Early math for infants and toddlers
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Early Math for Infants and Toddlers. Pre-Knowledge Measure. Shape and Space. Matter and Motion. GEOMETRY. PHYSICS. Patterns, Reasoning and Operations. ALGEBRA. Change, Limits, Functions, Continuity. Numbers. SATISTICIS. CALCULUS. Measurement. CHEMISTRY.

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Early Math for Infants and Toddlers

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Early math for infants and toddlers

Early Mathfor Infants and Toddlers


Pre knowledge measure

Pre-Knowledge Measure


Early math for infants and toddlers

Shape and Space

Matter and Motion

GEOMETRY

PHYSICS

Patterns, Reasoning and

Operations

ALGEBRA

Change, Limits, Functions,

Continuity

Numbers

SATISTICIS

CALCULUS

Measurement

CHEMISTRY

Relationships and Navigation

TRIGONOMETRY


Session objectives

Session Objectives

  • Identify early math concepts and explain how infants and toddlers acquire those concepts

  • Describe indicators of early math concepts for infants and toddlers

  • Describe strategies for infusing early math concepts into daily routines, activities, and play for infants and toddlers


Early math for infants and toddlers

The development of mathematical thinking skills begins at birth.

It occurs in a very natural way through play, routines, and loving interactions with adults.

Geist, Eugene, Children are Born Mathematicians: Promoting the Construction of Early Mathematical Concepts in Children Under Five, Young Children, July 2001


Early math for infants and toddlers

Babies explore the world using their senses. They look, touch, hear, smell, and taste everything!

Infants and toddlers are curious and want to know everything about their environment.


Early math for infants and toddlers

Mathematics is a way of describing the world – a way of thinking, knowing, and problem-solving that is accessible to all children regardless of their prior knowledge and experiences.

Virginia’s Milestones of Child Development; Virginia’s Early Childhood Development Alignment Project


Learning about mathematical concepts

Learning AboutMathematical Concepts

  • Numbers and Operations

  • Measurement

  • Pattern and Relationships

  • Shapes

  • Spatial Sense

  • Data Collection and Analysis

  • Time and Sequence

Virginia’s Milestones of Child Development; Virginia’s Early Childhood Development Alignment Project


Numbers and operations

Numbers and Operations

Building understanding of the concept of numbers, quantity, ways of representing numbers, one-to-one correspondence, and counting.

Virginia’s Milestones of Child Development; Virginia’s Early Childhood Development Alignment Project


Numbers and operations1

Indicators

Begin to build understanding of more.

Demonstrate growing understanding of one-to-one matching.

Strategies

Provide a variety of objects with one-to-one relationships (i.e., containers w/ lids, markers w/ tops, cars and garages).

During meals, asking child, “Would you like more?”

Numbers and Operations

Virginia’s Milestones of Child Development; Virginia’s Early Childhood Development Alignment Project


Measurement

Measurement

Determining the size, volume, quantity, and other measurable qualities and using the appropriate tools to do so.

Virginia’s Milestones of Child Development; Virginia’s Early Childhood Development Alignment Project


Measurement1

Indicators

Shows awareness of the relative size of objects.

Show some understanding of the concept of measurement.

Strategies

Provide sand and water play, giving child opportunities to pour, fill, scoop, weigh, and dump to develop an understanding of volume

Use comparison words like big and little

Provide child-appropriate learning materials various sizes and shapes (nesting cups, stacking rings)

Measurement

Virginia’s Milestones of Child Development; Virginia’s Early Childhood Development Alignment Project


Patterns and relationships

Patterns and Relationships

Recognizing and/or creating planned or random repetitions of events, colors, lines, values, textures, and sound, including pitch, timbre, volume, and other qualities.

Virginia’s Milestones of Child Development; Virginia’s Early Childhood Development Alignment Project


Patterns and relationships1

Indicators

Engage in sustained gazing or tracking of objects

Explore similarities and differences of objects (e.g., color, size, shape, and texture).

Understand the relationship between objects, solving simple jigsaw puzzles and matching similar shapes.

Strategies

Play peek-a-boo.

Engage in matching everyday materials.

Provide opportunities to notice patterns in nature (e.g., types of leaves).

Patterns and Relationships

Virginia’s Milestones of Child Development; Virginia’s Early Childhood Development Alignment Project


Shapes

Shapes

Recognizing, naming, and comparing and contrasting objects based on their geometric appearance.

Virginia’s Milestones of Child Development; Virginia’s Early Childhood Development Alignment Project


Shapes1

Indicators

Explore geometric shapes using their hands, eyes, and mind.

Identify simple objects by their shape.

Strategies

Provide safe play and art materials that have different shapes (e.g., circles, squares, triangles).

Use shape words in daily life (e.g., “Let’s cut the cornbread into squares” and then later, “I like triangles too! How would I make cornbread triangles?”)

Shapes

Virginia’s Milestones of Child Development; Virginia’s Early Childhood Development Alignment Project


Activity small group

ActivitySmall Group

  • What are two ideas you can share with families for teaching meaningful counting to their toddler?

  • What are three ideas for practicing measuring with toddlers?

  • What is one activity you could do to embed patterns and sequencing within daily routines?

  • What are some ideas for exposing infants who are mobile to shapes?

10 minutes


Spatial sense

Spatial Sense

Acquiring an understanding of the physical relationship (i.e., direction and position) between self and objects, or between two or more objects, in one’s environment.

Virginia’s Milestones of Child Development; Virginia’s Early Childhood Development Alignment Project


Spatial sense1

Indicators

Demonstrate use of body and materials in space.

Become aware of own body and personal space during active exploration of physical environment.

Spatial Sense

  • Strategies

  • Place a stimulating mobile that plays music over crib for infants under 5 months of age that are unable to push up on knees.

  • Encourage child to explore spatial relationships through activities, materials and opportunities to move within his/her environments.

Virginia’s Milestones of Child Development; Virginia’s Early Childhood Development Alignment Project


Data collection and analysis

Data Collection and Analysis

The gathering, organizing, and analyzing of information, enabling one to make sense of phenomena in the environment.

Virginia’s Milestones of Child Development; Virginia’s Early Childhood Development Alignment Project


Data collection and analysis1

Indicators

Gather information through the senses (e.g., mouthing, grasping, reaching).

Begin to explore physical properties of objects and to identify their use.

Recognize objects as the same and different.

Strategies

Provide time daily for child to move freely on the floor safely allowing child to lead

Provide opportunities for safe observation and exploration.

Provide opportunities for the child to create and share collections based on his/her interest.

Data Collection and Analysis

Virginia’s Milestones of Child Development; Virginia’s Early Childhood Development Alignment Project


Data collection and analysis2

Data Collection and Analysis


Time and sequence

Time and Sequence

Developing an understanding of the concept of time (especially as it relates to daily routines) and the sequencing of objects and events.

Virginia’s Milestones of Child Development; Virginia’s Early Childhood Development Alignment Project


Time and sequence1

Indicators

Demonstrate some understanding of when things happen in relation to routines (e.g., meals, sleeping)

Anticipate, remember, and describe daily sequences of events.

Strategies

Maintain and explain your daily routine (“It’s time for nap.” “After snack we play outside”)

Discuss the daily schedule with the child and asking questions such as, “What do we do after lunch?”

Help the child recognize and describe sequences in daily routines (e.g., we read a book before naptime).

Time and Sequence

Virginia’s Milestones of Child Development; Virginia’s Early Childhood Development Alignment Project


Activity large group

  • What are some examples of materials that would support the learning of spatial sense for infants and toddlers?

  • What are three ideas for demonstrating how to classify objects with toddlers?

  • What are some ideas for infusing time and sequence concepts into an infant’s day?

ActivityLarge Group

10 minutes


Application to practice

Application to Practice

  • Books

  • Back Home Plan

  • Evaluations


Web resources

Web Resources

http://www.dss.virginia.gov/family/cc/professionals_resources.cgi

www.pbs.org

hhttp://oldweb.madison.k12.wi.us/tnl/lilm/early_math/early_math.html

hhttp://eclkc.ohs.acf.hhs.gov/hslc/ecdh/eecd/Domains%20of%20Child%20Development/Mathematics


Early math for infants and toddlers1

Early Math forInfants and Toddlers

THANK YOU

www.va-itsnetwork.org


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