Language Works
This approach involves children in continual learning about language as it becomes meaningful to them.
Emergent Language
This age group needs teachers to be math mentors and scaffolders who use spatial concepts such as up and down; time;and numbers in natural conversations throughout the day
Infants and toddlers
Our science curriculum supports the idea that this group is born with a strong sense of curiosity, exploration, experimentation and the process of making discoveries
Children
The curriculum name in which teachers look for and create opportunities to use everyday experiences to help children understand, make connections and build competence in math through hands-on play
Math Counts
This type of learning language is best promoted through opportunities for children to talk about what is read and focus on the sounds and parts of language as well as the meaning, instead of direct instruction. It can be taught through fun songs that repeat a sound
What is Phonemic Awareness
This age group needs teachers to create a math area with items for dumping, sorting, comparing, counting, matching, etc. and the teachers use descriptor words indicating quantity(full, empty, half, etc.), spatial relations (over, under, etc.) and time (now and later)
Twos or young preschool
This age group needs: ample room to move freely; to explore safe objects to reach, grasp and explore; objects from living things and natural world; teachers who ask open ended questions even though the child might not responds; teachers who encourage their problem solving; generous allowances for sensory and messy play
Infants and Toddlers
These people are models of all types of thinking and what they say and think influences what children believe about the topics they are learning about and what children believe about themselves in regards to this topic
Teachers
Your enthusiasm, curiosity, positive talking, thinking, pondering, supporting, and discovering with children influences what a child will feel about science, math, art, their world, their worth, and so much more
Which type of questions should you hear more in your classroom? Divergent thinking- "why, how, and what if" or Convergent thinking- "what is it"
(Even in our infant and toddler rooms)
Divergent thinking
This age group needs math integrated into all learning centers, extensive displays of children's use of math and numbers, soting, comparing, etc. in the classroom, use Everyday Math materials, games, and ideas in their classroom experiences.
Preschool and Kinder-Prep
This age group has: a science lab inside and out; resource books and magazines to research topics, instruments for measuring, magnifying, collecting, comparing; "let's find out" is a phrase heard often; science concepts integrated naturally through curriculum and real life experiences; Scientific inquiry using the Scientific Method
Preschool and Kinder-Prep
These people are an integral part of children extending their learning outside our classrooms and are our partners in children learning, goals, etc.
Parents
Producing class stories by writing down the children’s dictated stories; song cards with the title, words, and a related picture; helping the children make a wish book; Involving children in labeling the classroom; Encourage writing by placing notepads and pencils around the room; Creating a mailbox for each child; charts and graphs; take photos of events and have children help sequence to tell the story: Are all ways to create this type of Environment
Supports a Print-Rich Environment
Loose parts, unifix cubes, pattern blocks, scales, dice, geoboards, divided trays should be where in your classroom
Math station or shelves- low for children to help themselves
Sensory/messy, Manipulative, action (cause/effect), sound, Please smell, Please touch, Please look, Zoo, Outdoor are all Discovery Centers in which age groups?
Infants, Toddlers, Twos/Young Preschool
World at their Fingertip learning elements support the idea of experiences that will include more than one area of learning. Emergent curriuculum and these allows teachers to plan based on children's interests and encourage learning overtime
Projects
Look through and read the book before you read it to children- think of possible children's questions or responses; Introduce the author and illustrator; Talk about the parts of the book such as the front cover; talk about how book relates to current project or idea; Display the book- maybe on a "Today's Book" area to entice children:These are things you should do when?
Things you should do before you read
True or False- All children in the classroom need to have the same expectations on understanding math because it is learned in a linear fashion
False- Each child is in their own learning and understanding but through our interactions and scaffolding, they will learn through a sequence of concept introduction
"What would happen if we pour water into the hole?
"How do you think you could make that work?"
"Why do you think the wagon is stuck?"
"Can you guess what would happen if we don't water the plants?
These are questions that encourage children to do this?
Solve problems
Bonus!!!
This Bright Horizons tool (document) can support high quality by using assessing your environment, ways of interacting, planning forms, and ensuring all of the curriculum elements are integrated into your classroom
World Quality Expectations or WQE