1.+Early+Years+Learner+and+Funds+of+Knowledge

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Funds of knowledge is not something that we teach to a child; it is all the factors in their life outside of school; their families, communities, interests and a vast range more. Moll et al (1992) “describe ‘funds of knowledge’ as the tools, strategies and activities families engage in to live their lives.” (Hill 2012, p.67) Funds of knowledge becomes important when teaching children as it enables the teacher to find out information about the child outside of school because “if neither the teacher nor the learner can figure out where the other ‘is at’ the dynamics o the relationship can produce negative results.” (Hill 2012, p. 67)

During researching for my assignment one “Freyja” the year two girl I worked with had sensory integration dysfunction/disorder “SPD” which had a great affect on her education. It became very problematic when getting her to focus on the task at hand, as she would often lose concentration and want to do something else. Freyja’s funds of knowledge is extremely important for her teacher to be alert to as it allows them to find common interests with Freyja and figure out ways to integrate these interests into learning as it will really help her to engage better in class.

Other positive examples of funds of knowledge included a child in grade one, Matt, whose parents would read to him before he was even born they would also get him to start reading at a very early age. This child now loves reading and gets really excited about it, because of the teachers awareness of this child’s funds of knowledge the teacher can incorporate reading of even books into different styles of reading as it will keep this child engaged and wanting to learn more. Hill, 2012 explains how “children become skilled linguistic problem solvers and form masters in their out-of-school activities.” This was unmistakably true In Matt’s case as it was evident that his parents influence on his reading so young has had a huge impact on his education, especially because his teacher is aware of his funds of knowledge.

“The first step a teacher needs to take is to find out where a child ‘is at’. Sociocultural theorist McNaughton (2002) explains the concept as recognising and building on children’s current knowledge and skills. This is where local communities and family funds of knowledge become important.” (Hill 2012, p.67) This is evident in both Freyja and Matt’s cases as having the teacher understand their funds of knowledge the teacher is able to integrate and build on it in their education.