Early+Years+Learners+and+Funds+of+Knowledge

= Early Years Learners and Funds of Knowledge =

The concept of a child’s ‘Fund of Knowledge’ is described in detail in (Moll, Amanti, Neff and Gonzales, 1992) as a way to understand and connect a student’s home and culture to the lessons taught in the classroom. By investigating the historical background of each child, the teacher can introduce ‘strategic connections’ between the two worlds of the student, thereby engaging the child further and motivate learning through the child’s interests and previous knowledge (Moll et al., 1992). Essentially, Funds of Knowledge refers to the concept that children have already acquired knowledge based on their cultural background, life experiences and activities. As each child's experiences will be different, so too will their Fund of Knowledge, so it is imperative that teachers investigate each child's Funds of Knowledge. A sound understanding of the diversity of their classroom will aid a teacher to engage each child based on their interests, and assist with identifying difficulties that the children may experience. For instance, a prep child encountered on teaching rounds had not been given coloured pencils or texters before entering the school system, so struggled immensely with literacy activities which required him to draw or colour what he was thinking or feeling about a text, because the teacher was aware of this, she was prepared to alter the activity, or pay more attention to his work during these tasks. The variety of the children's Funds of Knowledge was also very apparent through their use and understanding of vocabulary. During modeled reading, the teacher frequently stopped to explain words that some children knew, but others had not heard before. There are many ways to explore a child's Funds of Knowledge. In the same prep class, the Teacher met with each student and their parents individually before the start of the school year, asking questions to both parties in order to gain a greater insight into the child's home life. She was aware of the occupations of the parents, as well as any after school activities the child participated in. Funds of Knowledge could also be assessed through the use of surveys, as described in Hill (2012, p. 69). Incorporating a child's Fund of Knowledge within the classroom celebrates the diversity of the class, and facilitates a connection between the school and community (Hill, 2012, p. 67).

__**Group Comments**__

When assessing my early years learner he demonstrated a high level of reading fluency and comprehension of the text. By conducting a funds of knowledge questionnaire for the parents i was able to find out that 'D' read with either his mother or father each night before he went to bed. He also tended to visit the library often with his family. Having this kind of exposure to literature has enhanced 'D's reading abilities and was evident in my observations. (Libby Salter)

On my placement at Mount Waverley North Primary, I witnessed a quite diverse school, with children from many backgrounds affecting their funds of knowledge. For example I conducted a high frequency words test in order for the teacher to gauge where they are at. I noticed that for a few of the ESL students were able to read the majority of the words in comparison to many others in the class. My teacher commented that this is partly due to the fact that they are quite well drilled at home even though there parents speak no English at home. Compared to many parents who did not read to their children or do any literacy activities. (Mark Tapscott)

At my school there was one student in particular who was separated from the other students because his intelligence was greater than the rest of the class, he needed to have his own things to do, activities as well and even read at a greater level than all the other children. He came from another school because he was teased for being different. (Ethan Tartaglia)

Being placed in a prep class, i saw a lot of the parents as the children were required to have someone drop them and pick them up from the classroom. I found it interesting that the children whose parents would often stay in an watch classes and speak a lot with the teachers were in most cases the more advanced students in the class. It clearly demonstrates how important it is for learning to be a focus at home, not just at school. (Hayley Gleeson)