Order Description
Please read the attached assignment instruction carefully, particularly the requirement about the four examples.
Analysis of examples of children learning
1. Select and provide one documented example of children’s learning for each of the age ranges of infants; toddlers; and young children.
Also select and provide one documented example of children’s learning for any one of the age ranges of infants; toddlers; and young children.
(A total of four examples.)
(100 – 150 words per example)
For the set of four examples you choose, ensure that:
At least one example is a learning story or observation documented by yourself using information and communication technology. Up to two examples may be from published sources.
All sources must be acknowledged using accurate APA referencing formats.
Each of your examples includes one of the learning areas of mathematics, science, technology, and information communication technology
All four of these areas must be represented in your overall set of examples
There is at least one example of learning in the indoor environment, and at least one example of learning in the outdoor environment
An explanation and documentation of consent to use the learning story/stories or observation example(s) must be provided.
2. Analyse the examples of learning you have described, by identifying and explaining:
Opportunities for education for sustainability practices that were provided, or that could have been provided
Pedagogical approaches and teaching strategies used, including bicultural perspectives and responding to diversity
Theoretical perspectives underpinning the child’s/children’s learning
Subject content knowledge, including what the children and teachers each brought to the example as described
(2000-2200 words)
References List (Please use the following references)
Reading 1.1 Learning in the Digital Age: Are the Ways We Learn Changing with the Use of Educational Technologies? (PDF 1.6 MB)
Hartnett, M., Anderson, B., & Brown, M. (2014). Learning in the digital age: How are the ways in which we learn changing with the use of technologies? In A. St George, S. Brown, & J. O’Neill (Eds.), Facing the big questions in teaching: Purpose, power and learning (pp. 116–125). Melbourne, Australia: Cengage Learning.
Copyright © Cengage Learning Australia.
Reading 1.2 Strengthening Learning and Teaching Using ICT (PDF 364 KB)
Ramsey, K., Breen, J., Sturm, J., Lee, W., & Carr, M. (2006). Strengthening learning and teaching using ICT: Roskill South Kindergarten Centre of Innovation 2003–2006 final research report. Hamilton, New Zealand: Wilf Malcolm Institute of Educational Research, University of Waikato.
Copyright © Ministry of Education.
Reading 1.3 Digital Play in the Early Years: A Contextual Response to the Problem of Integrating technologies and Play-Based Pedagogies in the Early Childhood Curriculum
Edwards, S. (2013). Digital play in the early years: A contextual response to the problem of integrating technologies and play-based pedagogies in the early childhood curriculum. European Early Childhood Education Research Journal, 21(2), 199–212. doi:10.1080/1350293X.2013.789190
© European Early Childhood Education Research Association, Taylor & Francis.
Reading 1.4 Information and Communication Technology (ICT)/Te Hangarau Pārongo me te Whakawhitiwhiti: Early Childhood Exemplars (PDF 712 KB)
Carr, M., Lee, W., & Jones, C. (2009). Information and communication technology (ICT)/Te Hangarau Pārongo me te Whakawhitwhiti. Book 20 in Kei tua o te pae/Assessment for learning: Early childhood exemplars. Wellington, New Zealand: Learning Media.
Reading 1.5 The Politics of Technology in Early Childhood in Aotearoa/New Zealand: Fitting Early Childhood Educators in the ICT Grid (PDF 164 KB)
Gibbons, A. N. (2006). The politics of technology in early childhood in Aotearoa/New Zealand: Fitting early childhood educators in the ICT grid. Australian Journal of Early Childhood, 31(4), 7–14.
Copyright © Early Childhood Australia.
Reading 2.1 Successful Learning: Enjoying Thinking Mathematically
Pound, L. (2006). Supporting mathematical development in the early years. Maidenhead, England: Open University Press.
Copyright © Linda Pound.
Reading 2.2 How Learning Math Skills ‘Fits’ With Emergent Curriculum
Brandon, H. (2012). How learning math skills ‘fits’ with emergent curriculum. Exchange, 208, 28–30.
Copyright © Exchange Press Inc.
Reading 2.3 Mathematics Development
Davis, G., & Keller, J. (2009). Exploring science and mathematics in a child’s world. Upper Saddle River, NJ: Pearson Merrill/Prentice Hall.
Copyright © Pearson Education.
Reading 2.4 Mathematics/Pāngarau: Early Childhood Exemplars (PDF 660 KB)
Ministry of Education. (2009). Mathematics/pāngarau. Book 18 in Kei tua o te pae/Assessment for learning: Early childhood exemplars. Wellington, New Zealand: Learning Media.
Copyright © Ministry of Education.
Reading 2.5 Reclaiming Childhood Play Experiences: Enhancing Mathematical Conceptual Knowledge and Understandings
Leaupepe, M. (2013). Reclaiming childhood play experiences: Enhancing mathematical conceptual knowledge and understandings. In International Pasifika ECE conference. A call from the deep: Reclaiming our future, Auckland New Zealand. Retrieved fromhttps://researchspace.auckland.ac.nz/bitstream/handle/2292/25368/Mathematics%20and%20Play%202013.pdf?sequence=6=
Copyright © Manutai Leaupepe.
Reading 2.6 Avoiding ‘Magical’ Thinking in Children: The Case for Teachers’ Science Subject Knowledge (PDF 852 KB)
Hedges, H. (2003). Avoiding ‘magical’ thinking in children: The case for teachers’ science subject knowledge. Early Childhood Folio, 7, 2–7.
Copyright © NZCER.
Reading 2.7 Wondering why? Exploring scientific thinking in an emergent co-constructed curriculum.
Hunter, L., & Sonter, L. (2011). Wondering why? Exploring scientific thinking in an emergent co-constructed curriculum.Educating Young Children: Learning and Teaching in the Early Childhood Years, 17(1), 18–19.
Copyright © Early Childhood Teaching Association.
Reading 2.8 ‘Even When We’re Big We’ll Still be Friends’: Working Theories in Children’s Learning (PDF 752 KB)
Hedges, H. (2008). ‘Even when we’re big we’ll still be friends’: Working theories in children’s learning. Early Childhood Folio, 12, 2–6.
Copyright © NZCER.
Reading 2.9 A Child’s World: How Young Children Learn (PDF 820 KB)
Davis, G., & Keller, J. (2009). Exploring science and mathematics in a child’s world. Upper Saddle River, NJ: Pearson Merrill/Prentice Hall.
Copyright © Pearson Education Inc.
Reading 2.10 Making Meaning Together: Emma’s Investigation of Frost, Hail and Snow (PDF 888 KB)
Maciter, D. (2006). Making meaning together: Emma ’s investigation of frost, hail and snow. Playcentre Journal, 126, 25–27.
Copyright © Playcentre Publications.
Reading 3.1 Emergent Technological Literacy: What Do Children Bring to School?
Mawson, W. B. (2013). Emergent technological literacy: what do children bring to school? International Journal Of Technology & Design Education, 23(2), 443-453. DOI:10.1007/ s10798-011-9188-y
Copyright © Springer
Reading 3.2 One Nearly Landed on My Finger’: A Forest Kindergarten in Rural New Zealand.
Braithwaite, D. (2014). ‘One nearly landed on my finger’: A forest kindergarten in rural New Zealand. New Zealand Journal of Teachers’ Work, 11(1), 3-16. Retrieved from http://www.teacherswork.ac.nz/journal/volume11_issue1/braithwaite.pdf
Copyright © Dylan Braithwaite.
Reading 3.3 Technology and Identity Formation of Infants and Toddlers (PDF 608 KB)
Mortlock, A., Higgins, A., Boniface, S., Easter, H., Gibbons,C-A., Hunter, S., Reid, A., & Tugaga, A. (2005). Technology and identity formation of infants and toddlers. The First Years/Ngā Tau Tuatahi, 7(2), 33–35.
Copyright © Faculty of Education, The University of Auckland.
Reading 3.4 The Technologist-Toddler and ‘Intentionality’ (PDF 640 KB)
Mortlock, A. (2005). The technologist-toddler and ‘intentionality’. The First Years/Ngā Tau Tuatahi, 7(2), 30–32.
Copyright © Faculty of Education, The University of Auckland.
Reading 3.5 Designerly Thinking: Locating Technology Education Within the Early Childhood Curriculum (PDF 1012 KB)
Fleer, M., Jane, B., & Robbins, J. (2004). Designerly thinking: Locating technology education within the early childhood curriculum. Early Childhood Folio, 8, 29–33.
Copyright © NZCER.
Reading 3.6 Increasing the Uptake of Pacific Island Early Childhood Education Centres in Manukau City.
Sutton, K. (2007). Increasing the uptake of Pacific Island early childhood education centres in Manukau City. Aotearoa Ethnic Network Journal, (2)1, 30–33.
Copyright © Aotearoa Ethnic Network.
Reading 4.1 Sowing the Seeds: Education for Sustainability Within the Early Years Curriculum
Prince, C. (2010). Sowing the seeds: Education for sustainability within the early years curriculum. European Early Childhood Education Research Journal, 18(3), 273–284. doi:10.1080/1350293X.2010.500082
Copyright © European Early Childhood Education Research Association, Taylor & Francis.
Reading 4.2 Eco-intelligent Education for a Sustainable Future Life (PDF 132 KB)
Herbert, T. (2008). Eco-intelligent education for a sustainable future life. In I. Pramling Samuelsson & Y. Kaga (Eds.), The contribution of early childhood education to a sustainable society (pp. 63–66). Paris: UNESCO.
Copyright © UNESCO.
Reading 4.3 A Kindergarten’s Journey into Sustainability Through the Enviroschools in the Early Years Programme.
Maxwell, A., & Mawson, B. (2015). A kindergarten’s journey into sustainability through the Enviroschools in the Early Years Programme. New Zealand Journal of Teachers’ Work, 12(1), 14–29.
Copyright © New Zealand Journal of Teachers’ Work.
Reading 4.4 Practical Possibilities and Pedagogical Approaches for Early Childhood Education for Sustainability.
Pratt, R. (2010). Practical possibilities and pedagogical approaches for early childhood education for sustainability. In J. M. Davis (Ed.), Young children and the environment: Early education for sustainability (pp. 109–143). Cambridge, England: Cambridge University Press.
Copyright © Cambridge University Press.
Reading 4.5 Ripples of Action: Strengthening Environmental Competency in an Early Childhood Centre (PDF 828 KB)
Vaealiki, S., & Mackey, G. (2008). Ripples of action: Strengthening environmental competency in an early childhood centre. Early Childhood Folio, 12, 7–11.
Copyright © NZCER.
Reading 4.6 Children Experiencing poverty: Opportunities and Challenges for New Zealand Early Childhood Educators (PDF 980 KB)
Rosewarne, S., & Shuker, M. (2010). Children experiencing poverty: Opportunities and challenges for New Zealand early childhood educators. In V. Green & S. Cherrington (Eds.), Delving into diversity: An international exploration of issues of diversity in education (pp. 209–219).Hauppage, NY: Nova Science Publishers.
Copyright © Nova Science Publishers Inc.
