# CHC50113 Diploma Of Early Childhood Education And Care

## Question:

Part A

Students respond to three subject readings (Chapter 2. Understanding number and count from Haycock & Cockburn 2017), and connect their reading to the teaching of mathematics to pre-school children (birth through five years).

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Students create a brief summary from their three readings with links to their personal or professional experiences with math as a learner/teacher.

This summary should reference current international and national research on best practice models for mathematical learning in different early childhood contexts.

Part B

Students design and plan a numeracy experience for one child or a small group of children between the ages of 5 and 5.

Students must create a numeracy plan that includes the following: age group, number of children, reasoning, links to EYLF learning objectives, specific purpose, materials/equipment, learning experience, teaching strategies, and material/equipment.

Introduction

Children’s development is dependent upon early childhood education and support.

The paper’s primary purpose is to provide information about the essential activities and processes for teaching mathematics to children under 5 years of age.

The paper will also give the numeracy learning program for children to improve their math knowledge.

Part A

Early childhood education can be very beneficial for the children as it builds their knowledge and encourages them to get involved in the field.

This chapter provides a view of how to understand both the number and the counting process.

The first step in mathematical learning is to learn the numbers as well as the counting process.

It is one the best practices for children in their early years (Aizikovitsh Udi & Cheng 2015).

The most important activity of a teacher is to make education, especially mathematics, attractive and appealing for children under five years old.

Although it is hard to get children to understand the numbers, you can make it easier by using games and other activities.

In the child education process, chapter 4 gives valuable information regarding the number, and even how to use the number (Tucker (2014)).

It makes the number more visible to the children and makes it easier for them to use.

It is crucial to encourage children’s natural curiosity in math before they are educated.

Mathematical is an interesting subject that can easily be taught with a few techniques and activities.

To attract children younger than 5 years old, you need patience and to be able to do many activities.

MacDonald (2018) has the chapter 6 reading, which gives an overview of educator roles in mathematics education.

This chapter shows how the educator can play an effective role in teaching mathematics to children. Because a child of small stature is not able to learn the concepts on their own, it requires a qualified teacher.

Mathematics is the subject that covers all the basic concepts of addition, subtractions, multiplication, division, and more.

These four principles are fundamental to mathematics.

It is very difficult to teach this concept to children below 5 years of age (Ma Shen, Krenn and Hu, 2016).

It is because children can’t learn these numbers or symbols on their own. For that reason, a fun story, storytelling process, and other activities are needed to teach them mathematics (Developing early math skills, 2018).

One example: I once taught a 4-year-old child about numbers and the addition symbol.

I demonstrated addition and number to the child using a live example. This helped them to understand the process.

Children aged between 3-5 and 5 years old need patience to learn.

Although most children can capture the information they hear or see easily, some children need to show the mathematics by using storytelling and practical demonstrations.

Age range: Children born to 5 years old

Number of children: Five children

Rationale: Mathematics helps students to use their imaginations, to think creatively and to reason logically.

Learning numeracy allows students to build a solid foundation and help them find and calculate anything deep in mathematics.

EYLF Learning Outcome: Children will develop a strong sense of identity, which will allow them to connect to the outside world and contribute to learning. (EYLF Learning Results, 2015).

Other learning outcomes include: children become confident in their abilities and engage with others.

Objectives

To help children understand the numeric terms and numbers

To educate the children to ensure a better tomorrow

To build a strong mathematical base in children to help them think critically and connect with the world.

Materials and equipment: The main equipment or material used in the pre-school mathematics learning activity are listed below.

Select the appropriate place to offer learning education for children 5 years old and younger

The furniture should be comfortable for children to learn (Elango Garcia Heckman, Heckman, & Hojman (2015)

To help children learn maths and numeric value, counting toys, number games, number boards, dice, abacus and counters are vital for children aged 5 and below.

Next, you will need a manipulative set, pegboards and lacing beads as well as puzzles.

You can measure tape and pocket calendars. Dress boards, dressing boards, and other products will keep the student happy.

Teaching strategies and learning experience: This is the most crucial part when dealing with children younger than 5 years.

The following are some teaching strategies that teachers could use: cooperative learning, then handson approach and the game method learning (Sullivan, Bers 2016).

Play method learning is the best because children become attracted to the activities and feel connected to the education and activity that are provided in the classroom.

Teachers can demonstrate the mathematical value to their students through drama and also show them how to add, subtract, multiply and divide.

Conclusion

The paper concludes that early childhood education is vital for children’s future and their ability to use critical thinking and calculation.

The paper also reveals that teachers must employ an effective and appealing process to interact with children and give them the appropriate learning skills.

References

Development of critical thinking skills from dispositions and abilities: Mathematics education, from preschool through high school.

Creative Education, 6(04), 455.

Development of early numeracy skills

Early childhood education (No.

National Bureau of Economic Research.

A meta-analysis of the relationship among learning outcomes, parental involvement during early elementary and early childhood education.

Educational Psychology Review 28(4), 771-801.

Mathematics in Early Childhood Education.

Oxford University Press.

Robotics in early childhood classrooms: Learning outcomes from an eight-week robotics curriculum in prekindergarten through second grade.

International Journal of Technology and Design Education (26(1)), 3-20.

Mathematics through play in the earliest years.

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