The first article I would like to discuss is entitled Mathematics in the Preschool. The article starts off by stating, “Anyone who is pushing arithmetic onto preschoolers is wrong. With this line I do agree we as teacher of preschoolers need to realize the different way that children learn. Having an understanding that the children we teach are new learners and do not comprehend things the way we do as adults. Douglas H Clements the researcher (Clements, 2001) of this piece uses this line in my opinion primarily to catch you attention. He then proceeds to ask the question “What else is preschool for if teachers do not get children Ready for school?
The article favors NCTM principles and standards for school mathematics. The NCTM standards for prekindergarten though second grade states that “children’s long term success in math learning and development requires high quality experiences during what they refer to as the years of promise. (Kay M. Cutler) The standards also emphasize providing environments full of math and language opportunities in which teachers support children’s thinking and value their exploration of materials. High-quality teaching in math is about challenge and joy, not imposition and pressure. It is important that we remember that how we teach in our class is just as important if not more as the subjects we teach. When we as teachers sit down to develop a lesson for preschoolers, we must think outside the box looking at things the way our preschool students are.
A good start is to be familiar with the things you have in your class and how they can be use appropriately. Remembering to look for teachable moments. Taking children for walks can bring teachable moments such as Pointing out and naming numbers on street signs, houses and other buildings while you are out and about. While standing waiting in line, have the child count as high as he/she can go. Have child clap as he says each number name to make the learning kinesthetic. Letting children play with the numbers on a calculator. While the child has the calculator ask them to point out their age. You can have the child type in the numbers 0-10 in order .math can be incorporated every you are that there are numbers. Much of our world can be better understood with mathematics. Preschool is the best time to get children interested in counting, sorting, building shapes, finding patterns, measuring and estimating.
The article also states that there are a couple thing that teacher should be aware of first Preschool teachers must be particularly careful not to assume that children “see” situations, problems, or situations the same as we adults. Secondly successful preschool teachers help children develop premathematic and mathematical knowledge throughout the day. We need to remember that a characteristic of young children is that they do not perceive or act in their world as if it was divided into separate subjects.
It has been shown when we as teacher allow children to develop at their own pace though exploring and self-direction, this teaching promotes, self-direction and allows the child to view math as positive. A teacher using this direction for teaching young children has opened the door for self-motivated self –directed, problem-solving that can be found be the children one activity at a time. This is when the children first develop their mathematical feelings, belief, and habits.
In this study I find that the main focus was informing the teacher and/or parent how children best learn and interact while learning. The study shows positive examples of teaching math as well as ways to enhance teachable moments. Doing the things suggested for teaching children the most positive way so that they can get the most out of mathematic learning.
The second article Mathematics Though Play focuses on allowing you everyday environment to become the means in which you teach the children. This editorial which
