Math and Science in Early Childhood

1. Math and Sciencein Early Childhood CDEC 2307 Nita Thomason Ed.D

2. (Williams)Tell me mathematics, and I will forget;Show me mathematics and I may remember;Involve me … and I will understand mathematics.

3. Physical Knowledge (Piaget) learning about objects in the environment and their characteristics, such as color, weight, and size

4. Logico-Mathematical Knowledge (Piaget) Includes relationships constructed in order to make sense out of the world and to organize information, such as counting and classification

5. Zone of proximal development (Vygotsky) skills and understanding children are on the verge of possessing

6. Gardner’s Theory of Multiple Intelligences

7. Logical-Mathematical Understanding (Gardner) form of intelligence in which person thinks conceptually in logical and numerical patterns

8. ECE Math Language • Numbers and Operations • One-to-One Correspondence • Classifying and Sorting • Patterns, Function, and Algebra • Geometry and Spatial Sense • Measurement • Data Analysis and Probability • Problem Solving

9. Number Sense A concept that develops over time as children think about, explore, and discuss mathematical ideas -rote counting -rational counting

10. One-to-One Correspondence the pairing of one object to another object or one group of objects to another group of equal number

11. Classifying and Sorting grouping objects by a common characteristic, such as size, shape, or color

12. Pattern a sequence of colors, object, sound, stories, or movements that repeats in the same order over and over again

13. Geometry the area of mathematics that involves shape, size, space, position, direction, and movement

14. Spatial Sense comparisons that help children develop an awareness of themselves in relation to people and objects in space

15. Measurement finding the length, height, and weight of an object using units like inches, feet, and pounds

16. Data Analysis Questions that cannot be answered by direct observation can often be assessed by gathering data. Data can be organized, represented, and summarized in a variety of ways.

17. Problem Solving many different ways to solve a problem and more than one answer is possible

18. Environments that Inspire • Supporting Math Exploration and Learning • Beauty • Light • Flexibility • Reggio Emilia • Montessori

19. Manipulatives Sensory materials, involving visual and tactile discrimination; that require fine motor skill in coordinating the eyes with what the hands can do

20. Selecting Manipulatives • Are they safe? • Are the ones with small parts used by older children only? • Are they durable and long-lasting? • Are these toys, games, and materials adaptable to many uses? • Are they culturally diverse and nonsexist?

21. counters puzzles stacking blocks sewing cards snap blocks magnetic symbols parquetry blocks Legos pegs & boards wooden beads board games lotto dominoes checkers coins buttons shells flannel board pieces Manipulatives

22. balances, weights, scales calendar cans, egg cartons clocks geometric boards magnetic boards measuring cups, spoons, pitchers number strips Objects to count rulers, yard sticks sandpaper numerals shape puzzles table games telephones thermometers timer unit, hollow, shape, and table blocks Math Materials

23. Algebra • Patterns • Mathematical Situations and Structure • Models of quantitative relationships • Change

24. Patterns • Recognize, describe, extend translate • Identify relationships, form generalizations • Increase complexity • Simplest two part pattern • Use attributes other than color • Increasing and decreasing patterns • In pairs, use manipulatives to design increasingly complex patterns

25. Equality • Recognize, define, create, & maintain • Use scales • Discuss concepts • equal/not equal, same/different, more/less • Use real object representations • Concrete object > pictures > symbols • Make algebraic thinking part of everyday life • fairness “She has more than me.”

26. Quantitative Relationships • Ask questions • What other ways …? • What kind of pattern …? • How do you know …? • What if …? • Discuss quantitative relationships

27. Change • Qualitative • Experiences of a child’s life • Smaller, taller, fuller • Quantitative • Uses more precise numeric language What types of mathematical learning could be accomplished using ramps and marbles?

28. NAEYC & NCTM Position Provide ample time, materials, and teacher support for children to engage in play, a context in which they explore and manipulate mathematical ideas with keen interest.

29. Projects Approach • Includes both activities designed by the teacher and project work, which primarily focuses on questions and ideas the children generate • Allows for learning to be applied in meaningful situations • Enables children to be self-motivated learners equipped with the skills to do in-depth investigations

30. Children in Project Work • Ask thoughtful questions • Engage in focused investigations • Use problem-solving skills effectively • Discover the power of teamwork • Take ownership of what they are learning

31. Probing for Understanding • Open-ended questions • Tell me what you know about… • How do you think it happened that … • Why do you think that … • Ask children to draw or represent what they know • Listen, record and reflect

32. Cross-Curricular Connections • Science • Cooking • Art • Language, Literacy, and Literature

33. Assessment Process of gathering information about children from several forms of evidence, then organizing and interpreting that information

34. N.A.E.Y.C • National Association for the Education of Young Children - Guidelines for Developmentally Appropriate Assessment • http://www.naeyc.org

35. Purposes of Assessment • Gather information and evidence about student knowledge, skills, and attitudes • Plan Instruction • Identify children needing special services • Evaluate program

36. Determine “what’s right” with the child in order to assist growth and development – strengths and areas needing strengthening

37. Assessment Tools • Child Skills Checklist • Assessment tasks • Interviews/informal conversations • Play-based Assessment • Photographs • Portfolios • Narratives • Anecdotal record • Running record • Samplings • Time • Event • Scales • Graphic • Numerical

38. Observation Skill Tips • Be objective • Be specific • Use direct quotes • Use mood cues

39. Checklist A list of behaviors with checkmarks, recorded before, during, and after behavior occurs

40. Concept Activity Observation Checklist • Selects math center • Selects math concept book • Selects sand or water • Counts spontaneously • Sorts play materials into logical groups • Uses comparison words (i.e., bigger, faster, etc.) • Builds with blocks • Works with part/whole materials • Demonstrates understanding of order & sequence • Points out number symbols in environment

41. Child Interview • What were you thinking when you…? • Tell me more about that. • Can you show me another way? • Help me understand. • Why did you …? • How did you know what to do next? • What else do you know about …?

42. Rating Scales • Graphic Scale Always – Often – Sometimes –Seldom - Never • Numerical Scale • 1=definitely needs help • 2=could use help • 3=adequate • 4=strength