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Play-based learning:
“A context for learning through which children organise
and make sense of their social worlds, as the...
✔
✔
✔
VEYLDF
(Niklas, Cohrssen &Tayler, 2016)
(Klibanoff et al., 2006)
(Duncan et
al., 2007)
(MacDonald & Lowrie, 2011)
(Perry & Docket...
(Zhang & Stevens, 2013)
(Boroditsky, 2011)
How?
Support conceptual
understanding
Source: Joy Chen, Kindergarten teacher,
Raleigh Street Child Care Centre, Melbourne
✔
✔
Source: Ben de Quadros-Wander,
Kindergarten teacher,The University of
Melbourne Early Learning Centre, Abbottsford
✔
‘If young children can see and understand “brontosaurus”, they can do the
same for “octagon’’ (Lee & Ginsburg, 2009, p. 39)
Source: Ben de Quadros-Wander, Kindergarten teacher,The University of Melbourne Early
Learning Centre, Abbottsford
VEYLDF ...
to make educational decisions that
will facilitate each child's progress
• Diverse sources of evidence of children’s
mathematical thinking such as drawing,
painting, dance and plan multi-modal le...
(Pollitt , Cohrssen, Church, &Wright, 2015).
✔
Cohrssen, C., De Quadros-Wander, B., Page,
J. & Klarin, S. (In press.) Between the big
trees: A project-based approach to
...
(Cohrssen et al., In press.)
(Cohrssen et al., in press)
CONTACT DETAILS
Carmel Phillips
Manager, EarlyYears Unit
Victorian Curriculum and Assessment Authority
Email : phillips.ca...
Boroditsky, L. (2011). How language shapes thought. Scientific American, 304(2), 62-65.
Cohrssen, C., De Quadros-Wander, B...
CWM-The Revised VEYLDF cohrssen-phillip-holwell
CWM-The Revised VEYLDF cohrssen-phillip-holwell
CWM-The Revised VEYLDF cohrssen-phillip-holwell
CWM-The Revised VEYLDF cohrssen-phillip-holwell
CWM-The Revised VEYLDF cohrssen-phillip-holwell
CWM-The Revised VEYLDF cohrssen-phillip-holwell
CWM-The Revised VEYLDF cohrssen-phillip-holwell
CWM-The Revised VEYLDF cohrssen-phillip-holwell
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CWM-The Revised VEYLDF cohrssen-phillip-holwell

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Connect with Maths Early Years Learning in Mathematics community
The revised VEYLDF: Supporting the cycle of teaching and learning through the early years
Presenters: Caroline Cohrssen [University of Melbourne] Carmel Phillips and Mary Holwell [VCAA]
The revised Victorian Early Years Learning and Development Framework: Supporting the cycle of teaching and learning through the early years
In this webinar, the focus will be on formative assessment children’s mathematical thinking to support the cycle of teaching and learning. Children demonstrate mathematical thinking in diverse ways. This requires early childhood educators to recognise this thinking when it is demonstrated and to develop playful learning experiences for children to consolidate and extend their thinking. High quality interactions with children create opportunities for educators to provide feedback that extends children’s learning, to model mathematical language and to encourage children to articulate their thinking. This in turn provides opportunities for further planning, and thus the cycle of teaching and learning continues. Finally, by demonstrating how the VEYLDF intersects with the Victorian Curriculum, the revised framework supports smooth transitions for every child from the home learning environment, into early childhood education and care settings, and into school.
Connect with Maths ~ supporting the teaching of mathematics ONLINE.
Join the Early Years Learning in Maths Community to access webinar. Membership is free.
http://connectwith.earlyyears.aamt.edu.au

Published in: Education
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CWM-The Revised VEYLDF cohrssen-phillip-holwell

  1. 1. Play-based learning: “A context for learning through which children organise and make sense of their social worlds, as they engage actively with people, objects and representations.” (DEEWR, 2009, p. 9) Numeracy: “Includes understandings about numbers, structure and pattern, measurement, spatial awareness and data, as well as mathematical thinking, reasoning and counting.” (VEYLDF, 2016, p. 36)
  2. 2. ✔ ✔ ✔ VEYLDF
  3. 3. (Niklas, Cohrssen &Tayler, 2016) (Klibanoff et al., 2006) (Duncan et al., 2007) (MacDonald & Lowrie, 2011) (Perry & Dockett, 2007)
  4. 4. (Zhang & Stevens, 2013)
  5. 5. (Boroditsky, 2011)
  6. 6. How? Support conceptual understanding Source: Joy Chen, Kindergarten teacher, Raleigh Street Child Care Centre, Melbourne ✔
  7. 7.
  8. 8. Source: Ben de Quadros-Wander, Kindergarten teacher,The University of Melbourne Early Learning Centre, Abbottsford ✔
  9. 9. ‘If young children can see and understand “brontosaurus”, they can do the same for “octagon’’ (Lee & Ginsburg, 2009, p. 39)
  10. 10. Source: Ben de Quadros-Wander, Kindergarten teacher,The University of Melbourne Early Learning Centre, Abbottsford VEYLDF Learning Outcome: Communication Victorian Curriculum: Mathematics: Measurement and Geometry
  11. 11. to make educational decisions that will facilitate each child's progress
  12. 12. • Diverse sources of evidence of children’s mathematical thinking such as drawing, painting, dance and plan multi-modal learning experiences • Purposeful learning experiences have clear learning objectives to support child assessment and teacher reflection/evaluation • Dialogic questions – open-ended questions – invite children to articulate their understanding and make connections • Assessing children’s understanding and evaluating the learning experience informs the next cycle – and so the cycles continue “It’s a helicopter.” (Felix, aged 2:7) (Deans & Cohrssen, 2015)
  13. 13. (Pollitt , Cohrssen, Church, &Wright, 2015). ✔
  14. 14. Cohrssen, C., De Quadros-Wander, B., Page, J. & Klarin, S. (In press.) Between the big trees: A project-based approach to investigating shape and spatial thinking in a kindergarten program. AustralasianJournal of Early Childhood. Accepted 5 September 2016. Source:The University of Melbourne Early Learning Centre, Abbottsford ✔
  15. 15. (Cohrssen et al., In press.)
  16. 16. (Cohrssen et al., in press)
  17. 17. CONTACT DETAILS Carmel Phillips Manager, EarlyYears Unit Victorian Curriculum and Assessment Authority Email : phillips.carmel.j@edumail.vic.gov.au Subscribe to the e-Alert http://www.vcaa.vic.edu.au/Pages/earlyyears/subscribe.aspx
  18. 18. Boroditsky, L. (2011). How language shapes thought. Scientific American, 304(2), 62-65. Cohrssen, C., De Quadros-Wander, B., Page, J. & Klarin, S. (In press.) Between the big trees: A project-based approach to investigating shape and spatial thinking in a kindergarten program. Australasian Journal of Early Childhood. Accepted 5 September 2016. Deans, J., & Cohrssen, C. (2015). Children dancing mathematical thinking. Australasian Journal of Early Childhood, 40(3), 61-67. Department of Education and Training. (2016). Victorian Early Years Learning and Development Framework. Melbourne, VIC: Department of Education and Training. Department of Education Employment and Workplace Relations. (2009). Belonging, Being and Becoming: the Early Years Learning Framework for Australia (EYLF). Canberra: Council of Australian Governments. Duncan, G. J., Claessens, A., Huston, A., Pagani, L., Engel, M., Sexton, H., . . . Duckworth, K. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428-1446. Klibanoff, R., Levine, S., Huttenlocher, J., Vasilyeva, M., & Hedges, L. (2006). Preschool children's mathematical knowledge: the effect of teacher "math talk". Developmental Psychology, 42(1), 59-69. MacDonald, A., & Lowrie, T. (2011). Developing measurement concepts within context: Children's representations of length. Mathematics Education Research Journal, 23, 27-42. Niklas, F., Cohrssen, C., & Tayler, C. (2016.) Parents supporting learning: A non-intensive intervention supporting literacy and numeracy in the home learning environment. International Journal of Early Years Education. DOI: 10.1080/09669760.2016.1155147 Perry, B., & Dockett, S. (2007). Play and mathematics. Retrieved from Australian Association of Mathematics Teachers (AAMT) website. Pollitt, R., Cohrssen, C., Church, A., & Wright, S. (2015). Thirty-one is a lot! Assessing four-year-old children's number knowledge during an open-ended activity. Australasian Journal of Early Childhood, 40(1), 13-22. Tayler, C. & Ishimine, K. (2013) Assessment. In Pendergast, D & Garvis, S (Eds), Teaching Early Years: Curriculum, pedagogy and assessment. Australia: Allen & Unwin. ( Victorian Curriculum and Assessment Authority. Victorian Curriculum Foundation-10. Retrieved from http://victoriancurriculum.vcaa.vic.edu.au/ Zhang, Q., & Stephens, M. (2013). Utilising a construct of teacher capacity to examine national curriculum reform in mathematics. Mathematics Education Research Journal, 25(4), 481-502.

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