EEC-4219 EARLY CHILDHOOD MATH & SCIENCE

PROF. MANNY MAESTRE

WELCOME TO CLASS – CLASS!

• Ok…instead of doing the boring ‘ole tell me about you- we are going to have some FUN!

• Each of you received a sticker when you came into the classroom. Take a second and look at your sticker and find the other person in the class that has the same sticker as you!!

• When you find that person-take a few minutes and introduce yourselves to each other- find out about the other person as much as you can!(complete name- major of study- occupation- something unique about them- background info..etc.)

• When it is your turn- don’t tell us about YOU- tell us about your class partner!!!!!

CHAPTER 1 – MATH – THEORY INTO PRACTICE JOHN DEWEY

• John Dewey was a leading proponent of the American school of thought known as "pragmatism," a view that rejected the dualistic epistemology and metaphysics of modern philosophy in favor of a naturalistic approach that viewed knowledge as arising from an active adaptation of the human organism to its environment.  On this view, inquiry should not be understood as consisting of a mind passively observing the world and drawing from this ideas that if true correspond to reality, but rather as a process which initiates with a check or obstacle to successful human action, proceeds to active manipulation of the environment to test hypotheses, and issues in a re-adaptation of organism to environment that allows once again for human action to proceed.  With this view as his starting point, Dewey developed a broad body of work encompassing virtually all of the main areas of philosophical concern in his day.  He also wrote extensively on social issues in such popular publications as the New Republic, thereby gaining a reputation as a leading social commentator of his time.

• Retrieved from: http://www.iep.utm.edu/d/dewey.htm 04/06/09

Dewey’s Philosophy of learning and teaching (1938)

• Experiences foster learning in the following ways:• They hold deep, personal meaning for children. Experiences are

grounded in children’s firsthand knowledge about their world; are age-appropriate; and have meaning and integrity because the content stems from concepts key to mathematics.

• Experiences involve children in group work and interactions with teachers and other adults, promoting the skills and attitudes children need not only to perpetuate our democratic society, but also continually improve the society.

• Experiences are covered with language.• They have continuity of learning. One mathematical experience builds

on another- forming a complete, coherent, whole, integrated curriculum for young children. Mathematics learning is integrated with literacy, art, science and even outdoor play. Experiences also continue into children’s homes and communities, connecting the curriculum and the early childhood setting to both.

EXPERIENCES…….

• Experiences provide time and the opportunity for children to reflect and think about their mathematical experiences so learning occurs. Mathematics experiences require individual children and groups to organize, document, represent, and communicate their investigations so that learning is ensured.

Giving Teaching Deep Meaning

• High quality mathematics education for 3-6 year-old children….should…enhance children’s natural interest in mathematics and their disposition to use it to make sense of their physical and social worlds (NAEYC & NCTM, 2002)

• The teacher builds up children’s interests and makes suggestions for their work.

• The child is encouraged to identify a problem or does so spontaneously, creates a plan to solve it, executes the plan, reaches a solution and reflects on it!

Firsthand Experiences

• When math is experienced FIRSTHAND- a measure of meaning is guaranteed!

• Make math experiences challenging• Give meaningful use to numbers• Use everyday experiences( sorting toys)• Identify geometric shapes – (blocks)• Identify patterns and extending them

(the classroom, music)

Do you think of Math the way I do?

http://www.youtube.com/watch?v=SXx2VVSWDMo&feature=related

Piaget and Firsthand Experiences

• -work fully documented that firsthand experiences are necessary if children are to learn, think, and construct mathematical knowledge (Piaget & Inhelder, 1969)

• Children learn about things being heavy and light- large and small- round, square or rectangular or triangular shape- these cannot be taught through direct instruction- they must feel it and see it through direct firsthand experiences.

Initiatives, Choices & Decision Making

• Bredekamp (1998)- children “identify their own zone of proximal development.”

• given blocks, paper, and paint, children must figure out what to do with the materials, how to use them, and when they have achieved their goals!

Age appropriate/Content with meaning and integrity

• Before selecting math learning experiences ask yourself:

• Why is this concept worthwhile for this group of children or this individual child? How will they use this information?

• Why does this child or group need to learn about numbers now?

• How efficient is it to teach multiplication or other math concept to children of this age?

• With concepts, children have knowledge of how facts and pieces of information are related and interrelated. They understand something because they’ve organized the information into a concept; it has meaning to them!

Involving Others, Play, Group Work and Projects, Interactions with teachers and other Adults

• -Adults introduce children to the vocabulary and conventions of math

• Children must interact with peers, teachers and other adults to have true math experiences

• Sociodramatic play is best- use of props- children use props for symbolic thought- board games, puzzles, etc,

• The ability to take the perspective of others is necessary if children are to learn to give up some of their own individuality for the good of the group

• Children need interactions with others within their zone of proximal development to have true math experiences

Language/Community Learning/Reflection

• Experiences and language go together! Experiences demand listening, speaking, writing, and reading.

• When math experiences are continuous, children have the time and opportunity to see relationships between facts, to develop mathematical ideas, to generalize, to extrapolate, and to make a tentative intuitive leap into new knowledge.

• When children can reflect on their learning- then they are truly engaged

Organization/Observation and Assessment

• In math- teacher can demonstrate organization by using bar graphs, Venn diagrams or other types of graphic organizers.

• Dewey believed that an experience is not complete until it has been communicated to another person.

Assessment and observation

• Collect a variety of evidence. Children vary in how they best convey their ideas.

• Collect the forms of evidence over a period of time to see the evolution of a concept or an idea.

• Collect evidence on the understanding of groups of children as well as individuals. Through their interactions with each other, children enlarge their math vocabularies (Jones and and Courtney , 2002)

• It is necessary to ensure culturally and linguistically appropriate assessment of young children (Santos, 2004)

Questions teachers should ask themselves?

• How far have I come in achieving my goals for myself and the children?

• What routines, interactions with children, and experiences will I repeat tomorrow?

• Which things will I change?

Chapter 2- Active Children, Active Environments

• Essentials: Health, Safety, Inclusion and Beauty

• Must know if children have allergies- parents need to tell you!

• Equipment and supplies checked for sharp edges, splinters, loose pieces

• Tubs and pools of water are closely supervised

Inclusion

• The physical environment should be arranged in a way that enables all children to participate to the fullest extent possible in all experiences.

• Beauty is important! This will make the children more interested! The children’s re-creation of various patterns found in nature facilitates math learning!

Indoor Spaces

• Integrating spaces- classroom library should contain math related fiction and non-fiction books.

• Manipulative areas- cardboard, wood, plastic puzzles, beads and string foster pattern making and copying of sequential patterns

• Use materials that can be sorted, ordered and compared• Counting objects and match to numbers• Games that require concentration- bingo, lotto, dominoes• Playing cards• Coins to sort and count• Balance scales and items to weigh• Rubber bands• Trays divided into sections• Clipboards, paper, erasable boards and markers to record

findings• Clock and number puzzles• Games based on childrens books

Science Areas

• Math and Science are natural allies.• When they learn science- they often

learn math as well• Art Centers- children are able to give

expression to their ideas, imaginations, feelings and emotions

• Visual arts are a way for children to organize, reflect upon and present

Woodworking Centers

• Design and creation of three-dimensional objects helps children to master math concepts.

• Books and Library Centers- linking math and reading is essential- assists with word problems and living skills

• Sociodramatic play- props found at home and in the every day routine assist in making math real to the students

Block Areas/Water and Sand Areas

• Block area should include- wooden unit blocks (80 to 100 pieces per child playing) including specialized forms (arches, curves)

• Large hollow blocks• Plastic bricks• Interlocking blocks• Outdoor building material• Children learn volume and how to estimate in

water and sand area

Music, Computer and Quiet Spaces

• Music that demonstrates ideas such as “slow and fast” assists with understanding classification and comparison

• Computers assist with higher level thinking – must be high quality software

• Quiet areas are essential so students can unwind and think!

Outdoor Spaces

• DISCOVERY IS ESSENTIAL!!! • Outside area should include- bird feeders, birdhouses

for observation• Sandbox and water pool for measurement• Garden area for counting, finding patterns,

measuring growth• Modeling with clay• Helps with directions and distance and position• Balance beams!• Wide assortment of balls of all sizes and weights• Things to push, pull and ride

Teachers Role

• See pages 29-31 for a long list of teacher’s role in developing math experiences!

Chapter 1- Science- Theory into Practice

• Introduction of children to the essential experiences of science inquiry and explorations must begin at an early age.

• The child’s prior knowledge should be assessed before teachers provide new experiences.

• Preschool-level and primary level science is an active enterprise- hands-on rather than memorization

• Must be emphasis on group as well as individual teaching approaches- much of science learning is a cooperative endeavor

Theory at work

• Constructivism – belief that children build knowledge (concepts) internally by interacting with their world to construct meaning. Students have to take an active role in their own learning!

How concepts build

• Formulate questions, collect data and develop answers

• Organize, reflect on, represent, and document their investigations

• Share and discuss ideas with others

Teaching Strategies for Science

• Plan inquiry-based science programs- encourage students to observe, handle, describe, become puzzled and ask questions

• Guide and facilitate student learning- engage students actively

• Ongoing assessment of teaching and student learning- assessments are performance based- portfolios- open-ended questions- science journal writing

• Develop environments that enable students to learn science

Science Tools!

• Clipboards, paper, and markers for children to take notes with or draw what they see

• Yarn or hula hoops to circle things for children to observe

• Viewing tubes to look through to spot various things in nature

• Collection bins to categorize things collected• Inexpensive cameras to share and document

what they see• Digital camera for teacher to record children’s

science discoveries!

Observation and Assessment of Science

• Use less formal methods such as:• Photographs, videotapes, audiotapes,

writing samples, artwork- etc• Portfolios• Science journal for older students• Collect and observe growth over a

period of time- not just based on one evidence or entry

Interesting, HUH???

• Any questions/ Comments????