Pre-service teachers design a series of 3 play-based numeracy learning experiences and critically examine the role of play and intentional teaching in the development of young children’s numeracy skills.
Pre-service teachers will relate each experience to specific numeracy outcomes in the VEYLDF and provide a clear, research-based rationale for the selected numeracy focus of each experience.
The 3 experiences are to be specifically on:
simple relationships ( ie matching, sorting, comparing, patterns)
number sense
spatial sense
Criteria
Critically examine the role of play and intentional teaching in the development of young children’s numeracy skills
Provide a clear, research-based rationale for each numeracy focus
Design 3 play-based numeracy learning experiences
Discuss the implications of play-based learning and intentional teaching in the development of young children’s numeracy skills for future practice
Completeness of set tasks and compliance with task requirements
Demonstration of an appropriate mathematics literacy and academic referencing
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