Indicators in preschool numeracy and literacy (IPNL) in a Play-based Environment

so all children in a preschool are confident and capable learning in a preschool environment is is everywhere the challenge I faced as a leader was how we were thinking about and responding to numeracy in our preschool one assumption that I really wanted to confront was that numeracy occurs and is more fully supported when we set up a specific massed activity on a table or we actually as an educator lead an activity in a in group time the challenge for our team was to collectively find a variety of ways to provide children with those rich and meaningful and transferable numeracy experiences in our environment we had to learn how to create those numeracy rich environments that extended the children and their problem-solving skills we had to think about the best way of using the preschool numeracy indicators the question we had was could we do this authentically in a play-based environment and the answer that was yes of course we blew on reflection against the principles and practices of the early years learning framework we identified the gaps in our practices and we knew we had to deliberately challenge our thinking about how we're going to develop that deeper understanding of numeracy using the indicators in our preschool environment and in the context of our rich play based curriculum that we provide for me as a leader this meant challenging the status quo of how things had always been done at the preschool and to do this I had to focus on creating that trust between our staff team in order for us to safely and respectfully challenge our beliefs and to make that plan to initiate the change as with any cultural change it starts with a conversation but first I had to understand what the numeracy indicators were myself and how they connected to the early years learning front of framework how they connected to our play based curriculum from there I am facilitates facilitated our staff team in conversations as part of our rigorous learning analysis and learning design this dialogue provided us with the opportunities to find shared meanings and understandings about what we were noticing in our environment what we were noticing about the learning and where we were using the indicators where we consider indicators being used with the children as a staff team we discovered that through the joint evaluation of our documented observations of children and their learning that we were providing that rich play based environment working about an hour and which play based environment was enhancing opportunities for the children to to notice to compare to test their theories to ask questions and to problem-solve the reassuring thing we found in this evidence is that play is a child's research of their world it's the literacy and the numeracy in action every day their daily wanderings and their daily explore ocean is the child's voice and so which one do you think that the least which one was the least popular we were finding that if we listened to the child's voice that we could connect our attention to theirs and from this proximal place we could effectively scaffold their learning we have reinforced I understand that numeracy does not solely exist in a group activity or a table activity it's about creating that really rich play based learning environment you know where those numeracy possibilities are endless and everywhere in the environment and more importantly that they are there for every child and every child's individual learning why do ladybugs have spots Harry do you have an accent as a leader I see the value in investing and creating that culture that is open to inquiring into our beliefs and our practice for us there's being a really noticeable shift in our pedagogy to one that supports children to socially construct their learning in numeracy we really do know that we're on the right track because our data shows our high-level involvement from all of our children in numeracy and maths not just some but all of the children at the preschool

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