What is this module about?

This module will extend and strengthen your knowledge of the development of learning using theory and research from psychology and neurology. It will explore the evolution of symbol use within human culture and the individual, introducing you to theories associated with language acquisition and mathematical skill development and deepen your understanding of the development of language and mathematical skills and the connections between them.

Topics covered:

• An exploration of personal literacy and numeracy
• Historical development of literacy and numeracy
• Brain development as related to literacy and numeracy
• Learning theories (including growth mindset)
• Childhood, play and work
• Models for inclusion: multiple intelligences, laterality, psychomotricity, gender, stereotypes
• Language development
• Sesilient self-efficacy, conjoint/disjoint agency, locus of control
• Role of culture and assessment
• Effective teaching and learning

Learning outcomes:

• To understand and critically evaluate theories about the ways language and mathematical skills are acquired, and the contested nature of such theories
• To discuss critically knowledge of the theoretical perspectives on learning and how this has influenced research and the teaching and learning of literacy and numeracy
• To demonstrate ability to identify the skills, concepts, knowledge and language that are used for literacy and numeracy
• To understand and critically evaluate social, psychological and neurological influences upon the acquisition of literacy and numeracy
• To be able to apply knowledge reflexively as well as to children and other learners
• To understand your own positions with regard to symbolic system use and grow your potential as learners and educators

Contact time:

The module will consist of 10 x 1-hour lectures and 10 x 2-hour seminars

Assessment:

A 3000 word essay OR one three hour exam

Sample reading list:

Anghileri, J. (2000) Teaching Number Sense. London: Continuum

Barratt-Pugh, C & Rohl, M (2000) Literacy Learning In the Early Years. Buckingham: Open University Press

Browne, A. (2001) Developing Language & Literacy 3 – 8. London:Sage

Cambourne, B (1990) The Whole Story: Natural learning and the acquisition of literacy. Leamington Spa: Scholastic

Clay, M. (1991) Becoming literate: The construction of inner control. Portsmouth, NH: Heinemann

Donaldson, M (1984) Children's Minds. London: Fontana *Donlan, C. (Ed) (1998) The Development of Mathematical Skills: Studies in Developmental Psychology. East Sussex: Psychology Press

Gregory, E. (Ed) (1997) One Child, Many Worlds: Early Learning in Multicultural Communities. London: David Fulton

Hall, N. (1984) The Emergence Of Literacy. Sevenoaks: Hodder & Stoughton

Hall, N., Larson, J. & Marsh, J. (2003) (Eds) Handbook of Early Childhood Literacy. London: Sage

Houssart, J and Mason, J. (2009) Listening Counts: Listening to young learners of mathematics. Stafford: Trentham Books