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This volume presents current research on the connections between the home and family environment on children’s mathematics development. Focusing on infancy through first grade, it details the role of parents and other caregivers in promoting numeracy and the ways their active participation can prepare young children for learning about formal mathematics. Research data answer key questions regarding the development of numeracy alongside cognitive and linguistic skills, early acquisition of specific math skills, and numeracy of children with atypical language skills. The book also provides practical recommendations for parents and other caregivers as well as implications for future research studies and curriculum design. Included in the coverage: Ways to optimize home numeracy environments. Individual differences in numerical abilities. Cross-cultural comparisons and ways to scaffold young children's mathematical skills. Mathematics and language in the home environment. Center-based and family-based child care. Games and home numeracy practice. Early Childhood Mathematics Skill Development in the Home Environment is an essential resource for researchers, graduate students, and professionals in infancy and early childhood development, child and school psychology, early childhood education, social work, mathematics education, and educational psychology.
This third edition of the best-selling Mathematics in Nursery Education provides an accessible introduction to the teaching of mathematics in the early years. Covering all areas of mathematics learning – number and counting, calculation, pattern, shape, measures and data handling – it summarises the research findings and underlying key concepts and explains how adults can help children to learn through practical experiences, discussion and more direct intervention. This new edition has been fully updated to incorporate the latest research and thinking in this area and includes: why mathematics is important as a way of making sense of the world how attitudes to mathematics can influence teaching and learning how children learn mathematics new material on sorting, matching and handling data ideas for observation and questioning to assess children’s understanding examples of planned activities suggestions for language development assessment criteria. This textbook is ideal for those training to be teachers through an undergraduate or PGCE route, those training for Early Years Professional Status and those studying early childhood on foundation or honours degrees as well as parents looking to explore how their young children learn mathematics. This will be an essential text for any Early Years practitioner looking to make mathematics interesting, exciting and engaging in their classroom.
Tap into the Power of Child-Led Math Teaching and Learning Everything a child does has mathematical value--these words are at the heart of this completely revised and updated third edition of The Young Child and Mathematics. Grounded in current research, this classic book focuses on how teachers working with children ages 3 to 6 can find and build on the math inherent in children's ideas in ways that are playful and intentional. This resource - Illustrates through detailed vignettes how math concepts can be explored in planned learning experiences as well as informal spaces - Highlights in-the-moment instructional decision-making and child-teacher interactions that meaningfully and dynamically support children in making math connections - Provides an overview of what children know about counting and operations, spatial relations, measurement and data, and patterns and algebra - Offers examples of informal documentation and assessment approaches that are embedded within classroom practice Deepen your understanding of how math is an integral part of your classroom all day, every day. Includes online video!
With a focus on children's mathematical thinking, this second edition adds new material on the mathematical principles underlying children's strategies, a new online video that illustrates student teacher interaction, and examines the relationship between CGI and the Common Core State Standards for Mathematics.
This book brings together a collection of research-based papers on current issues in early childhood mathematics education that were presented in the Topic Study Group 1 (TSG 1) at the 13th International Congress on Mathematical Education (ICME-13), held at the University of Hamburg in 2016. It will help readers understand a range of key issues that early childhood mathematics educators encounter today. Research on early childhood mathematics education has grown in recent years, due in part to the well-documented, positive relation between children’s early mathematical knowledge and their later mathematics learning, and to the considerable emphasis many countries are now placing on preschool education. The book addresses a number of central questions, including: What is mathematical structural development and how can we promote it in early childhood? How can multimodality and embodiment contribute to early mathematics learning and to acquiring a better understanding of young children’s mathematical development? How can children’s informal mathematics-related experiences affect instruction and children’s learning in different mathematics content areas? What is the role of tools, including technology and picture books, in supporting early mathematics learning? What are the challenges in early childhood mathematics education for teachers’ education and professional development?
This book explains how young children develop mathematically in their earliest years and shows the support and teaching needed by adults to accelerate their progress and attainment, helping them master mathematical concepts and skills. The practical guidance has been carefully developed over a number of years and is based on research undertaken with primary schools in Sheffield as part of the 'Talk for Maths Mastery' initiative. It recognises that children’s mathematical development is embedded within child-led play and connected to deeper levels of thinking and wider dispositions for learning. Maths is happening everywhere at any moment; we just need to keep an open mind, open eyes, and listen. Including case studies, links to practice and reflective questions, the chapters reveal what mastery orientation looks like from the children’s perspective in their learning and covers: children’s serve and return conversational talk mathematical babies and their developmental momentum schematic patterns of thinking mathematical mark-making child-led play problem solving creative and critical thinking how adults can support children’s mathematical talk, thinking and mastery This book will help all early years practitioners and teachers working with children throughout the EYFS and KS1 build their understanding, knowledge, experience and confidence of engaging in early mathematics.
This book gives insights in the vivid research area of early mathematics learning. The collection of selected chapters mirrors the research topics presented at the fourth POEM conference in May 2018. Thematically, the volume reflects the importance of this evolving area of research, which has begun to attract attention in the spheres of education and public policy due to increased interest in early years learning. The research foci of the chapters comprise children’s mathematical reasoning, early years mathematics teaching, and the role of parents for children’s mathematical development. The 2018 conference included a wider range of researchers than previous years.
Use the powerful strategies of play and storytelling to help young children develop their "math brains." This easy-to-use resource includes fun activities, routines, and games inspired by children's books that challenge children to recognize and think more logically about the math all around them.
This book presents chapters based on papers presented at the second POEM conference on early mathematics learning. These chapters broaden the discussion about mathematics education in early childhood, by exploring the debate about construction versus instruction. Specific sections investigate the teaching and learning of mathematical processes and mathematical content, early childhood teacher development, transitions for young children between home and preschool, between home and school and between preschool and school. The chapters use a range of innovative theoretical and methodological approaches which will form an interesting basis for future research in this area.
"This book is an excellent resource for gaining understanding about the fundamental principles of ICT in the Foundation Stage curriculum... [The] principles of good practice in this book will not be outdated by new products or trends. The book is a well-balanced blend of theory and application. It has certainly helped to provoke and resolve ideas about the use of ICT in our settings." - Nursery World This book helps readers understand how very young children (from birth to six) develop an early awareness, and subsequently develop their knowledge, skills and understandings of information and communication technologies (ICTs). The rapid growth of ICT has prompted concerns among parents, educators and policy-makers over the suitability of many educational applications, and electronic toys, for young children. However, evidence is presented to show that the use of ICT by young children is compatible with the principles of a developmentally appropriate curriculum (DAC). In fact the authors argue that used imaginatively, many applications of ICT can make a significant and unique contribution to children's social and cognitive development. This is a significant book for students, parents,carers, teachers, and other professionals who want to provide a rich learning environment in education, and in teaching and supervising research in the early years.