Outcome 4.2 Shaping experiences - perspective taking

I left the last workshop wondering about my own capacity and understanding of mathematical concepts.  What concepts don’t I know?  And if I don’t know how can I notice and support the learning of these concepts for young children?  I found an article that referenced Whorfian Hypothesis and this captured my imagination. 

Educator knowledge and language

I wanted to have a conversation with others about what this meant and its implication for young children – so I posted it on Facebook.  I did this because I have a broad range of colleagues, friends and family who would offer a variety of perspectives.  Some have qualifications and interest in linguistics, others have a range of early childhood experiences and world views although most will have a child-centred view.

Having this broad view is critical for my own learning – seeing and hearing what others understand and think and adding that to my own  understandings helps me learn.  in my readings this week I came across Whorfian Hypothesis.  I wanted to know more -below is a copy of the conversation.

While this is a small sample the importance of noticing, seeing, hearing and expressing all perspectives is a very important function of educators. This professional value is expressed in many ways 

ECA Code of Ethics

VII. In relation to myself as a professional, I will:

1. Base my work on contemporary perspectives on research, theory, content knowledge, high-quality early childhood practices and my understandings of the children and families with whom I work.

6. Respect the uniqueness of each family and strive to learn about their culture, structure, lifestyle, customs, language, beliefs and kinship systems

Guide to NQS 

Children bring their diverse experiences, perspectives, expectations, knowledge and skills to their learning (Early Years Learning Framework, page 9; Framework for School Age Care, page 7). 

Assessors may observe educators and co-ordinators: 

incorporating/including children’s diverse experiences, perspectives, expectations, knowledge and skills in the program.

Family knowledge and language
Expectations, understandings and knowledge in families play a significant role in shaping a child's literacy and numeracy experience.  The context of the family also shape this.  For example in middle class families where both parents work full-time, children attend out of home care for long hours time pressure means there can be little time for reading together. Maths for the family - article The Guardian

The SA Government has recently launched Great Start : Families make a difference to children's learning 
Great Start

On reflection I have come to realize I don’t need to know everything but I do need to be a lifelong learner with a curious open disposition – ready to learn with and from others, children, colleagues and families as well as from other experts and professionals.