This topic examines a complex body of knowledge, including child development, sociology and curriculum theory and research. The topic uses a case study approach to interpret, critically analyse and apply knowledge of very young children's perceptual, sensory and communicative capabilities. Specifically, the infant/toddlers' emerging sense of abstract and symbolic thought are studied, as active participants in the numerate and literate world around them. The role that their social interactions, play, emerging cultural understandings and explorations have in this learning are examined through contemporary Australian and international Early Childhood discourse in this area.
Building on the planning and execution of this case study research, students will be responsible for developing a play-based numeracy and literacy program for a local community group (e.g. playgroup, family support program, library program, rural support group for families with young children). Through a continuous process of reflexive inquiry, this program will enable students to work collaboratively and creatively to nurture and extend very young children's numeracy and literacy learning within the program's local community context.
This topic aims to: