ECE211 Mathematics In Early Childhood Assignment-Australia.

AT2 – Guide, Rubric and Information
Word count: 1200 words.
Introduction:The focus for this assignment is on noticing the mathematics in the resources (materials) and setting, and how the children could or are using these, and using this knowledge to PLAN (make choices about) for how the mathematics potential you have identified could be explored, and talked about with children. You don’t need to do be doing professional experience, or be working with or have access to children to complete this assignment.
ECE211 Mathematics In Early Childhood Assignment-Australia.

ECE211 Mathematics In Early Childhood Assignment-Australia.

Use the Information and Photographs from the Learning Setting

The Setting Information (see below) provides some basic information about the setting and some photographs. The information from each setting has the potential to support a wide range of mathematics learning, and even
though there is much you don’t know about the setting, this is about you noticing the mathematics learning potential in the information you do have. There is no one ‘correct’ possibility.

You can choose which of the resources available in the setting you would use, or what resources you could bring into the setting and which of the photographs and information are relevant for you to base your assignment.

You don’t need to use or refer to everything that is in the information. There is no need to include the setting information as an Appendix.

Assignment Guide
The focus for this assignment is on planning for learning – what materials will you use, and how will you use them to enable children to explore and talk about the mathematics you have noticed (identified).

The rubric and the following steps will help you to approach the assignment.

Choose one of the photographs below for your assignment. Then write

1.Notice (identify) the mathematics. What mathematics do you notice the children are using?
This needs to be specific to show what you understand about the mathematics you have identified, the mathematics you have noticed the children are using. For example, if you have chosen space, what space
learning? Will it be learning about orientation in space, such as position and direction, or some other spatial learning you have identified from your reading?

What do you know from your reading and unit resources about how the children learn this mathematics?
What have you learned about how you can support children to learn about that mathematics? You will need this information for the next two parts.

What mathematics learning can you now plan for?

2.Demonstrate (provide examples and explanations) as to how you would use the resources to provide opportunities and experiences for the children to explore the mathematics you have identified.

This needs to be specific to show you understand what you and the children will do to explore the mathematics you have noticed. For example, will the children be modelling or representing? Comparing, describing, connecting, or reasoning? What will you be planning to do to enable that ‘doing’ to happen?

ECE211 Mathematics In Early Childhood Assignment-Australia.

ECE211 Mathematics In Early Childhood Assignment-Australia.

For example, what resources (materials) would you choose to use and where and how would you use them?
Would the resources (materials) you plan to use be the same ones children are already using, or new ones you plan to introduce? For this section it will be important to show that you are beginning to see the potential for mathematics learning in the setting, and that some materials are better than others for particular mathematics leaning, while some materials are versatile and can be used for many different sorts of mathematics learning.

3.Demonstrate (provide examples of words, questions and comments) what you would use to talk to the children about the mathematics you have identified.

Decide on the language you would plan to use when you are talking to the children about the mathematics you have identified. You language choices should connect directly to the mathematics learning you are planning for! For example, when planning to use questions, what would be some examples of good ones (and why?).

Setting out your assignment:
There is no ‘correct way’ to set your assignment out. The mist important thing to remember is that it will be read by someone else who has to make sense of it.

Here are some guidelines for making your assignment clear and readable:
1.Make it visually easy for someone to read it – font size 12 and 1.5 spacing is good.
2.You can use headings to help you to organise your writing.
3.Do not use dot points.
4.Write in full sentences. Check your spelling, grammar and punctuation.
5.Write using language you understand. Don’t try to make it sound ‘academic’.
6.You don’t need an introduction or a conclusion for this assignment.

Read what you have written when you finish writing it.

Then ask a friend to read it. If it doesn’t make sense to them, it won’t make sense to the person who marks it.

Setting Information: Pre-school for children aged 3-5 years
The pre-school has a range of materials available for use both indoors and outdoors, and some designated areas for activities, including block, sand and water play, dramatic play (at the moment the children are using this as a kitchen – café), a library corner, and ‘make’, ‘puzzle’ and ‘art’ centres. There is a paved circuit and paved and grassed open areas outside, as well as climbing equipment and a cub by house.

The children have recently shown an interest in building with large scale objects such as cardboard boxes and large containers (2:1) and making lines of objects of the same length (2:2). Some of the children have families who work in retail and furniture removals and have brought in boxes used to pack large items such as washing machines and fridges.

There are many collections of objects in the preschool, and the children have also started making their own collections from things they have found at home and in the preschool grounds, and recently this has generated an increased interest in patterning activity (2:3 & 2:4).

A preschool educator introduced an old document projector they had at home and a box of translucent triangles. The children have been experimenting with them, moving them around,connecting them to make new shapes and overlaying them (2:5).

ECE211 Mathematics In Early Childhood Assignment-Australia.

ECE211 Mathematics In Early Childhood Assignment-Australia.

A nearby fabric shop closed down recently, and the preschool was donated a wooden stand by the shop owner that was used to display ribbons and cut lengths for customers (2:6). The shop owner has offered to come and talk to the children about it, and has told you that she has found a large bag of sample fabric squares as well which the preschool can have if they are of
any use.

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