Storykate blog migration

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Dear readers, educators, subscribers!


I just wanted to let you know that Storykate is migrating to a new domain www.storykate.com.au

This old domain http://www.storykate.com will still be available until next year (August 2024). So you will still be able to see the post here until then.

Meanwhile, I encourage you to subscribe to my new blog 👇

www.storykate.com.au which promises to be a one-stop for everything I do as an early childhood teacher, teacher’s educator and trainer.

You will see my resources available to download; YouTube channel links and so much more!

Cheers and thank you for reading my posts!

Kate

Learn to apply ZPD concept to analysis of learning observations

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How to Apply the Zone of Proximal Development to Writing and Analysing Learning Observations in Early Childhood Education

As you know, I am a huge fan of Lev Vygotsky and talked about his theories on multiple occasions.

Let’s learn to apply Vygotsky’s theory to your everyday work with children. I believe that the concept of the zone of proximal development (ZPD) is a valuable tool for early childhood educators to use when writing and analysing learning observations.

The ZPD is the gap between what a child can do independently and what they can do with the support of a more knowledgeable other (MKO). This means that the ZPD is a dynamic and ever-changing space, as children are constantly learning and developing new skills.

To apply the ZPD to writing and analysing learning observations, educators can focus on the following:

  • Identify the child’s current level of understanding. What does the child already know and understand about the topic at hand? What skills have they already mastered?
  • Identify the child’s next steps. What are some things that the child is almost able to do independently, but could still benefit from some support?
  • Provide scaffolding. How can you provide the child with the support they need to reach their next steps? This could involve providing explicit instruction, modelling, or breaking down a task into smaller steps.
  • Observe the child’s progress. As the child practices new skills, observe their progress and adjust your scaffolding accordingly.

When writing learning observations, you can use the ZPD to frame your teaching reflections. For example, educators could write about:

  • What the child already knows and understands about the topic.
  • What the child is almost able to do independently, but could still benefit from some support.
  • How they provided scaffolding to support the child’s learning.
  • The child’s progress in achieving their next steps.

Here is an example of a learning observation that is written using the ZPD framework:

Child: Sarah (4 years old)

Topic: Block building

Observation: Sarah was playing with blocks in the construction area. She was able to build a simple tower by stacking blocks on top of each other. However, when she tried to build a more complex structure, her tower kept falling over.

Scaffolding: I sat down next to Sarah and showed her how to build a more stable tower by using a wider base and interlocking the blocks. I also helped her to troubleshoot some of the problems she was having, such as how to build a bridge between two towers.

Progress: After some support from me, Sarah was able to build a more complex tower that did not fall over. She was also able to build a bridge between two towers.

This learning observation shows that Sarah is in the ZPD for block building. She is able to build simple structures, but she still needs some support from an MKO to build more complex structures. The educator in this example provided scaffolding by modeling how to build a stable tower and helping Sarah to troubleshoot problems. As a result, Sarah was able to achieve her next steps in block building.

The ZPD can be a powerful tool for early childhood educators to use when writing and analyzing learning observations. By focusing on the child’s current level of understanding, next steps, and progress, educators can gain a deeper understanding of the child’s learning and development.

Dear readers, educators, subscribers!
I just wanted to let you know that Storykate is migrating to a new domain www.storykate.com.au

This old domain http://www.storykate.com will still be available until next year (august 2024) . So you will still be able to see the post here until then.

Meanwhile, I encourage you to subscribe to my new blog http://www.storykate.com.au which promises to be a one-stop for everything I do as an early childhood teacher, teacher’s educator and trainer.

You will see my resources available to download; youtube channel links and so much more!

Cheers and thank you for reading my posts!

If you are subscribed to Storykate.com, please change your subscription to the new website http://www.storykate.com.au

Kate

Music and emergent literacy

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A few years ago I had done this research as part of my Master’s degree in early childhood education.

I looked into the potential benefits of music experiences for supporting emergent literacy in the early childhood context.

Read the brief summary below, as it provides a rationale for considering the critical role that music plays in literacy development. In the article, I also examined the question of whether there is a link between music instruction and early literacy learning. I looked into the key research findings on music’s capacity to promote the development of phonological and phonemic awareness, support language acquisition, sight word identification, reading fluency, improve understanding of the concept of print, extend vocabulary, and strengthen fine motor skills required for successful writing. As part of the research, I considered the extra-musical effects of music and the learning potential of integrated music/literacy interventions for children with additional needs and children with English as an additional language. Here are some findings and some practical implications about how to lead integrated music and literacy experiences in early childhood settings, to simultaneously nurture emergent literacy and music learning.

Music and Literacy Correlation Linguistic and musical expression and communication go hand in hand with each other. Gardner (2011) lists both among other seven types of multiple intelligences, stating that musical intelligence emerges earlier “of all the gifts with which individuals may be endowed” (p.105). Music intelligence, according to the theorist, begins to develop as early as four months after conception. Gardner discusses some indicators or strengths of linguistic intelligence (a child learns the words to fingerplays and songs fast, loves stories, is sensitive to the meaning, sounds of words, loves talking) and musical intelligence (child is drawn to sounds, loves music and musical activities, remembers songs, perceives pitch, tone, rhythmic patterns). If not stimulated on time, both types of intelligence will diminish (Gordon, 2003; Gardner, 2011).

Anthropologists and musicologists (Greata, 2006, p.26) advocate that humans have always used language and music as modes of expression (Harris, 2009). Research supports the hypothesis that music and language have common origins and a lot of similarities and parallels. Both are symbolic systems, both are innately human, and both rely on the oral-auditory channel (Lamb and Gregory, 1993; Gardner, 2011; Anvari et al., 2002). For instance, infant speech is “musical” by nature and includes babbling and cooing. Children learn to recognize melodic and rhythmic clusters in music and phonemes in speech in early infancy. Gordon (2003) points out that the progression of learning music and spoken language is the same. Songs, lap games, rhymes, and lullabies play a significant role in child and caregiver interactions. Dissanayake (2001, as cited in Greata, 2006) even suggests that music evolved due to infant/mother interactions. Makin and Whiteman (2013) argue that beat, rhythm, and pitch, the important aspects of both spoken language and song, will have a critical impact on a baby’s emergent literacy (p. 171).

Music, as the universal language of mankind (Longfellow, n.d.), is learned through everyday exposure and might be absorbed informally, independent of formal education. A similar process underpins language acquisition. These two unique communication systems are believed to share some cortical areas and the mechanism of the brain (Hanser&McDermott, 2003). Moreover, both music and language skills are obtained aurally, orally, visually, and kinesthetically.

While literacy is no longer limited to a set of reading and writing skills children obtain by a certain mental age (Makin, Diaz, and McLachlan, 2013), the concept of “emergent literacy” (Clay, 1982) is becoming more popular to explain the process of literacy acquisition. According to Clay (1982), children become competent users of symbol systems before formal schooling. While literacy stands for listening, speaking, reading, and writing, emergent literacy is a much broader concept. It includes the understanding of the concepts, functions, and processes of reading and writing. Emergent literacy consists of alphabetic, logographic, and phonemic awareness of the functions and handling of literacy materials, the use of oral language, and scribble forms (Makin, Diaz, and McLachlan, 2013, p. 16). From this perspective, music perception and literacy learning share more common areas and skills. Some interesting interdisciplinary studies demonstrate how music aids children to gain some of these concepts and supports emergent literacy development.

Current Music/Literacy Research Findings and Debates While only a few studies have been conducted on the specific literacy learning gains attributable to music instructions, they all established that music contributes to some aspects of oral and written language development (Standley&Hughes, 1997; Lamb and Gregory, 1993; Bolduc, 2006; Runfola and Etopio, 2012; Gromko, 2005; Anvari, Trainor, Woodside and Levy, 2002; Garcia et al., 2006; Fetzer; 1994). McIntire (2007) identifies the following skills linking music and literacy: decoding, listening or aural discrimination, rhythm, communication, creating, thinking, memorization, and vocabulary expressive and fine-motor skills.

To clarify the existing music–literacy link, the researchers focus on the correlation between music and some aspects of emergent literacy, such as oral language, phonological and phonemic awareness, reading comprehension and background knowledge, sense of story, the concept of print, fluency, and pre-writing.

For many reasons, oral language has always been in focus of music/literacy research. Oral language plays a significant role in literacy development. Oral language consists of both listening and speaking and has rhythm and melody. It provides the foundation for writing and reading skills (Hill, 2013). Thus, Dickinson, Golinkoff and Hirsh-Pasek (2010) believe that language skills are a prerequisite for reading. Listening is a crucial aspect of literacy that is sometimes forgotten. For this reason, some early childhood programs pay attention to promoting auditory discrimination in musical sounds, enhancing phonological awareness, and building auditory memory and listening skills (Burton & Capell, 2012). Singing songs and lullabies to babies is a significant part of promoting emergent literacy.

Strategies to Support Oral Language Development As discussed earlier, oral language provides a strong foundation for other areas of early literacy. Music and language both are means of communication, helping to convey notions, ideas, and thoughts. Consequently, educators need to create opportunities for supporting oral language through music daily. These strategies include:

  • Singing songs, rhymes, and lullabies to infants and young children.
  • Encouraging children to engage in conversation while singing songs.
  • Incorporating music and song into storytelling activities.
  • Using songs and musical cues to transition between activities and keep children engaged.

Strategies to Support Phonological and Phonemic Awareness Phonological and phonemic awareness are critical components of emergent literacy. These skills involve the ability to recognize and manipulate the sounds of language, which are essential for reading and writing. Music can be a valuable tool for developing these skills. Strategies to support phonological and phonemic awareness through music include:

  • Reading song lyrics and nursery rhymes that emphasize rhyme and alliteration.
  • Encouraging children to listen for rhyming words and words that start with the same sound in songs.
  • Singing songs with repetitive patterns and encouraging children to join in.
  • Playing musical games that involve identifying and repeating specific sounds or rhythms.

Strategies to Introduce the Concept of Print Understanding the concept of print is a fundamental aspect of emergent literacy. This concept involves recognizing that print carries meaning and understanding the left-to-right directionality of reading. Music can be integrated into activities that introduce children to the concept of print. Strategies to do so include:

  • Using song lyrics, songbooks, and other written materials during music activities.
  • Pointing to words and lyrics while singing songs to help children make connections between spoken and written language.
  • Encouraging children to follow along with the lyrics as they sing songs.
  • Incorporating musical symbols, such as notes and musical notation, into early literacy activities.

Strategies to Improve Reading Comprehension and Fluency Reading comprehension and fluency are important components of emergent literacy. Music can be used to enhance these skills by engaging children in activities that promote listening and comprehension. Strategies to improve reading comprehension and fluency through music include:

  • Reading stories with musical accompaniment to enhance comprehension.
  • Discussing the themes, characters, and events in songs and stories.
  • Encouraging children to retell or act out stories through music and movement.
  • Using music to create a sensory-rich reading experience that captivates children’s attention.

Strategies to Support the Development of Fine-Motor Skills and Pre-Writing Fine-motor skills and pre-writing abilities are essential for later writing and literacy development. Music activities can be designed to support the development of these skills. Strategies to do so include:

  • Providing opportunities for children to use instruments, such as drums, shakers, or xylophones, which require fine motor control.
  • Engaging in creative activities that combine music and drawing, such as creating artwork inspired by a song.
  • Encouraging children to write or draw their interpretations of song lyrics or musical experiences.
  • Using rhythmic activities, like clapping, to strengthen fine-motor coordination.

Conclusion This article examined the connection between music and emergent literacy in light of classical theories and current interdisciplinary research. Some strong links were found between early exposure to both facilitated and spontaneous music experiences and the critical aspects of literacy, such as listening, reading, writing, and speaking. Researchers investigated any influence of music instruction on oral language, phonological and phonemic awareness, reading comprehension, fluency, the concept of print, sequencing, and pre-writing. Most studies acknowledge the positive correlation between music and emergent literacy, yet further research is required to understand these connections in more depth and to overcome some limitations of the published studies. For now, the evidence is enough to include meaningful music experiences in the everyday curriculum in early childhood settings to target core emergent literacy skills. Such music interventions will significantly improve the literacy skills of young children, including children with English as an additional language and children with additional needs.

Kolb experiential learning

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Have you ever heard the term “hands-on” or discovery learning? What does it even mean? What theories are behind this expression?

In the world of early childhood education, where young minds are rapidly developing, discovery learning is an important concept to understand. Especially, if you are new to this profession.

It’s a concept that empowers children to discover, to learn through exploration. Today, we are going to talk about discovery learning through the lens of Kolb’s Experiential Learning Theory.

Kolb’s Learning Odyssey

Kolb’s Experiential Learning Theory, was named after the British educational theorist David A. Kolb, who proposed that people learn through experiences. Learning is a journey and it involves 4 stages.

Concrete Experience (CE): Imagine setting foot on an uncharted island, where every rock and tree invites your exploration. This stage involves experiencing a specific situation or activity. It’s the “hands-on” phase where learning happens through direct involvement, where emotions and feelings, sensorial experience are all important. Children use this stage naturally, as they are sensory learners.

Reflective Observation (RO): It’s the stage where learner is reflecting and pondering on what you’ve witnessed, felt, and experienced during learning experience, play or just observation of the world. The introspection here is the compass that guides the analysis. Children may need help to go this state and that’s when intentionality in teaching is important. Teachers promote reflections through discussions, dialogues, reviewing documentation and just asking open-ended questions like ‘I wonder”.

Abstract Conceptualisation (AC): In this stage, learners craft abstract concepts and theories inspired by their reflections. It’s the logical thinking phase where ideas hatch and hypotheses bloom. That’s an important stage and intentional teaching of concepts, thinking skills, and problem-solving skills through scaffolding, and modelling is required at this stage of the Kolb experiential learning cycle.

Active Experimentation (AE): Children who develop theories or hypotheses are ready to test their newfound knowledge in uncharted waters. This is where we help them to apply what they’ve learned in fresh situations, where practicality meets problem-solving.

In Kolb’s world, this learning is a continuous cycle, a spiral staircase of growth. While some may have preferences for certain stages, the process is what is important!!!

Discovery Learning in the Early Years

What does this look like in practice?

Hands-On Activities (Concrete Experience):

  • Imagine a lot of sensory-rich activities you will offer to children to explore. They can touch, taste, and manipulate, from art projects to nature walks and science experiments.
  • Encourage imaginative and dramatic play. Here, children can become pirates, astronauts, or time travelers, immersing themselves in different roles and scenarios. Remember they are concrete learners and need resources; props, puppets, slime in their everyday learning to discover some complex concepts. This principle should be the foundation for your learning and teaching.

Reflective Observation:

  • Provide moments and opportunities for reflection during play, after inquiry-bsed experiences. Through discussions, journaling, or group sharing sessions, give children the space to ponder and express their thoughts and feelings. I wonder why… the frogs are green? I saw James building a castle today and it kept falling. Do you know why?
  • Ask open-ended questions, guiding children to articulate their experiences.
  • Here are my questions: https://www.youtube.com/shorts/F8no7uMIKbk

Abstract Conceptualisation:

  • Help young learners connect their concrete experiences to broader concepts and ideas. For instance, if they’ve planted seeds in the garden, discuss growth, life cycles, and the importance of caring for living things.
  • Encourage their curiosity to set sail on the “why” and “how” sea, promoting critical thinking and exploration.

Active Experimentation:

  • Provide opportunities for children to apply their newfound knowledge in new contexts. If they’ve mastered shapes, offer materials for building structures or sorting objects by shape.
  • Create riddles and challenges that require them to use their knowledge for problem-solving.

Flexible Learning Environments:

  • Craft the physical space to accommodate various learning styles. Designate areas for hands-on exploration, quiet reflection, group discussions, and creative expression. Use loose parts and nature materials.
  • Keep the learning environment fresh by regularly rotating materials and activities.

Emphasise Play-Based Learning:

  • Encourage diverse types of play, from imaginative and social to physical and constructive.
  • Let children take the helm of their play and exploration, promoting autonomy and self-directed learning.
  • Ask questions

Observation and Individualisation:

  • As you probably guessed, the observation will play an important role in adopting Kolb model. Observing each child’s preferences and learning style will help to tailor activities to their strengths while gently guiding growth in other areas.
  • Encourage group activities to foster social learning and collaboration to support peer learning.

Supportive Adults:

  • Early childhood educators and caregivers play the roles of mentors and co-adventurers in discoveries. They guide children through the learning cycle, offering encouragement and nurturing.
  • Be patient, listen actively, and extend a hand when children encounter challenges. It’s through these gentle winds that young sailors grow.

More on reflective models here

Early Childhood Curriculum Models Part 2

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HighScope Curriculum 🎈

Key Theorist/Origins: The HighScope Curriculum was developed in the 1960s, influenced by the work of psychologist Jerome Bruner.

3 Key Ideas:

  1. Active Learning: Children learn best by doing. The curriculum emphasizes hands-on experiences.
  2. Plan-Do-Review: A daily routine where children plan their activities, engage in them, and then reflect on what they’ve learned.
  3. Adult-Child Partnership: Adults collaborate with children, extending their learning through open-ended questions and discussions.

Role of the Teacher: Teachers are active participants, co-constructing knowledge with children. They support, observe, and interact. The key strategy is scaffolding children’s knowledge and skills; through intentional teaching.

Learning Perspective: Learning is an active process. Children learn by exploring, making choices, and reflecting on their experiences. High-scope is quite a goal-oriented curriculum, which seems to align to the EYLF outcomes quite well.

Unique Quality: The Plan-Do-Review process, which fosters decision-making and reflection.

Challenge: Requires teachers skilled in facilitating active learning experiences. High Scope is not widespread in Australia.

Symbolic Resource: A “Plan-Do-Review” board illustrating children’s daily activities. The plan-do-review sequence is when children make choices about what they will do, carry out their ideas, and reflect on their activities with adults and peers. High Scope educators call these parts of the day planning time, work time, and recall time. This way play is more purposeful.

The Waldorf/ Steiner Approach 🌲

Key Theorist/Origins: Rudolf Steiner, an Austrian philosopher, founded Waldorf education in the early 20th century.

3 Key Ideas:

  1. Holistic Education: Focuses on nurturing a child’s physical, emotional, and spiritual development alongside academics. The role of nature is important.
  2. Play-Based Learning: Encourages imaginative, open-ended play as a means of learning.
  • Delayed Academics: Formal academics are introduced later, with a strong emphasis on creative arts in the early years.

Role of the Teacher: Teachers in Waldorf education provide a warm, home-like environment, guiding children’s activities through storytelling and modelling.

Learning Perspective: Learning is deeply rooted in imaginative play, storytelling, and artistic expression. Some days, children bake; other days – knit.

Unique Quality: A strong emphasis on the role of imagination in learning, rhythms, and mindfulness.

Challenge: Requires a unique understanding of the balance between free play and structured learning.

Symbolic Resource: Felt puppet storytelling or Waldorf dolls – symbolise the importance of imaginative play.

Anji Play Approach 🌟

Key Theorist/Origins: The Anji Play Approach originated in China, developed by Ms. Cheng Xueqin, an early childhood educator.

3 Key Ideas:

  1. Child-Centred Exploration: Children are given the freedom to explore their interests, fostering self-initiated learning.
  2. Embracing Risk: Encourages controlled risk-taking, where children engage in challenging activities under supervision to build resilience.
  3. Deep Reflection: The approach values reflective practices, with children and teachers reviewing their experiences together.

Role of the Teacher: Teachers observe and support children’s play, asking open-ended questions to prompt reflection.

Learning Perspective: Learning is rooted in self-directed exploration and meaningful experiences.

Unique Quality: Emphasis on embracing risk and reflection as integral parts of learning.

Challenge: Requires educators who are comfortable with allowing children to take measured risks.

Symbolic Resource: A specially designed playground symbolises the freedom for exploration and risk-taking. Loose parts, like planks and barrels, large blocks, and ladders, that look dangerous

🙂

Project Approach 🚀

Key Theorist/Origins: The Project Approach has roots in the work of educators Lilian Katz and Sylvia Chard and was further developed by Helm and Katz. I love their book!

3 Key Ideas:

  1. In-Depth Exploration: Children engage in extended, hands-on projects that delve deeply into specific topics of interest. It starts with the inquiry, e.g. about insects, cars or whatever inquiry topic is valuable and has potential.
  2. Collaboration: Encourages collaboration among children, teachers, and families to plan and execute projects.
  3. Documentation: Emphasises the documentation of the project’s progress and findings.

Mind maps are really useful.

Role of the Teacher: Teachers act as guides, helping children plan and execute their projects, and documenting the learning journey. The teacher is a facilitator of inquiry.

Learning Perspective: Learning is inquiry-based, focusing on exploring questions and solving real-world problems through projects.

Unique Quality: Extensive project work with a focus on research and documentation.

Challenge: Requires skilled facilitation to ensure projects are meaningful and aligned with curriculum goals. Understanding inquiry-based learning.

Symbolic Resource: A project display board showcasing the stages and outcomes of a completed project.

Forest Schools/Bush Kinder 🌿

Key Theorist/Origins: The Forest School concept originated in Europe, drawing from Scandinavian and German outdoor education traditions.

3 Key Ideas:

  1. Nature Immersion: Children spend significant time outdoors in natural environments, fostering a deep connection with nature
  2. Child-Led Learning: Emphasises child-initiated activities and exploration in the natural world.
  3. Risk Management: Encourages responsible risk-taking, with children learning to assess and manage risks independently.

Role of the Teacher: Teachers act as facilitators, guiding children’s interactions with nature while prioritising safety.

Learning Perspective: Learning occurs through direct experiences in nature, promoting environmental stewardship. Learning with nature and from nature.

Unique Quality: Strong emphasis on nature immersion and fostering a love for the outdoors.

Challenge: Requires access to natural settings and a commitment to outdoor education, new teaching practices, such as storytelling, open-ended play, inquiry-based learning, place-based pedagogy.

Symbolic Resource: A collection of natural objects, such as leaves, rocks, and feathers, represents the connection to nature. Campfire, too.

Which one is your favourite curriculum model?