§ Some of the basics
§ Concepts can be thought of a the basic building blocks or science and mate– They allow us to organize and categorize information-
§ So, one to one correspondence, counting, sorting/classification are
§ basic concepts
§ Learning Cycle
§ Awareness- child achieves a broad recognition of objects, events, ( infants)
§ Exploration- Here there is the ‘construction’ of meaning through sensory experience with objects/ the world around them. ( Infant’s highest level. Teacher acts a facilitator – helps to create , encourage new forms of exploration)
§ Inquiry- Here children do comparison of their constructs with those around them– create generalizations about objects, events,- ( teacher can work as a guide for the inquiry- ask questions) ( Usually highest level for 3-4 years)
§ Utilization-Here learners can apply what they have learned – use their understanding in a new setting and situation ( teacher can best assist by creating opportunities to apply knowledge to the ‘real world’
§ Eg. measurememnt
§ 3-4 years will compare sizes, categorize, (group into shared characteristics), simple seriation ( where they place in logical sequence
§ 5/6 years will explore with familiar units ( how many of my shoes is the length of the rug?)
§ 7-8 Utilize more standard measures, such as ruler scale, record, compare, estimate, can use
§ Types of learning
§ Naturalistic – Learning that occurs as children go through their daily activities
§ Informal—Learning situations that are initiated by adults- “Do you think you have enough cookies for all your friends-? Why don’t we count them”?
§ Structured Learning where the adult chooses the experience for the child and provides some direction to the child’s actions. Teacher has activity to teach about how colors mix.
§ We’ll read a few examples: 26 and 34
§ Divergent experience– Open to many solutions– invite questioning- creative
§ ( uses of a paperclip)
§ Standards provide guidance as to what children should be able to master at a given age.
§ There are standard for science and math for ECE
§ Often assess child mastery using observation, questioning,- best to stay clear of formal tests Read 58
§ Piaget
§ One area of cognition is Logic-Math- where children learn relationships
§ (same/differenct– more/less– facilitated by language – symbolic representation—
§ Infants/toddler explore the world through senses ( sensorimotor)
§ Representational thought- children in preschool age ( pre operational) begin to think through a situation before searching for the answer to the problem– capable of Symbolic thought– rapid language advancement
§ Vygotsky: We scaffold children’s learning through process of guided participation where knowledge is transmitted through a more mature learner
§ Problem solving process– children learn to generate their own questions and means to answer-
§ Utilize skill of Estimation ( how many jelly beans in jar)
§ Objectives: Every planned activity for students should have learning OBJECTIVES: A specific description of what you desire the students to gain from their participation in the activity .
§ We want to our objectives to be MEASURABLE: --we want to be able to validate that the students achieved our objective
Terms from chapter 2
§ convergent questions and directions having only one possible answer or activity divergent questions and directions provide opportunities for guessing and experimenting
§ ethnomathematics mathematics learned outside of school
§ informal learning learning experiences initiated by the adult as children engage in their everyday natural activities
§ mathematics learning disorder (MLD) about 6% of school-age children cannot remember basic facts and/or cannot carry out basic procedures
§ multiple intelligences areas of strength identified by Howard Gardner
§ naturalistic learning learning that occurs as children go about their daily activities
§ structured learning learning in which the adult chooses the experience for the child and provides some direction to the child’s actions
§ teachable moment a time when adults recognize that a child has chosen an activity that provides a time to insert instruction