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an educator placed 10 pebbles in a row and asked four-year-old jaswant to count how many there were she asked him to touch the pebbles while counting
one-to-one correspondence suppose you are given a certain number of cups and saucers and are asked to find out whether there are enough saucers
seriation you have read about a preschoolers ability to order ordering a set of objects means to arrange them in a sequence according to some
let us now look at some activities that can be organised with preschoolers to develop their ability to classify1 you could start by giving children
classification as you know classification also called grouping involves putting together things that have some characteristic in common we can
developing pre-number concepts previously you have read how children acquire concepts you know that for children to grasp a concept they must be
a parent shows his child four pencils he places them in a row in front of her and says one as he points to the first pencil two as he points to the
how does your answer to this question compare with mine which followsi to begin with 1 laid the beads out in a row for counting so that i wouldnt
place ten pebbles or any other such objects in front of a child who can recite number names upto ten in the correct sequence ask himher to count them
what do we understand by being able to count think about the following situation before you answerexample 1 three year-old mini could recite numbers
objectives after studying this unit you should be able to 1 explain the processes involved in counting2 explain why the ability
introduction most of us when planning the first mathematical experience for three-year olds think in terms of helping them memorise numbers from 1
here we have focussed on how mathematics learning can be made meaningful for primary school children we have done this through examples of how
childrens errors are a natural and inevitable part of their process of learningin the process of grasping new concepts children apply their existing
errors are useful while teaching children you must have found theft making mistakes off and on how do you respond to the errors what do they
after seeing some children interacting naturally write down those features of such interactions that make peer learning potentially a better way of
can you think of some more advantages of peer interaction and child-to child learningif you agree that children learn a lot from each other then how
children learn from each other the other day i had gone to a nearby school to observe the teacher-children interaction the children were working
e1 try and see the order in which different children fills numbers in the grid above my claim is that all of them would fill in the ones the fives
repetition need not be boring from an early age on children engage in and learn from repetitive behaviour such as dropping and picking up things
other ways to aid learning here we shall pay particular attention to the need for repetition learning from other children and utilising errors
e1 create a guessing game for children of class 2 to familiarise them with the concept of a time intervale2 how could you use group dancing to teach
write down a game each to teach childreni multiplicationii what a circle isiii estimation skillsalso say what you expect the child to know before you
here are a few examples of some team games the teams can be small 1-3 children or big 15-20 children we start with some games for small childrena one
play and learn children can learn many basic mathematical concepts through games they enjoy mathematical concepts can be playing within familiar