Mathematics, Science and Technology in EYLF

MATHEMATICS, SCIENCE AND TECHNOLOGY IN EYLF
Name of the student
Subject
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PART 1: CONTEXT
The children aged between zero and four years were playing together on the social playing
ground in one of the biggest cities in Australia. They were in the company of other friends who
played in a nearby place adjacent to this group. The children played in the open. The toy cars,
which they pulled the string attached to the rear tires so that it could trigger it to move with speed
when the string is released was the one mechanism that amused them1. They used to play with
these toys both in school and at home. Whenever the children got any problem during the
operation, they could call their teachers or parent to help, but for this day, things were different.
The children became eager to know much more other than the usual fix the teachers and parents
made for them, this time they wanted to do it themselves. The position I have here is that of
being their educator and the reason I chose this particular group was because of the
aggressiveness it has and their readiness for change2.
PART 2: SUMMARY OF THE CHILDREN'S INTERESTS AND UNDERSTANDINGS
The children use the toys which are a developed technology in modern gadgets making the
contemporary playing styles. They were able to learn that the wheels as a technology enable the
car to move forward and that the string in the back of the toy pulled so that the toy can move
1 Ali, Suraini Mohd, Haliza Harun, Norhaili Massari, Fariza Puteh-Behak, Ramiaida
Darmi, Normazla Ahmad Mahir, Suzana Selamat, and Yurni Emilia Abd Hamid. "The
21st century skills in online multiliteracies project approach (eMULPA): Learners’
reflections on their knowledge processes." Mediterranean Journal of Social Sciences 8,
no. 1 (2017): 252.
2 Larkin, Kevin, and Caroline Kinny-Lewis. "ELPSA and Spatial Reasoning: A Design-Based
Approach to Develop a “Mapping” App." 40 years on: We are still learning! (2017): 629

2
forward. During repairs, they realized many things combine to make up the toy which is
technologically modified to meet the requirements of the child. The technology helped the child
to place the string in its right position, and it worked as it was before.
The children used the brick game machine belonging to one of the aid during the design of the
kites. The technology use made it possible for the small children to develop something complex
like the kite. It could have been hard to create it because of the measurements and other complex
ideas like the shape3. It is amazing how the children managed to work in a group to achieve the
results and by controlling the machine in the design, which makes technology the best guide for
the child because it aided them to complete the steps in a simple and yet complex task.
The mathematical approaches taken in developing the kite was outstanding demonstrating the
social constructivism of the teachings in class. It implies that the attention paid during the class
time was super and that there is a need to continue to do the same in the future3. The practices
made at home with the aid of the engaging parents are good because it also shows the
parents/guardians the things children learn in school. Through practicing of the same
mathematical models, it will help improve on the handling of the figures and facts in real life.
Therefore, continue growing on the practices and ask for assistance whenever something is not
understood.
PART 3: LEARNING EXPERIENCE PLAN
3 MacDonald, Amy, Wendy Goff, Sue Dockett, and Bob Perry. "Mathematics education in
the early years." In Research in Mathematics Education in Australasia 2012-2015, pp.
165-186. Springer, Singapore, 2016.

3
(1) How do students show their insight into past learning goals? For what reason is it essential?
In this lesson, members will exhibit their comprehension of the contrasts between numerical and
absolute information. You will learn to utilize any data, and you will find the significance of this
kind of data through a progression of bar charts. This lesson is critical because it gives a
prologue to measurable examination and gives students new words that can be utilized to depict
the information. This lesson provides students with the chance to join this new vocabulary with
their past theoretical details. Students will exhibit passionate capability to look for help and look
for assistance from individuals from their center gathering4. It is a fundamental ability in
arithmetic and life, as students frequently confront difficulties and need viable methodologies to
conquer them.
(2) What state measures are lined up with this learning objective?
Working with others to take care of issues
• Justify information figures
• Reading and deciphering charts
• Reading and Interpreting Graphics
• Recognize and give precedents of the presence of arithmetic in their day by day lives
• Select the suitable pattern measure for the midpoint
• Examine the nearness of arithmetic in professions and regions of premium
4 Roberts, Pauline. "STEM in early childhood: how to keep it simple & fun." This is
Childhood: Pedagogy & Practice in the early years (2016).