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Early Math for Infants and Toddlers

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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  1. Early Mathfor Infants and Toddlers

  2. Pre-Knowledge Measure

  3. 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

  4. 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

  5. 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

  6. 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.

  7. 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

  8. 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

  9. 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

  10. 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

  11. 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

  12. 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

  13. 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

  14. 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

  15. 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

  16. 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

  17. 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

  18. 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

  19. 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

  20. 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

  21. 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

  22. Data Collection and Analysis

  23. 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

  24. 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

  25. 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

  26. Application to Practice • Books • Back Home Plan • Evaluations

  27. 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

  28. Early Math forInfants and Toddlers THANK YOU www.va-itsnetwork.org

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