Topic: mathematics science, technology and information communication technology

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Discussion paper 3: Mathematics, science, technology and information communication technology (800 words)
Briefly explains Te Whāriki’s view of how infants, toddlers, and young children learn. Then, discusses subject content knowledge involved when infants, toddlers and young children are engaged in each of the following learning areas:
Mathematics
Science
Technology
Information communication technology
Content:
Discussion paper 3: Mathematics, science, technology and information communication technology
Briefly explains Te Whāriki’s view of how infants, toddlers, and young children learn
Discusses subject content knowledge involved when infants, toddlers and young children are engaged in each of the following learning areas:
Mathematics
Science
Technology
Information communication technology
References List: (Please use the under references)
Reading 2.1 Successful Learning: Enjoying Thinking Mathematically
Pound, L. (2006). Supporting mathematical development in the early years. Maidenhead, England: Open University Press.
Copyright © Linda Pound.

Reading 2.2 How Learning Math Skills ‘Fits’ With Emergent Curriculum
Brandon, H. (2012). How learning math skills ‘fits’ with emergent curriculum. Exchange, 208, 28–30.
Copyright © Exchange Press Inc.

Reading 2.3 Mathematics Development
Davis, G., & Keller, J. (2009). Exploring science and mathematics in a child’s world. Upper Saddle River, NJ: Pearson Merrill/Prentice Hall.
Copyright © Pearson Education.

Reading 2.4 Mathematics/Pāngarau: Early Childhood Exemplars (PDF 660 KB)
Ministry of Education. (2009). Mathematics/pāngarau. Book 18 in Kei tua o te pae/Assessment for learning: Early childhood exemplars. Wellington, New Zealand: Learning Media.
Copyright © Ministry of Education.

Reading 2.5 Reclaiming Childhood Play Experiences: Enhancing Mathematical Conceptual Knowledge and Understandings
Leaupepe, M. (2013). Reclaiming childhood play experiences: Enhancing mathematical conceptual knowledge and understandings. In International Pasifika ECE conference. A call from the deep: Reclaiming our future, Auckland New Zealand. Retrieved fromhttps://researchspace.auckland.ac.nz/bitstream/handle/2292/25368/Mathematics%20and%20Play%202013.pdf?sequence=6=
Copyright © Manutai Leaupepe.
Reading 2.6 Avoiding ‘Magical’ Thinking in Children: The Case for Teachers’ Science Subject Knowledge (PDF 852 KB)
Hedges, H. (2003). Avoiding ‘magical’ thinking in children: The case for teachers’ science subject knowledge. Early Childhood Folio, 7, 2–7.
Copyright © NZCER.

Reading 2.7 Wondering why? Exploring scientific thinking in an emergent co-constructed curriculum.
Hunter, L., & Sonter, L. (2011). Wondering why? Exploring scientific thinking in an emergent co-constructed curriculum.Educating Young Children: Learning and Teaching in the Early Childhood Years, 17(1), 18–19.
Copyright © Early Childhood Teaching Association.

Reading 2.8 ‘Even When We’re Big We’ll Still be Friends’: Working Theories in Children’s Learning (PDF 752 KB)
Hedges, H. (2008). ‘Even when we’re big we’ll still be friends’: Working theories in children’s learning. Early Childhood Folio, 12, 2–6.
Copyright © NZCER.

Reading 2.9 A Child’s World: How Young Children Learn (PDF 820 KB)
Davis, G., & Keller, J. (2009). Exploring science and mathematics in a child’s world. Upper Saddle River, NJ: Pearson Merrill/Prentice Hall.
Copyright © Pearson Education Inc.

Reading 2.10 Making Meaning Together: Emma’s Investigation of Frost, Hail and Snow (PDF 888 KB)
Maciter, D. (2006). Making meaning together: Emma ’s investigation of frost, hail and snow. Playcentre Journal, 126, 25–27.
Copyright © Playcentre Publications.
Reading 3.1 Emergent Technological Literacy: What Do Children Bring to School?
Mawson, W. B. (2013). Emergent technological literacy: what do children bring to school? International Journal Of Technology & Design Education, 23(2), 443-453. DOI:10.1007/ s10798-011-9188-y
Copyright © Springer

Reading 3.2 One Nearly Landed on My Finger’: A Forest Kindergarten in Rural New Zealand.
Braithwaite, D. (2014). ‘One nearly landed on my finger’: A forest kindergarten in rural New Zealand. New Zealand Journal of Teachers’ Work, 11(1), 3-16. Retrieved from http://www.teacherswork.ac.nz/journal/volume11_issue1/braithwaite.pdf
Copyright © Dylan Braithwaite.

Reading 3.3 Technology and Identity Formation of Infants and Toddlers (PDF 608 KB)
Mortlock, A., Higgins, A., Boniface, S., Easter, H., Gibbons,C-A., Hunter, S., Reid, A., & Tugaga, A. (2005). Technology and identity formation of infants and toddlers. The First Years/Ngā Tau Tuatahi, 7(2), 33–35.
Copyright © Faculty of Education, The University of Auckland.

Reading 3.4 The Technologist-Toddler and ‘Intentionality’ (PDF 640 KB)
Mortlock, A. (2005). The technologist-toddler and ‘intentionality’. The First Years/Ngā Tau Tuatahi, 7(2), 30–32.
Copyright © Faculty of Education, The University of Auckland.

Reading 3.5 Designerly Thinking: Locating Technology Education Within the Early Childhood Curriculum (PDF 1012 KB)
Fleer, M., Jane, B., & Robbins, J. (2004). Designerly thinking: Locating technology education within the early childhood curriculum. Early Childhood Folio, 8, 29–33.
Copyright © NZCER.

Reading 3.6 Increasing the Uptake of Pacific Island Early Childhood Education Centres in Manukau City.
Sutton, K. (2007). Increasing the uptake of Pacific Island early childhood education centres in Manukau City. Aotearoa Ethnic Network Journal, (2)1, 30–33.
Copyright © Aotearoa Ethnic Network