Children Are Born Mathematicians Supporting Mathematical Development Birth To Age 8

Developed to address the new NCTM focal points, which use a chronological approach to thinking about what should be taught in early childhood mathematics. The book views mathematics as a developmental and constructive process in which the teacher acts as an instructor and facilitator. The book takes a "3 E" approach to thinking about how math is presented to each age group. For infants and toddlers, best introduced and presented through interaction with the environment so designing a mathematically active and interactive classroom should be the focus. For Preschool and Kindergarten children, mathematics is best learned through experiences with materials or projects in the classroom. For grade school children, more traditional educational experiences become more developmentally appropriate in combination with environment and experience.The approach is to see math as a developmental process that children engage in as they grow and develop. The teacher's role is to promote concept understanding and development through active experiences and questioning techniques in combination with teaching skills in developmentally appropriate ways."

Review of the first edition “All the major areas of early childhood maths teaching and learning are covered in this powerful book… The book is also full of delightful stories… [It] would be eminently suitable for beginning and trainee teachers but would also be helpful to all those concerned in early years settings. All the relevant information is here, based on a wealth of knowledge and experience.” TES Supporting Mathematical Development in the Early Years provides practical guidance for parents, teachers and other early years workers who want to give children a good start in mathematical development. Showing how competent children are as mathematicians from an early age, the book offers an overview of young children’s mathematical behaviour at home and in early years settings. The book defines the content and the learning curriculum required to promote mathematical thinking, including an examination of the relationship between mathematics and language learning, and the role of other cross-curricular aspects such as information and communications technology (ICT). It explores the role of staff in observing, planning for and supporting children’s learning by using a variety of strategies, and makes suggestions for promoting effective partnerships between the parents or principal carers and early years staff. The book also considers the importance of play and imagination to the development of abstract thought. The second edition is comprehensively updated throughout and includes new material on Special Educational Needs, the very early years, the role of play, the role of ICT, and examples of outdoor play. It is essential reading for early years teachers and students, as well as parents who want to understand and develop their children’s early mathematical learning.

Teaching Young Children Mathematics provides a comprehensive overview of mathematics instruction in the early childhood classroom. Taking into account family differences, language barriers, and the presence of special needs students in many classrooms throughout the U.S., this textbook situates best practices for mathematics instruction within the larger frameworks of federal and state standards as well as contemporary understandings of child development. Key topics covered include: developmental information of conceptual understanding in mathematics from birth through 3rd grade, use of national and state standards in math, including the new Common Core State Standards, information for adapting ideas to meet special needs and English Language Learners, literacy connections in each chapter, ‘real-world’ connections to the content, and information for family connections to the content.

This important new book synthesizes relevant research on the learning of mathematics from birth into the primary grades from the full range of these complementary perspectives. At the core of early math experts Julie Sarama and Douglas Clements's theoretical and empirical frameworks are learning trajectories—detailed descriptions of children’s thinking as they learn to achieve specific goals in a mathematical domain, alongside a related set of instructional tasks designed to engender those mental processes and move children through a developmental progression of levels of thinking. Rooted in basic issues of thinking, learning, and teaching, this groundbreaking body of research illuminates foundational topics on the learning of mathematics with practical and theoretical implications for all ages. Those implications are especially important in addressing equity concerns, as understanding the level of thinking of the class and the individuals within it, is key in serving the needs of all children.

The preschool period is a period in which children investigate and try to get to know their environment, are willing to communicate with their environment and begin to acquire the value judgments of the society they live in and the behaviors and habits appropriate to the cultural structure of that society. In this period when the foundations of personality are laid, the child needs conscious guidance in home, school, and social life. By providing appropriate educational opportunities in the early years, the development of children’s self-care, mind, language, social, emotional, and motor skills can be supported. In a preschool education institution that is well prepared in terms of physical conditions and educational programs, the children learn to establish friendships, cooperate, and develop their skills. Developing human potential to its highest limits is only possible with the opportunities provided in the early years. This book provides a comprehensive overview of preschool education. Chapters address such topics as the importance of literacy, pedagogical leadership, high-quality preschool education, and preschool improvement practices. They also discuss the role of theater in childhood education and community approaches to funding and support. Furthermore, the book examines childhood obesity; connecting home, school, and communities; childcare social enterprises; teacher quality and professional development; motor, cognitive, nutritional, metabolic, and epigenetic influences on early childhood; and instructional and interactional aspects of childhood education.

′What a super book! It is absolutely packed with practical ideas and activities to help you love maths, and love teaching and/or learning it. It certainly helps to develop an enthusiasm for a subject most adults tend to say "I′m no good at..."′ - Early Years Educator ‘A wonderful book, packed with practical ideas and activities to help all students love maths.’ - Jo Boaler, Professor of Mathematics Education, Stanford University Fostering an enthusiasm for mathematics in young children is a vital part of supporting their mathematical development. Underpinned by subject and pedagogical knowledge, case studies and research-based perspectives, the authors provide clear guidance on how to support young children′s learning and understanding in an effective and engaging way. Contemporary approaches to developing essential mathematical learning for young children are explored, including: play, practical activities and talk for mathematics outdoor learning understanding pattern counting, calculation and place value measures and shape problem solving and representing mathematics assessment working with parents. Written for both trainees and practitioners working with children aged 0 to 8 years, including those studying for Early Years and Early Childhood degrees and those on Primary PGCE and Primary Education courses, this book offers mathematical subject knowledge and teaching ideas in one volume. Helen Taylor is Course Leader of PGCE Primary Part-time Mathematics at Canterbury Christ Church University. Andrew Harris is Course Leader of PGCE Modular Mathematics at Canterbury Christ Church University.

Early childhood mathematics is vitally important for young children's present and future educational success. Research demonstrates that virtually all young children have the capability to learn and become competent in mathematics. Furthermore, young children enjoy their early informal experiences with mathematics. Unfortunately, many children's potential in mathematics is not fully realized, especially those children who are economically disadvantaged. This is due, in part, to a lack of opportunities to learn mathematics in early childhood settings or through everyday experiences in the home and in their communities. Improvements in early childhood mathematics education can provide young children with the foundation for school success. Relying on a comprehensive review of the research, Mathematics Learning in Early Childhood lays out the critical areas that should be the focus of young children's early mathematics education, explores the extent to which they are currently being incorporated in early childhood settings, and identifies the changes needed to improve the quality of mathematics experiences for young children. This book serves as a call to action to improve the state of early childhood mathematics. It will be especially useful for policy makers and practitioners-those who work directly with children and their families in shaping the policies that affect the education of young children.