scholarly journals Every Child Ready to Read: More than Just Kids: Sharing Literacy Messages with Caregivers Outside of Storytime

2015 ◽  
Vol 13 (4) ◽  
pp. 38
Author(s):  
Melissa Depper
Keyword(s):  
Learning Experiences ◽  
Early Learning ◽  
Parents And Caregivers

When Every Child Ready to Read (ECRR) was first released, part of the conversation in libraries was all about recognizing and owning the idea that storytimes were and are early learning experiences and could be excellent forums for sharing literacy messaging with parents and caregivers.

Empowering Aboriginal Families as Their Children’s First Teachers of Cultural Knowledge, Languages and Identity at Galiwin’ku FaFT Playgroup

2021 ◽  
pp. 183693912110389
Author(s):  
Dorothy Gapany ◽  
Marilyn Murukun ◽  
Jessica Goveas ◽  
Jonica Dhurrkay ◽  
Verity Burarrwanga ◽  
...  
Keyword(s):  
Young Children ◽  
Sign Language ◽  
Educational Program ◽  
Learning Experiences ◽  
Self Esteem ◽  
Early Learning ◽  
Cultural Knowledge ◽  
Daily Interactions ◽  
The Rich ◽  
Aboriginal Children

Embracing and embedding the rich cultural knowledge, languages, concepts and skills that Aboriginal families and children bring to playgroup is key to empowering families as their children’s first teachers and strengthening young children’s self-esteem, pride, confidence and identities. In this article, we share our story of how we have explored and upheld the strengths of Yolŋu identity, cultural knowledge and language in the Galiwin’ku Families as First Teachers (FaFT) playgroup early educational program. We highlight the ways we have supported mothers to embed gesture, sign language, Yolngu Matha language conventions, Yolŋu kinship, clan concepts and dance into their daily interactions with their children at FaFT. We reflect on what has empowered mothers to feel agentic in their children’s learning in these playgroups and to build strong Yolŋu identities in young children and argue that playgroup is a vital educational platform through which to deliver culturally meaningful early learning experiences for Aboriginal children prior to preschool.

What's Going On…

1974 ◽  
Vol 21 (7) ◽  
pp. 599-600
Keyword(s):  
Early Childhood ◽  
Mathematics Education ◽  
Early Childhood Education ◽  
Learning Experiences ◽  
Early Learning ◽  
Concept Development ◽  
Classroom Teachers ◽  
Early Childhood Mathematics ◽  
Affective Development ◽  
Childhood Education

Classroom teachers, curriculum spectal ists, administrators, and others interested in early childhood mathematics education are Invited to attend the NATIONAL LEADERSHIP CONFERENCE ON MATHEMATICS FOR EARLY CHILDHOOD to be held 23–25 January 1975 in Reston, Virginia. The conference, planned by the Association for Childhood Education International (ACEI) and the NCTM, will explore ways to he lp teachers (1) mathematize the young child's environment; (2) understand the child's cognitive, language, and affective development with respect to mathemat ical learning; (3) assess the child's level of concept development in order to plan appropriate mathemat ical learning experiences for him; (4) understand the importance of continuity in early learning expe riences; and (5) review and analyze recent research relevant to mathemat ics in early childhood education. For further information, write to the NCTM Headquarters Office, 1906 Association Drive, Reston, VA 22091.

scholarly journals Triggering language and maths anxiety in non-medical prescribing students

2020 ◽  
Vol 2 (5) ◽  
pp. 226-232
Author(s):  
Charlotte Smith ◽  
Davide Penazzi
Keyword(s):  
Health Professional ◽  
Health Professionals ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Early Learning ◽  
Mathematical Terminology

Maths anxiety is a debilitating fear of mathematics, which often stems from early learning experiences. Despite their ability to confidently perform complex numerical tasks, such as drug calculations, as an intrinsic part of their role, health professionals often disclose experiencing maths anxiety. Health professionals who have returned to education to study non-medical prescribing are required to undertake a numeracy exam, which can trigger symptoms of maths anxiety. This study explores the use of language in teaching and learning numeracy with non-medical prescribing students, and identifies that use of terminology more closely aligned with health professionals' language results in lower levels of anxiety than using school-like mathematical terminology. The findings of this study can be used to inform supportive teaching practices for health professional educational courses that have a numeracy component.

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