so common throughout the two week period (Rakes, 2010).

More specifically, the child was engaged in oral counting in almost every experience of everyday activity. For example, oral counting was evident while Chelsea was reading a story, playing with friends and she also counted blocks packed in the school. Algebraic thinking was another observation most evident in the patterning activities Chelsea engaged in. I observed that the child-initiated patterning in her free play for example, when she threaded colored pasta on ankle lets, or when she made border pattern using colored pegs. I questioned the child regarding the patterns in her activities which was a strategy to advance the child's mathematical thinking.

In the two week observation, I also noticed that Chelsea had strong measurement skills. She was engaged in the development of measurement skills and concepts, for instance, mass, length, and capacity especially while playing where she could model and do comparisons of quantities. This involved ordinary doings with water play and sand. These mathematical key aspects were observed across structured experiences, planned experiences, and play situations (Joy and Marylyn, 2008).

References

Organization for Economic Co-operation and Development (2006). Starting Strong II: Early Childhood Education and Care. Sydney: OECD publisher

Elizabeth, H. Barbara, P. Alison, E. (2007) Kids Count: Better Early Childhood Education and Care in Australia. Sydney: Sydney University Press

Leonard, M. Steve, T. Art J. (2007). Guiding Children's Learning of Mathematics; 11th Ed. Florence: Cengage Learning.

Angela, A. Joy, C. & Marylyn, F. (2008). Early childhood education: society and culture;2nd Ed. Sidney: SAGE Publications Ltd

Rakes, C.R., Valentine, J.C., McGatha, M.B., & Ronau, R.N. (2010). Methods of Instructional Improvement in Algebra – A Systematic Review and Meta-Analysis. Review of Educational Research.

Walcyzk, J. Griffith-Ross, D. (2006). Time restriction and the linkage between subcomponent efficiency and algebraic inequality success. Journal of Educational Psychology.

Sparks, D. Hirsh, S. (2006). A national plan f or improving professional development. National Staff Development Council www.NSDC.org

Harrington, Marilyn (2008). "Enrolments, attendance and providers". Preschool education in Australia. Parliamentary Library. http://www.aph.gov.au/library/pubs/bn/200708/PreschoolEdAustralia.htm#_Toc198010807. Retrieved 4th Oct, 2010.

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