Infants - Strategies for Mathematics
• Sing songs or use finger plays that use numbers and counting (e.g., One,
Two, Buckle My Shoe).
• During mealtimes, ask child, “Would you like some more?”• Offer toys that have incremental sizes (e.g., nesting cups or stackable rings).
• Provide opportunities to notice patterns outdoors and comment on those (e.g., types of leaves or color of flowers).
• Allow infants time to try to solve problems on their own. Know each infant’s tolerance for frustration and his or her developing abilities, and tailor your actions accordingly.
• Talk with young children about how they are playing or what they are doing. Use words that encourage children to count, compare, problem solve, and make connections to the world around them (e.g., circle, square, bigger/smaller, up/down, 1-2-3…).
• Include objects in the environment that have a one-to-one relationship (e.g., containers with lids, markers with tops, etc.).
Toddlers - Strategies for Mathematics
• Teach concepts, such as colors and shapes, to toddlers using every day routines
rather than using drill. For example, say, “Elliot, I see round circles on
your shirt.”• Help toddlers understand number concepts in a natural context of play and daily routines. For example, point out the number of children who are swinging.
• Play games and sing songs that use numbers and counting (e.g., Five Little Monkeys). Use finger plays/songs to focus toddlers’ attention.
• Read books that present basic math concepts in the context of everyday environments or routines (e.g., home, going to bed, etc.).
• Help toddlers understand shapes in the natural context of play and daily routines. For snack, serve round and square crackers and verbally label them as you offer choices: “We have round and square crackers for snack. Which would you like?”
• Begin to ask questions such as, “how many do you see?” or “how tall is your tower?”
Resource: page 39 LA's Birth to Five Early Learning & Development Standards (ELDS)
"Footprint Freezy"
ReplyDeleteQuestions To Consider:
How does this child describe his position?
In what ways does he travel along the footprints?
How long is he able to attend to this experience?
Why is this Important:
Following footprints is a great way for children to develop their balancing skills. Children will have fun figuring out where to go next and will be challenged to think and move simultaneously.
Materials:
construction paper in a variety of colors
scissors
marker
tape
What To Do:
Use the construction paper to make footprints of different shapes and sizes. You can include animal prints such as those of dogs, cats, and bears. Trace this child's feet on the paper and cut out his footprints as well.
Show this child the collection of footprints and discuss who or what might have made the different types of prints. I know a bear would make a footprint like this because it is big. What kind of footprint do you think a dog would make?
Place the footprints around the room and invite this child to follow them, placing one foot on each footprint as he goes.
Encourage him to think about where he is going. You are getting closer to the door. It looks like you'll move to a red footprint next.
As he moves around the room, prompt him to describe his position. Are you near the door or the sink? What are you next to? What you are between?
Continue the activity for as long as this child is interested. Vary the game by creating different paths with the footprints.
Objectives / Dimensions:
4. Demonstrates traveling skills
4a. Walks
8b. Follows directions
9a. Uses an expanding expressive vocabulary
S8b. Sigue instrucciones
S9a. Usa un vocabulario cada vez más rico y expresivo
11a. Attends and engages
21a. Understands spatial relationships
29. Demonstrates knowledge about self