Published at Monday, 16 November 2020. Worksheets. By Adorlee Auger.
Remember that this age group also needs lots of counting, sorting, grouping, patterning, classifying and ordering activities. This will help in their mathematical understanding if they have been given the opportunity to explore all of these concepts. Simple activities like sorting buttons, putting away the shopping, threading colored straws, collecting and sorting things from the garden and lining books in the shelf from tallest to shortest are all ways in which these concepts can be reinforced at home. Do not underestimate the impact of Singing games like 5 little ducks went out one day and 5 speckled frogs sitting on a speckled log in the teaching of these concepts to young children. Maths concepts can be part of a large variety of everyday children has learning experiences. When the experience is relevant to them, they are more likely to retain the information and optimum learning takes place. There are also many software programs or online Maths sites that can help your pre-schooler learn the basics of Maths in a fun and visual way. Maths can be lots of fun and learning through play is relevant and meaningful for this age group.
Teaching equations to kindergarten children needs to be a hands on activity using tangible resources where children can explore, experiment and self correct. At this age, printed workbooks and worksheets should be avoided and manipulative materials used instead. So bring out all the counters, figurines, shapes and blocks you can find because this is the way in which this age group of children learn best. A simple game with a dice and counters can teach equations. Throw the dice and put out the required number of counters. Throw again and do the same. Then physically put all of the counters together to show one group and count them again (addition).
These children often rebel against a system that has failed to accommodate their needs and a small but significant minority can exert a disproportionately disruptive influence within schools before eventually disengaging with the formal learning process altogether. This, asserts Professor Barbara, has serious implications for us all. Craig Rama of the University of Alabama appears to provide compelling evidence in support of this theory. "Seventy-five percent of all imprisoned males in America have poor school records and low IQs," Rama pointed out. "Tracing their backgrounds turns up a familiar pattern: They begin as children from disadvantaged families starting school academically behind. They do not know how to read or do basic math because they are in poor systems they get little help. Growing frustration often turns into truancy, school failure, aggression and violence."
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