programme

Planning Early Language, Literacy and Numeracy Activities (workshop)

Home/ Planning Early Language, Literacy and Numeracy Activities (workshop)
Course TypeCourse CodeNo. Of Credits
Foundation CoreSVS1EC3061

Semester and Year Offered: Semester-3, Monsoon 2018

Course Coordinator and Team: Fariha Siddiqui, Dr Sunita Singh and Sheetal Nagpal

Email of course coordinator: fariha@aud.ac.in

Pre-requisites The course focuses on the job role of supervisor (Level-6) in an early childhood centre. The course is meant to be offered to those who have specific knowledge and skills related to Day care facilitator (Level-5) offered in 1st year respectively

Objectives:

The specific objectives of the course are to help students:

  • Develop skills of conducting activities with children.
  • Plan developmentally and contextually appropriate activities for children.
  • Develop skills of a supervisor in planning and conducting activities for engaging young children.
  • Understand children’s talk and converse with them.

Course Outcomes:

After completing the course, students will be able to:

  • Conduct creative activities related to music and movement, drama, art and science with children in a centre.
  • Demonstrate best practices to the facilitator
  • Demonstrate skills to resolve conflicts in children
  • Conduct early language, literacy and numeracy activities with young children in the centre
  • Develop the ability to evaluate activities/materials in terms of age and developmental appropriateness

Brief description of modules/ Main modules:

3.  Planning early language, literacy and numeracy activities

The pathways to early language, literacy and numeracy learning are as multiple and diverse as the young children themselves.A critical role of the centre supervisor is to plan the centre environment, the routines and activities and also guide the facilitators in implementing the same.The focus of this workshop is to enable students to:

Week

Topics

Objectives

Readings (suggested)

Assessment

1-2

Establish routines at the centre

  • Establish routines to make language, literacy and numeracy activities an integral part of the curriculum

Roskos, K. A. (Ed.). (2017). Play and literacy in early childhood: Research from multiple perspectives. Routledge.

 

Zero to Three. (2016). How to introduce toddlers and babies to books. Retrieved from:

https://www.zerotothree.org/resources/304-how-to-introduce-toddlers-and-babies-to-books

 

National Association for Education of Young Children.(n.d.). Math talk with infants and

toddlers. Retrieved from https://www.naeyc.org/our-work/families/math-talk-infants-and-toddlers

 

 

 

 

 

In class participation and attendance 20%

 

Short in-class assessments 40%

 

Term end Assessment 40%

3-5

Experiential learning

  • Connect language, literacy and numeracy with the day-to-day lives of infants and toddlers

6-8     

Introducing babies, toddlers and older children to books

  • Identify age appropriate books and their uses

 

  • Link books and literacy related materials to centre activities

9-12

Math activities with infants, toddlers and older children

  • Identify and use activities to foster early numeracy skills