Supporting Phonics and Early Mathematics

This article discusses the benefits and strategies of supporting phonics and early mathematics for young children. It covers the phases of systemic synthetic phones, range of strategies needed for developing early literacy and early mathematics, and the strengths and weaknesses of using systematic phonics and early math strategies. The article also includes references to relevant books and journals.

Supporting phonics and Early
Mathematics

TABLE OF CONTENTS
MAIN BODY...................................................................................................................................3
1.1.................................................................................................................................................3
1.2.................................................................................................................................................3
1.3.................................................................................................................................................3
3.1.................................................................................................................................................4
3.2.................................................................................................................................................4
3.3.................................................................................................................................................5
REFERENCES................................................................................................................................7

MAIN BODY
1.1
The systematic phonics is a bottom-up approach that is given as the instruction that starts not
with the whole words but with the most basic unit the phoneme. In this the reading process
involves the decoding or the breaking words into some separate words into the different sounds
in which blending is allowed together for reading the unknown word. It is a method that helps
the children to learn the relationship between the sounds of spoken language and the letter
symbols of the written language.
1.2
Benefits of using this system of synthetic phonics in teaching, reading for young children
are,
 It helps in learning ways of helping children decipher words (Bremholm and Skott,
2019).
 Learning phonics expands the child’s vocabulary.
 It allows the children to recognize text fluently.
 This is effective for stronger reading comprehension.
 It allows in boosting the writing ability.
1.3
The phases of systemic synthetic phones are,
Skill development
This is the stage in which they develop their listening and visual skills that are considered
to be very effective in the ability towards discriminating with different sounds.
Introduction to letters
At this stage the necessary skills are learned by children for their introduction to the
letters and their sounds.
Expansion
For this stage the introduction to group of letter is done before it can be used as a pair for
single sound.
Consolidation

At their stage they learn to use the words in the context of blending groups of consonants.
Further development
The focus of this stage is towards the development of words automatically for decoding
the new words that are silently used for allowing them to be complex.
Achieving Fluency
This is the stage in which they learn to speak sentences with fluidity.
3.1
Range of strategies needed for developing early literacy are,
 Talking to children more often for being able to benefit from the language skills.
 Reading about the daily routine together for the development of learning skills
 Playing games that teach learning and also allows them to rhyme words together. This
builds the literacy in the students.
 Establishment of art table for mainly living areas that are included in the different types
of games that require the open-ended materials like blank paper, markers, crayons and
other materials.
 Providing certain kids with activities that can support their motor development quicker
and efficiently.
3.2
Strengths of developing early literacy through systematic phonic synthesis as this strategy
are,
 Development of the improved linguistic skills with richer vocabulary.
 This improves the grammar in the long term.
 Higher quality writing is developed
 Better spellings for the children
 Precise oral communication.
Weaknesses of developing through systematic phonic synthesis in early literacy are,
 Despite speeding up the rate of children ability to read words it can be the reason for
comprehension of what the word means.
 Children are not going to sound out every word forever.
3.3
Range of strategies for the development of early mathematics are,

 Solving problems which are very basic in nature.
 Analysation and making sense of the information that can help the child learn.
 Making them understand certain pattens that help with next house of street,
 Providing them examples of making choices.
3.4
Analysation of the strengths and weaknesses for using these strategies for developing
early mathematics.
Strengths:
 Development of the maths skills that has the ability to count the accurate from the
beginning for being able to develop early growth (Abdulrahim and Orosco, 2020).
 Representation making the mathematical idea that helps in the use of words for the
pictures and symbols and the objects for the blocks.
 Measurement of the success can be helped for the gathering the growth that is required
for the achievement of the success.
Weaknesses
 There are more consistency for the subtraction and multiplication and division.
 It increases the inability to visualize the appearance for the absent-minded or loss in
thoughts (Aldon and et.al., 2021).
 There are difficult in remembering the maths facts. Concept rules, formulas and
sequences and process.
 There are high level of inconsistency in the maths of the learners with early teaching.

REFERENCES
Books and Journals
Bremholm, J. and Skott, C. K., 2019. Teacher planning in a learning outcome perspective: A
multiple case study of mathematics and L1 Danish teachers. Acta Didactica
Norge. 13(1). pp.1-22.
Abdulrahim, N. A. and Orosco, M. J., 2020. Culturally responsive mathematics teaching: A
research synthesis. The urban review. 52(1). pp.1-25.
Aldon, G. and et.al., 2021. Teaching mathematics in a context of lockdown: A study focused on
teachers’ praxeologies. Education Sciences. 11(2). p.38.