45 Math and Science in Early Childhood

Math and Science in Early Childhood CDEC 2307 Nita Thomason Ed.D (Williams) Tell me mathematics, and I will forget; Show me mathematics and I may remember; Involve me … and I will understand mathematics Physical Knowledge (Piaget) learning about objects in the environment and their characteristics, such as color, weight, and size 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 Zone of proximal development (Vygotsky) skills and understanding children are on the verge of possessing Gardner’s Theory of Multiple Intelligences Logical-Mathematical Understanding (Gardner) form of intelligence in which person thinks conceptually in logical and numerical patterns 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 Number Sense A concept that develops over time as children think about, explore, and discuss mathematical ideas -rote counting -rational counting One-to-One Correspondence the pairing of one object to another object or one group of objects to another group of equal number 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 in-depth investigations 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 Probing for Understanding • Open-ended questions – Tell me what you know about… – How you think it happened that … – Why you think that … • Ask children to draw or represent what they know • Listen, record and reflect Cross-Curricular Connections • Science • Cooking • Art • Language, Literacy, and Literature Assessment Process of gathering information about children from several forms of evidence, then organizing and interpreting that information N.A.E.Y.C • National Association for the Education of Young Children Guidelines for Developmentally Appropriate Assessment • http://www.naeyc.org Purposes of Assessment • Gather information and evidence about student knowledge, skills, and attitudes • Plan Instruction • Identify children needing special services • Evaluate program Determine “what’s right” with the child in order to assist growth and development – strengths and areas needing strengthening 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 Observation Skill Tips • Be objective • Be specific • Use direct quotes • Use mood cues Checklist A list of behaviors with checkmarks, recorded before, during, and after behavior occurs 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 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 next? • What else you know about …? Rating Scales • Graphic Scale Always – Often – Sometimes –Seldom - Never • Numerical Scale – 1=definitely needs help – 2=could use help – 3=adequate – 4=strength ... mathematics, and I will forget; Show me mathematics and I may remember; Involve me … and I will understand mathematics Physical Knowledge (Piaget) learning about objects in the environment and. .. conceptually in logical and numerical patterns ECE Math Language • Numbers and Operations • One-to-One Correspondence • Classifying and Sorting • Patterns, Function, and Algebra • Geometry and Spatial Sense... proximal development (Vygotsky) skills and understanding children are on the verge of possessing Gardner’s Theory of Multiple Intelligences Logical-Mathematical Understanding (Gardner) form of intelligence