Bringing learning progressions down to 2-year-olds in reading and mathematics

Prue Anderson

doi:10.37517/978-1-74286-715-1-10

Bringing learning progressions down to 2-year-olds in reading and mathematics

Prue Anderson

Australian Council for Educational Research (ACER)

Research output: Contribution to conference › Presentation

Abstract

ACER’s learning progressions in reading and mathematics describe growth that is mainly focused on skills students demonstrate at and beyond school. These progressions have recently been extended down to describe earlier levels of growth so we now have seamless progressions from skills and understandings toddlers might demonstrate up to highly sophisticated skills and concepts. This presentation briefly outlines ACER’s work and identifies key implications for educators. The pathways that support early reading development were described in progressions for listening comprehension and sounds and letters. Along with an early mathematics progression, these were conceptualised as embedded in an oral language progression. Educators need to understand what early growth in reading and mathematics looks like in order to foster key skills and concepts at an appropriate level for the child. This ensures a strong foundation for children to make good ongoing progress.

Original language	English
DOIs	https://doi.org/10.37517/978-1-74286-715-1-10
Publication status	Published - 4 Sept 2023

Keywords

Early childhood education
Early reading
Learning progressions
Lifelong learning
Literacy
Mathematics
Oral language
Preschool primary transition
Science
Social skills

Disciplines

Early Childhood Education
Language and Literacy Education
Science and Mathematics Education

Access to Document

10.37517/978-1-74286-715-1-10Licence: Unspecified

https://research.acer.edu.au/rc21-30/rc2023/rc2023/10

Cite this

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title = "Bringing learning progressions down to 2-year-olds in reading and mathematics",

abstract = " ACER{\textquoteright}s learning progressions in reading and mathematics describe growth that is mainly focused on skills students demonstrate at and beyond school. These progressions have recently been extended down to describe earlier levels of growth so we now have seamless progressions from skills and understandings toddlers might demonstrate up to highly sophisticated skills and concepts. This presentation briefly outlines ACER{\textquoteright}s work and identifies key implications for educators. The pathways that support early reading development were described in progressions for listening comprehension and sounds and letters. Along with an early mathematics progression, these were conceptualised as embedded in an oral language progression. Educators need to understand what early growth in reading and mathematics looks like in order to foster key skills and concepts at an appropriate level for the child. This ensures a strong foundation for children to make good ongoing progress.",

keywords = "Early childhood education, Early reading, Learning progressions, Lifelong learning, Literacy, Mathematics, Oral language, Preschool primary transition, Science, Social skills",

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note = "Anderson, P. (2023). Bringing learning progressions down to 2-year-olds in reading and mathematics. In K. Burns (Ed.), Research Conference 2023: Becoming Lifelong Learners. Proceedings and Program (pp. 23-31). Australian Council for Educational Research. https://doi.org/10.37517/978-1-74286-715-1-10 Oral language, Lifelong learning, Early reading, Mathematics, Literacy, Science, Social skills, Learning progressions, Early childhood education, Preschool primary transition Melbourne, Australia",

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N1 - Anderson, P. (2023). Bringing learning progressions down to 2-year-olds in reading and mathematics. In K. Burns (Ed.), Research Conference 2023: Becoming Lifelong Learners. Proceedings and Program (pp. 23-31). Australian Council for Educational Research. https://doi.org/10.37517/978-1-74286-715-1-10 Oral language, Lifelong learning, Early reading, Mathematics, Literacy, Science, Social skills, Learning progressions, Early childhood education, Preschool primary transition Melbourne, Australia

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AB - ACER’s learning progressions in reading and mathematics describe growth that is mainly focused on skills students demonstrate at and beyond school. These progressions have recently been extended down to describe earlier levels of growth so we now have seamless progressions from skills and understandings toddlers might demonstrate up to highly sophisticated skills and concepts. This presentation briefly outlines ACER’s work and identifies key implications for educators. The pathways that support early reading development were described in progressions for listening comprehension and sounds and letters. Along with an early mathematics progression, these were conceptualised as embedded in an oral language progression. Educators need to understand what early growth in reading and mathematics looks like in order to foster key skills and concepts at an appropriate level for the child. This ensures a strong foundation for children to make good ongoing progress.

KW - Early childhood education

KW - Early reading

KW - Learning progressions

KW - Lifelong learning

KW - Literacy

KW - Mathematics

KW - Oral language

KW - Preschool primary transition

KW - Science

KW - Social skills

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