Finding the Math for Infant’s Toddlers and Two’s Laura Keeley-Saldana, M.Ed and Bonnie MacKenzie, M.Ed Region IX TTA Network These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
• This project was developed in 2016 by CHSA to provide 2 day trainings for Head Start providers in California. • The training was intended for Family Engagement Staff and Education Staff. • We have modified this training to focus on Infants, Toddlers and Twos, specifically in Home Settings. • All of the materials (and there are a lot) are currently available on the CHSA website: caheadstart.org/early_math.html • This project was funded by a grant from the Heising-Simons Foundation. 2 These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
• We will consider • The Why , What , and How of early math development and learning and the critical role of adult support • How Math Talk supports math learning •Young children’s math knowledge and development in 4 important areas – number and operations – geometry and spatial sense – patterns – measurement • How Environments play a role in early math development 3 These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
• Activity: Everyday Math Bingo • Math is an important tool, not just in school but in everyday life. 4 These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
Why is Math Important? • Early Math and School Readiness: Evidence from the ECLS-K • Math knowledge gap at kindergarten entry for children from lower SES families (Denton & West, 2002) •Children’s math knowledge at K -entry predicts 5 th grade AND 8 th grade achievement in math and reading (Claessens, Duncan, & Engel, 2009; Claessens & Engel, 2013; Duncan et al., 2007) 5 These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
Head Start Early Learning Outcomes Framework 2015: Mathematics Development • Infant/Toddler Domain: Cognition Sub-domain Emergent Mathematical Thinking • Preschool Domain: Mathematics Development Sub-domain Counting and Cardinality Operations and Algebraic Thinking (includes Patterns) Measurement Geometry and Spatial Sense 6 These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
What is Early Mathematics? What is Early Mathematics? • Early Math Knowledge includes skills and concepts related to • Number and Operations • Patterns • Geometry & Spatial Sense • Measurement and Comparison Frye et al., 2013; Ginsburg et al., 2008; NAEYC & NCTM, 2002; National Research Council, 2009; Sarama & Clements, 2009 7 These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
• Early math knowledge is rooted in children’s everyday experiences and interactions, beginning in infancy. • Young children develop math skills and concepts as they – explore , think and talk about concrete objects and situations; learn math language and skills from others. – • Early math forms a “concrete” foundation for symbol -based school math. 8 These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
Math Talk and Math Learning • More “number talk” during parent -toddler interactions related to better performance on a number task at 46 months (Levine et al., 2010) • More “spatial talk” during parent -child interactions from 14 to 46 months predicted – the child’s spatial language production and – performance on non-verbal spatial reasoning tasks at 54 months (Pruden, Levine, & Huttenlocher, 2011) • 9 These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
Examples of Math Talk with Young Children • Parent number talk to 14- to 30-month-olds (Levine et al., 2010) – “Five little monkeys wake up in the sun.” – “Let’s count the balloons. Ready? One, two, three, four, five.” – “I’ll start from disc two.” • Parent spatial talk to 14- to 46-month-olds (Pruden et al., 2011) – Shape words (circle, triangle, shape) – Dimensions (big, tiny, long) – Spatial features (bent, curvy, side, corner) 10 These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
• Math Talk is using words about number (or quantity), shapes, space, and dimensions • Some examples • number words (one, two, three, etc.), many, few, more than, same number • circle, square, flat, round, pointy, wide • in, on, under, up, down, forward, backward • big, little, taller, heavier, shortest, fastest 11 These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
What Kinds of Experiences Support Early Math Learning? • Evidence-based Teaching Practices • Experiences designed for how young children learn – play, exploration, hands-on – focused math activities and games with concrete objects • Developmental approach to teaching skills and concepts • Emphasis on math-related language 12 These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
Area one: Number and Operations Infant and Toddler Beginnings Toddlers begin to use number and operations when they • understand and use number-words and other words that refer to quantity. • use the word “two” to accurately to label groups of two objects. • recite strings of counting numbers, like “one -two- three” or “one -two-four- six.” • try counting objects — touching or pointing and saying number-words. 13 These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
• Parents and staff support infants’ and toddlers’ learning by • providing opportunities for exploring quantity with objects. • talking about quantity — more, less, a lot, a little • using number words. • singing songs, reading books, and playing games. 14 These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
concrete objects written numerals spoken number words “three” 3 Adapted from Shane, R. (1999). Making connections: A “number curriculum” for preschoolers. In J. Copley (Ed.) Mathematics in the early years , (pp. 129-134). Reston, VA: NCTM . 15 These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
Area Two: Patterns What is a pattern? • A pattern is a regular, predictable arrangement of things. • Objects, numbers, shapes, sounds, actions, or events can make a pattern. These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
• Infants and Toddlers • experience and respond to patterns in language, play, daily routines, and interactions. • delight in repetition • repeat action sequences over and over again in their play (put it in, dump it out) Copley, 2010; Geist et al., 2012 17 These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
• What do you notice about this infant and caregiver’s interaction? • What do you think is this infant noticing? • How is the adult Infants and Toddlers supporting the infant’s infantpatterns learning about patterns? 18 These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
Area Three: Geometry and Spatial Sense • Infants and Toddlers • explore shape and spatial relations in their play with objects • develop spatial sense as they move their bodies through space 19 These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
Parents and staff support infants’ and toddlers’ learning by • providing opportunities – to manipulate shapes – to move through space in a variety of ways • playing games with shapes and space (rolling a ball back and forth) • using shape and spatial vocabulary “You’re coming down the stairs. Did you go over the bridge – up one side and down the other?” 20 These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
Area four: Measurement and Comparison • For young children, measurement is primarily about comparing. – They evaluate and compare things based on attributes like length or area. – They tend to use perceptual cues to compare. •Measurement is about “big”, “little”, “tall”, “short”, etc. for very young children. 21 These materials were developed for OHS/Region IX TTA Network under Contract No. HHSP233201500012C by STG International.
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