Early Childhood Education Mathematics Assignment Sample

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1.1 Description of how the mathematics is evident

Because mathematical knowledge is a part of children’s daily environment and they use it to explain something in daily life. In my setting, there is counting of steps while walking, numerals on doors, and measuring cups of ingredients during cooking. During the snack time, they talk about the shapes of the plates and count the number of pieces of fruit. While playing outside, they say such spatial relationship terms as ‘under,’ ‘over,’ and ‘behind.’ Hence, using favorite baby songs such as ‘The Five Little Ducks,’ helps the child with counting. We know how important it is and that is why we facilitate the learning process by letting them compare size when constructing things using blocks to going for art and then use words such as patterns (Bouzid et al. 2021). In such ways, children gradually develop an idea of quantity; time, and space, thus, they form the basis of mathematical self-confidence and curiosity in an enjoyable and engaging manner.

Early Childhood Education Mathematics Assignment Sample

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1.2 Analyzation of factors that affect the learning of children

There are numerous contributors to children’s mathematical learning outcomes. Vygotsky puts emphasis on interpersonal interaction which depicts the notion that learning is better when it has assistance and other individuals’ support. Karl Piaget also states that children are capable of abstract thinking only if they have real-life experiences. Ofsted reports indicate that positive early encounters and play-based learning encourage the learners’ mathematical self-assurance and, on the other hand, lack of support at home may prohibit the learners’ progress. These are negative factors of learning such as fear in dealing with maths or lessons that are taught in a disorganized manner or without practice sessions (Su, and Zhong, 2022). It can be found that another aspect relevant to the Early Years Foundation Stage or EYFS is real-life problem-solving for positive regard. Furthermore, cultural beliefs and parents’ engagement may either encourage or hinder a child in terms of predisposition and willingness to comprehend math at a tender age.

2.1 Explanation of support among the children

The networks and relations involving the children as well as the development of numbers are perfectly interrelated with the number one being aptly symbolized by the single hand. In my setting preparation of food for the children requires counting and measuring therefore children learn from peers. Circle time games involving children’s ideas and physical activities enable children to learn through discussion and sharing of turns. A basic introduction and good use of words such as “more”, “less” and “equal” are introduced into the teaching by educators. They also continue learning at home as they have an important role to play as parents to their children. Collaborative learning enhances problem-solving and critical-thinking skills. Children are thus provided with flexibility structure, and support from the practitioners, parents, and other professionals in their learning processes, with practice being varied, social, and fun in math.

3.1 Description of the environment supports the development of children

A good maths provision involves the use of concrete, contextually related equipment to support early years learning and key stage one. This also offers counting objects, number lines, measuring tools, shape sorters, and jigsaw puzzles. For mathematics practicalities including the usage of tills as well as money, there are fields where children can actually act in real life (Alam, 2022). The use of numbers, shapes, and the associated vocabulary of mathematics helps in learning. Thus, maths-related storybooks for the early years and problem-solving games would be more appropriate. VPEGSS activities include rotation of activities within the group as well as providing open-ended resources such as building blocks, loose parts, and scales meant for exploration. It enables children to have a feel of counting, sorting, measuring, pattern, and other skills through free-play and teacher-assisted exercises and games.

4.1 Description of the reasons for scaffolding

Scaffolding is based on the provision of guidance to children while completing a particular task that is removed as soon as the child is capable of carrying out the task on his or her own. From the zone of proximal development by Vygotsky, it is understood that children are capable of doing much more if assisted by an adult. Scaffolding provides the child with an opportunity to handle tough concepts as it creates a strategy and gradually introduces it to it (Bernacki et al. 2021). Mathematical language can be used in allowing practitioners to model, and map out the strategies of the solution process and help in eradicating error-prone beliefs. In this process, learning can be facilitated and adapted to the learners’ individual capacities so that students with lower skills are reached. It fosters independence since children then have the freedom to explore because they know help is within reach.

4.2 Analyzation of the reasons for respecting interests

By being able to affect children’s inclinations, mathematical learning becomes fun and provides meaning. In the EYFS, it is pointed out that children learn more when doing what they love. For instance, a child using cars can learn counting, measurement, and patterns, racing cars, or sorting them by color and size, respectively. Applying one’s hobbies in teaching guarantees attention and interest from the learners as the facilitator incorporates the teaching of the new concepts in the familiar framework of the learner (Caviola et al. 2022). They include individual interests that assist the children in relating maths to real life and hence having positive attitudes. According to the findings, when interests are attended to children are motivated to carry on with tasks and apply exploratory and problem-solving strategies in order to deepen their understanding.

4.3 Description of way to provide opportunities

The application of sustained shared thinking requires close collaboration between the adult and the child as well as further learning processes. The nature of questioning that is applied to ‘players’ includes such indefinite questions as ‘What will you think will happen if…?’ to foster mathematical thinking. When accomplishing activities that require some construction, for example, constructing the tower, they require the children to assess the height or count the blocks in common. Concerning water play, issues to do with capacity as well as comparison are raised. In terms of the use of numbers within the story, number-based stories make children predict the possible consequences and explain events (Skene et al. 2022). Play partners are advised to take turns speaking and listening to the children as they follow their thoughts in playing. Prescribed in the EYFS framework, such conversation promotes the workings of the children’s thinking, including reasoning, and predicting alongside the problem-solving of pedagogical situations accompanying the development of mathematical language for use in purposeful and interactive manners.

5.1 Explanation of the strategies for supporting the mathematical development

The EYFS framework puts a lot of emphasis on giving children further experiences in aspects such as numbers, shape, space, and measurement in inimitable, meaningful contexts. It, therefore, means that practitioners of developmental mathematics act as models to children in the use of the mathematical language and they incorporate learning within their daily undertakings. They also include such as using number songs and daily occurrences such as during snack time when counting the pieces of fruit or comparing amounts (Viberg et al. 2023). In an outside environment, children engage in building activities, and physical actions such as creating an obstacle course, where practitioners use question and answer format in the process; use games in sorting out size distinction; and water and sand to help in measuring volume. They also show and use puzzles and construction toys in the advancement in the development of logic, sequencing together with spatial reasoning in children.

5.2 Description of the opportunities that support children’s understanding

Some of the activities include counting during routines, counting in rhymes, counting while at play as well as solving minor problems. This topic is developed by playing puzzles related to shape and size, constructing different shapes with shapes, and shape hunts. Weight and capacity are evaluated through the use of sand, water, and certain cooking activities using the balance and measuring jugs respectively (Wan et al. 2021). Therefore, time and space are acquired in terms of timetables, story developments, and position terms during learning and or at play. Matching and sorting activities involve the use of natural things and toys colored in a natural way so that they can easily be distinguished. Data representation is carried out most obviously by means of simple charts and tally marks when in group tasks. Systematic synthetic phonics can develop the essential part of reading which includes blending of the sounds for early learners. This involves the use of numeracy narratives, drawings, and questions during the routine and play activities in order to implement literacy or numerates.

Reference List

Journals

• Alam, A., 2022, March. Educational robotics and computer programming in early childhood education: a conceptual framework for assessing elementary school students’ computational thinking for designing powerful educational scenarios. In 2022 International Conference on Smart Technologies and Systems for Next Generation Computing (ICSTSN) (pp. 1-7). IEEE.
• Bernacki, M.L., Vosicka, L., Utz, J.C. and Warren, C.B., 2021. Effects of digital learning skill training on the academic performance of undergraduates in science and mathematics. Journal of Educational Psychology, 113(6), p.1107.
• Bouzid, T., Kaddari, F., Darhmaoui, H. and Bouzid, E.G., 2021. Enhancing math-class experience throughout digital game-based learning, the case of moroccan elementary public schools. International Journal of Modern Education and Computer Science, 13(5), p.1.
• Caviola, S., Toffalini, E., Giofrè, D., Ruiz, J.M., Szűcs, D. and Mammarella, I.C., 2022. Math performance and academic anxiety forms, from sociodemographic to cognitive aspects: A meta-analysis on 906,311 participants. Educational Psychology Review, pp.1-37.
• Hoek, R.W., Rozendaal, E., van Schie, H.T. and Buijzen, M., 2021. Development and testing of the advertising literacy activation task: an indirect measurement instrument for children aged 7-13 years old. Media Psychology, 24(6), pp.814-846.
• Mursid, R., Saragih, A.H. and Hartono, R., 2022. The Effect of the Blended Project-Based Learning Model and Creative Thinking Ability on Engineering Students' Learning Outcomes. International Journal of Education in Mathematics, Science and Technology, 10(1), pp.218-235.
• Skene, K., O’Farrelly, C.M., Byrne, E.M., Kirby, N., Stevens, E.C. and Ramchandani, P.G., 2022. Can guidance during play enhance children’s learning and development in educational contexts? A systematic review and meta‐analysis. Child Development, 93(4), pp.1162-1180.
• Su, J. and Zhong, Y., 2022. Artificial Intelligence (AI) in early childhood education: Curriculum design and future directions. Computers and Education: Artificial Intelligence, 3, p.100072.
• Viberg, O., Grönlund, Å. and Andersson, A., 2023. Integrating digital technology in mathematics education: a Swedish case study. Interactive Learning Environments, 31(1), pp.232-243.
• Wan, Z.H., Jiang, Y. and Zhan, Y., 2021. STEM education in early childhood: A review of empirical studies. Early Education and Development, 32(7), pp.940-962.