EDF2034 resource evaluation

By Stephanie Lindsay
In this resource evaluation I selected two resource that I believed would
not only aide a child in their mathematical development but would also
engage a child in the experience of learning. The two resource that I
selected were a blank 10 frame table and a play and learn calculator.
Before I started my evaluation of these two resource I looked at what I
actually wanted from a resource to aide in mathematical development.
First I researched the Victorian early years frame work to see what sort of
areas of development based on a 3 year old the resource would need to
address. I look closely at Outcome 4: Children are confident and involved
learners in the VEYLF for areas of mathematical development, these areas
were problem solving, inquiry, experimentation, hypothesising, research
and investigating. I also researched the Ausvel for areas of mathematical
development for a child aged 5 that a resource would need to aide in,
these areas were number and place value, patterns and algebra, using
units of measurement, shape, location and transformation, and data
representation and interpretation.
Now that I knew what was need from the resources on a development and
curriculum standpoint I looked at what I would need from these resource
from a teaching standpoint. First was the resource suited for both children
aged 3 and 5, would the resource engage the children and could it be
used in different types of learning through play? Such as child directed
play, guided play and adult led play. Another thing I considered was if the
resources would help a child develop their use of mathematical language
both oral and written and in multiple forms such as words, pictures
diagrams and symbols.
Resource 1
Tens Frame table
A ten frame is a very straightforward and simple way to allow children to
see a physical representation of numbers and the individual units that
make up numbers. A tens frame table I made up of 2 rows of 5 square
boxes in the resource I am evaluating these boxes are blank. A tens frame
table allows children to begin to learn and understand the fundamental
concept that numbers are made up of ones.
An example of an experience that could be done with using the ten frame
table with 3 year old children in mind is to ask the children in a group of 4
to each pick up a counter and place it on the table. Now ask the children
to count together how many counters are on the ten frame table. This
task can be repeated a number of times with changes to the variables in
the question or even mixing up the items being used as counters. This
experience can even be used with children at the age of 5 you would just

need to adjust the questions to ones suitable for their level of

development.
There really is no limit to the use of the tens frame table and it depends
completely on the way an educator would use it that determines how
useful it can be. In regards to a 3 year old the frame is easy to use and
understand, it can be used with wide variety of different manipulatives to
ensure children will find the resource engaging. In areas of mathematical
development not only does the tens frame table aide in number
recognition, but also counting and patterns and depending on the context
used in may also aide in the fundamental knowledge of basic operations,
As for how the resource may be of aide to a child of 5 years in
mathematical development it all depends on how an educator may use it.
For example it could be used to aide children in identify and learning
patterns, or representation of data or based on questions asked by the
educator algebra and measurement.
The only potential draw back that can find with the tens frame table is
firstly that it may have to be introduced through adult guided play and
secondly that it relies heavily on the creativity of the educator using it.
Resource 2
Play N learn calculator
The play n learn calculator is an interactive and vocal ICT resource while it
features the traditional keys found an average calculator the play n learn
calculator includes a touch screen and vocal component as well. The
calculator comes pre-programed with 3 different playing levels for it 4
educational games such as Discovery mode, simple quiz, advance quiz
and screen animations. All these games are focused around counting,
basic operations, and 2 digit operations. The play n learn calculator also
includes a bilingual function for vocal speech.
An example of how this resource could be used for a 3 year old is that it
could be used in a home corner experience with a local shop them. The
children could use the calculator to write up bills of sale now while the 2
digit operations may by above the childrens level of development the
experience would allow children to advance their mathematical language
and number recognition.
As for an experience for children aged 5 simpley setting out the calculator
on a mathematical themed table for children to play with at their own
leisure perhaps even trying one of the pre-programed games.
Once again this resource is usable in multiple experiences it is really up to
the educator in how well it is taken advantage of. For 3 year olds the
potential is there for development of counting, basic operations, 2 digit
operations, and addition and subtraction. Not to mention the methodical

vocabulary available to them. As for Children age 5 the potential is there

for high operations, algebra and data representation development.
Though once again I find that the potential of this resource could be lost
due to the creativity of the educator using it.

With both the resources I evaluated I believe I found what I was searching
for not only resources that aide I childs development but are also
engaging for a child. Each resource can be used on multiple levels of play
such as child directed play, and guided play depending on how it is shown
to children. Also both resource can be adapted to change the level of
mathematical aide depending on a childs development.
From the words of Knaus 2013 parents and educators, when they provide
the necessary language, meaningful experiences and opportunities, can
enhance childrens early mathematical learning. And that is what I
believe both these resource do, that being said all the potential of these
resources could be lost if they are not given to children in ways that are
engaging that encourage children to play with the resource and learn.
Through the evaluations of these two resource I have found that they can
be use not only for the development of mathematical knowledge but as a
way of introducing new concepts to children in a creative way that
stimulates a childs want to learn and discover that can be further fostered
with how we as educators engage a child with a resource.

Bibliography
Knaus, M. (2013) Maths is all around you
Kalogeropoulos, P. (2015) EDF2034 Learning about patterns, shapes and
numbers through play
Department of education and early childhood development. (2011)
Victorian early years learning framework
State government Victoria. The Australian curriculum in Victoria