COVER PAGE

Name:

Anonymous - BKR

Student Number:
Subject Code:

EYL Investigations in Maths, Science, & Technology

Assessment number:

Assessment Item 1- Observations in an EYL Centre

Assessment title

Observe childrens play and investigation

Word count

Section 1: Maths Learning Story

- 1000 words

Section 2: Scientific Learning Story

- 1000 words

Date Submitted:

Assessment 1

3rd April 2012

Page 1 of 10

Case Introduction
H is a 4.5 year old boy and A is a 4.8 year old girl in my EYL centre. As an Educator I
obtained an approval from both parents of H and A and from my centre director prior to
noting my observations for this study.
Section 1 is Maths learning story Subject H in individual work time activity child
initiated
Section 2 is Science learning story Subject A in guided intentional group activity child
initiated
What happened?
In his individual activity area H contemplated selecting a maths activity from the shelf that
had Numbers & Counters, Tens Boards, Teens Boards, Spindle-Box, and Number
Rods. He chose Numbers & Counters and placed the wood numbers 1 to 9 in sideways
sequence on the floor mat. He reflected and realised that number 6 and 9 were incorrectly
placed. He swapped them around. He then counted the correct quantity of counters and
placed them underneath each number appropriately. He then checked his work. He confirmed
under each number, he had placed the correct quantity of counters. So under number 1 there
was just one counter, under number 2 there were two counters and so on. After he
completed the activity he came forward to communicate his accomplishment to me.
129
EYLF Outcomes section
I observed that H is confident, autonomous and displays a sense of agency in the selection
of a maths activity from those available on the shelf, and demonstrates persistence when
faced with challenges when first attempts are not successful in relation to Outcome: 1
(DEEWR, 2009, p. 22) when he corrects numbers 6 and 9placed incorrectly initially.
He uses the process of counting the counters and reflecting on the quantity counted before
placing them underneath numbers, and problem solving relation to Outcome: 4 (DEEWR,
2009, p. 37) when he matches the correct quantity with the number.

Assessment 1
Page 2 of 10

His learning could be extended by further in using Teen Boards (Numbers twelve, thirteen,
fourteen etc) and Tens Boards (numbers Ten, Twenty etc) to develop his counting and
measuring skills beyond number 9.
141
Describe Mathematical Processes
H applied the principles of Bishops Six Mathematical Categories (Macmillan, 2009, pp. 2122) when locating the maths activity from the shelf, and arranging the wood numbers on his
mat. He applies maths principles of counting and measuring quantities when he counts
counters to place the correct quantity underneath each wood number. He exhibits qualities of
investigation, checking and problem solving when he resolves the confusion between
number shapes in the ordered placement.
H engaged in a hands-on mathematical activity that captured his interest from the shelf
(Primary Connections, 2008, pp. 1-2). This activity helped H to elaborate his prior learning
of numbers and connect with quantity measures enhancing his understanding. H grappled
with the shapes of numbers 6 and 9 and demonstrated his skill at problem solving. He
evaluates his work by reviewing and reflecting his activity before and after completion.
141 words
Describe the Mathematical Concepts
H worked with real objects, showing his understanding of the concepts of classification
(discrimination, matching and grouping), and shapes (quality attribute) of wood numbers.
His basic counting ability helps him to demonstrate concept of ordering numbers in proper
sequential placement (Project Maths Access, 2006). He demonstrates his understanding of
the concept of one-to-one correspondence (Macdonald, 2012a) between numeric quantitative
values of the number figures and also exhibits hand-eye coordination. H also displays the
concept of One and the concept of More (Geist, 2009, pp.149 -152).
85

Assessment 1
Page 3 of 10

Technology
There was no technology used in the maths activity related above. A Cash Register with
Number keys and Money Coins for counting can be used to enhance the maths activity
experience of children and to make it interesting for them in a supermarket shopping play
activity. When a child presses the key 1 the register opens up a tray for coins for the
appropriate quantity of coins. Children count the coins to give to a customer in pretend play.
This may require assistance from a teacher or an adult as a scaffold to help with counting.
96 words
Physical and Social Environment
In the Mathematical activity H engaged in solitary play without any educator participation
but under a remote non-intrusive supervision in a safe but stimulating environment at the
centre. The activity was a planned curriculum activity, to develop identity, autonomy and
promote the agency of the child as per Outcome: 1 (DEEWR, 2009, p. 22). Hs physical
environment was very flexible and unrestrictive giving him choices to select his activity and
make his own decisions (Geist, 2009, p.158) giving him support to make his choices and
develop a sense of mastery. His social environment includes teachers that empathise with him
in his achievements and in his skills developments. Children learn through their own
exploration and problem solving skills (Harlan & Rivkin, 2012, pp.30-31).

122
Paragraph to the Parents/Carers
At such a young age H is working very hard to explore the numbers associating with quantity
measures. He demonstrates his skill at problem solving and decision making and exhibits
confidence when undertaking self motivated maths activities on his own. He has developed
basic concepts in maths on counting and recognition of numerals or number symbols. His
skills and learning at numbers can be enhanced at home by introducing counting songs and
rhymes (Five cheeky Monkeys, One, two, three, four, five, once I caught a fish alive,
There are Seven Days in a week) and the reading of childrens storybooks that deal with
numbers (Count your Chickens, Snakes and ladders, Ludo dice games).

Assessment 1
Page 4 of 10

114
Paragraph to the child
Dear H,
It is easy to see, by watching you that you really like playing with maths numbers. You
explored the wood number symbol shapes specially numbers 6 and 9. I liked the way you
decided the correct shapes you put in the number sequence and when you tried hard to
identify and match the numbers with the correct quantity of counters. Your parents will be
very proud of you. You are very confident and you were very happy when you succeeded in
your activity. Let us try adding and subtracting numbers using Tens boards and Teens
boards next time.
I am happy for you. You had fun playing with numbers.
111

Assessment 1
Page 5 of 10

Section 2: Science Learning Story Intentional Supervised Group Play Guided

Discovery
What happened?
I observed A in a group playing with 5 other children, using water in a see through plastic
container to observe the floating and sinking of objects. The children used a rock, a stone, a
leaf, a twig, a feather, a completely wet wood block, a piece of paper and a plastic boat for
their experiment. She asked if the stone would sink. The teacher asked her to try. A was
curious to know why the stone sank and understood when the teacher explained the stone is
heavy. A then placed a rock in one hand and a feather in another to feel their heaviness and
concluded the rock would go down and the feather would remain on top. A communicated
to her peers in the group and confidently exclaimed I was right, when the feather floated
and rock sank. About the piece of paper A confidently stated The paper will float. But
some children in the group answered the paper will go down. A used her imagination of a
past experience travelling in boats, to connect with the plastic boat in the experiment, and
exclaim It is a boat, it will float.
196
EYLF Outcomes
In a shared play A engaged in her group activity in accordance with learning Outcome: 1 of
the EYLF (DEEWR, 2009, p. 24). She displayed a sense of belonging to her group when she
exhibits active participation in accordance with the learning Outcome: 2 of the EYLF
(DEEWR, 2009, p. 28). She exhibited a learning in accordance with the learning Outcome: 4
(DEEWR, 2009, pp. 34 - 35) when she experiments with the rock and the feather in her
hands and observes them sink or float. She engages in hypothesising when she predicts the
rock will go down and the leaf will stay on top. A is active and involved with a disposition of
confidence, investigation, and hypothesising. She demonstrated communication of her
hypothesis conclusion to her peers in accordance with EYLF Outcome: 5 (DEEWR, 2009, p.
40).

Describe the Scientific Process

Assessment 1
Page 6 of 10

A applied the principles of Bishops Six Mathematical Categories (Macmillan, 2009, pp. 2122) when she measures the weight of objects like rocks and feathers in her hand,
hypothesising and predicting (Stelzer, 2005, p.5) what will happen, before experimenting.
She engages in a scientific activity of floating light and sinking of heavy objects in water.
She elaborates on her learning and evaluates the feather and the rock in each hand (Primary
Connections, 2008, pp. 1-2) expressing the concept of heaviness of an object, by inferring
(Stelzer, 2005, p. 5) from the stone going down.
She observes the effect of change of textures (leaf, rock and a feather) and exhibits problem
solving skills when she examines the piece of paper (Harlen, 2003, p. 60).
122
Describe the Scientific Concepts
A and the children in her group explore and understand the concept of weight in terms of
being heavy or light and float or sink.. The material they use is of different textures (hard or
soft). In their experiment A exhibits concepts of trial and error and experimenting (Harlan
& Rivkin, 2012, 29) to explore, question, reason and discover answers through her own
physical and mental activity in a process of scientific enquiry that involves observations of
objects sinking or floating, interpreting evidence when she weighs objects in her hand and in
predicting a paper will float. She communicates her findings to her peer group (Harlen et al,
2003, p. 57).

Technology Identify the use of Technology

There was no technology used in the scientific activity for floating or sinking object above.
Learning could be extended by using a weighing balance (measuring scale) for different
objects before putting them in water to check if they float or sink. An understanding of
gravity can be communicated by using both a weighing scale and a water tank separately to
understand how objects are affected by gravity and the resistance of water. Also two balloons
one filled with air and the other half-filled with water can be used to explain scientific
concepts of air (air filled balloon floating) and water (water filled balloon drops to the floor).
107
Assessment 1
Page 7 of 10

Physical and Social Environment

The teacher took on the role of a mediator in this activity and acted as a scaffold supporting
the children in a scientific discovery activity (Vgotsky, 1978, p. 86). The teacher prompts the
children encouraging them to think about and predict whether objects will float or sink. She
is active, and shows responsive listening in order to understand and respect childrens
learning. The teacher supports the confidence of all children equally. The physical
environment is a safe outdoor area within the boundaries of the EYL setting.

The

environment promoted a guided discovery in scientific experiment that facilitated the best
possible methods for children to explore, question, reason and discover answers (Harlan &
Rivkin, 2012, p.29).
115
Paragraph to the Parents/Carers Dear H,
It is easy to see, by watching you that you really like playing with maths numbers. You
explored the wood number symbol shapes specially numbers 6 and 9. I liked the way you
decided the correct shapes you put in the number sequence and when you tried hard to
identify and match the numbers with the correct quantity of counters. Your parents will be
very proud of you. You are very confident and you were very happy when you succeeded in
your activity. Let us try adding and subtracting numbers using Tens boards and Teens
boards next time.
I am happy for you. You had fun playing with numbers.

Paragraph to the child -

Assessment 1
Page 8 of 10

References
Department of Education, Employment and Workplace Relations (DEEWR), (2009)
Belonging, Being and Becoming: The Early Years Learning Framework for Australia,
Barton, ACT Commonwealth of Australia. Retrieved (15-Mar-2015) from website:
http://education.gov.au/search/site/
Department of Education, Employment and Workplace Relations, (2009). Belonging, being
and becoming: Educators guide to the The Early Years Framework for Australia,
Barton, ACT: DEEWR. Retrieved (20 Dec 2014) from website:
http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/
Geist, E. (2009). Infants and toddlers. In Children are born mathematicians: Supporting
mathematical development, birth to age 8 (pp. 135-182). Upper Saddle River, NJ:
Pearson Education.
Harlan, J.D., & Rivkin, M.S. (2012). Guiding science learning and assessments in the early
years. In Science experiences for the early childhood years: An integrated affective
approach (10th ed., pp. 28-52). Upper Saddle River, NJ: Pearson Education, Inc.
Harlen, W., Macro, C., Reed, K., & Schilling, M. (2003). Making progress in primary science
(pp. 55-71). London: Routledge Falmer. Retrieved (18 Mar 2015) from CSU website:
http://interact.csu.edu.au/portal/site/EMC305_201520_A_D
Macmillan, A. (2009). Shared contexts for teaching and learning numeracy. In Numeracy in
early childhood: Shared contexts for teaching and learning (pp. 20-33). South
Melbourne, VIC: Oxford University Press. Retrieved (18 Mar 2015) from CSU
website: http://interact.csu.edu.au/portal/site/EMC305_201520_A_D
Primary Connections. (2008). An elaboration of the Primary Connections 5E's teaching and
learning model. Retrieved from:
http://www.science.org/au/primaryconnections/teaching-and-learning/images/5Es.pdf

Assessment 1
Page 9 of 10

Project Maths Access (2006). Texas School for the Blind and Visually Impaired (TSBVI )
Teaching Mathematical Concepts: Basic Concepts. Downloaded Retrieved (18 Mar
2015) from:
http://s22318.tsbvi.edu/mathproject/index.asp#main
Stelzer, E. (2005). Structure of matter. In Experiencing science and math in early childhood
(pp. 32-52). Toronto, ON: Pearson Education Canada. Retrieved (18 Mar 2015) from
CSU website: http://interact.csu.edu.au/portal/site/EMC305_201520_A_D
Vygotsky L. 1978 Mind in Society: The development of Higher Mental Processes, Zone of
Proximal Development. Harvard University Press Cambridge, MA. Retrieved (18 Dec
2014) from CSU website: http://interact.csu.edu.au/portal/site/EEP417_201490_A_D

Assessment 1
Page 10 of 10