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Key Topics
Requirement
Prepare a report on "Mathematics in early childhood curriculum".
Solution
Introduction
Early childhood needs proper pedagogy curriculum in order to administer them for shaping in the future. The basic requirements of early childhood curriculum have intruded the learning mechanism through identifying the numerical and other alphabets which synchronizes the following interception within the child. Thus in this report, identification of different assessments generating the outlining factors required by the children has been focussed and also portrayed in order to justify the fact of underpinning the educational leverages from the early childhood curriculum. It has been observed that the development of mathematical skills are highly important through which the set of building blocks has been determined within the academic career (Chen & Wang, 2017, February).
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Birth-2 years
From the time of birth, it has been considered that the child is under a learning phase. The development of the brain and proper functioning system of the body has been cumulated after a certain period of months and thus leaning methods have been applied within it. Different states have been discussed so as to understand the methods of identifying the mathematical curriculum provided to the respective child at an early age have been reflected (Popkewitz, 2014).
Expected cognitive and mathematical development in this stage
In this period no such possibilities of the curriculum has been ascertained at the time of birth but interest in counting things are enabled through cognitive learning process. The aspects of interests are entailed towards understanding how to count can be justified (Mitchelmore, 2018).
Relevant mathematical concepts that could be explored
Understanding about different size and shapes are required in this stage. Different patterns of how to count verbally has been encapsulated within the child. Identification of quantity whether they are less or they are more has been deciphered (Wang, 2017, February).
A list of relevant mathematical learning outcomes
Mathematical learning outcomes such as the number sense and also ability to count accurately are provided after completing 18 months. Representations of mathematical ideas through words and also in mother tongue are necessary. Proper mechanism of counting are highly required within the child in normal instances, like counting different things.
An outline of appropriate learning experiences for these concepts
In order to learn these concepts different things can be utilized. Identifying the shapes of different things and counting them will lead them to accompany how to count. Learning experience has intruded the aspects of idealizing the measurement of different shapes that are required by the children should be provided by the guardians (Leonard, 2017).
An outline of relevant teaching pedagogies
Teaching pedagogies in these particular stages are commenced within the help of the guardians that are providing to learn how to count things in front of them in their mother tongue. Identification of different shapes are provided to the child by the guardians as pedagogue as they are not capable to spent time in the Montessori or any play home (Napp, 2009).
An outline of how skills at this age group could be recorded and assessed
In order to assess the skills, primary focus on questioning the child about the shapes and counting the things kept beside them are required. Counting their fingers that they have possessed is highly required in order to encapsulate proper estimation of numbers that are provided in front of the child (Woolcott, 2018).
2 years-3 years
The main process of learning starts between this particular age. Here the developments of different functioning system are completed with a premature development that helps the children in judging, identifying different digits takes place (Kelchtermans, 2017).
Expected cognitive and mathematical development in this stage
After completing 2 years of age, identification and learning of different shapes and counting things are completed by the child in its mother tongue. Therefore, it is important for a child to endeavour the aspects of encountering progress in mathematics curriculum through identifying the numbers from 0 to 9. In this way they are provided with proper knowledge regarding their address and telephone numbers so that proper ideas regarding the digits are encapsulated.
Relevant mathematical concepts that could be explored
Concepts of counting and sorting the shells as well as pebbles or any buttons are highly required. These are taught by the guardians with proper curriculum of sorting different shapes and sizes based on the respective colour. Identification of greater and bigger objects by showing them are highly required (Woolcott, 2018).
A list of relevant mathematical learning outcomes
It is evident that the children curriculum has been attributed as per the significance of how they grab all the mathematical justification underpinned. Thus it is important to provide the identification of the digits that are required to construct the number is necessary. Identifying the numbers through pictures and counting from different objects are necessary. Ensuring base mathematics curriculum along with teaching procedures for strengthening the problem solving abilities within the child is necessary (Leonard, 2017).
An outline of appropriate learning experiences for these concepts
In order to achieve these learning outcomes, different learning experiences are required. In order to enhance the mathematical skills, the children are ensured with coherent along with compatible relationships and sequences that come after every digit. It has been assessed that other activities should have to be integrated so as to pertain judgement regarding the mathematical relations. Enhancing the interest among the children in adhering the mathematical judgement is highly required (Mulligan, 2018).
An outline of relevant teaching pedagogies
Teaching pedagogy at this particular stage are highly important. The basic judgements provided to the children are from guardians. So repeated exercises of identifying the numbers and digits in order to understanding the mathematical derivatives are higher required. It is important for the children to understand the patterns about the digits which come after another. The resemblance has featured that identifying the address, learning about important phone numbers with the house number are necessary (Leonard, 2017).
An outline of how skills at this age group could be recorded and assessed
Skills within the children at this stage are highly required. It is quite significant that the possessing higher identification and counting skills are immensely important. Here the identification of digits are highly required in order to encounter mathematical justification and correct valuation regarding the numerical in the future period are required.
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Expected cognitive and mathematical development in this stage
Children between the ages of 3 to 5 years need to achieve high quality mathematical education. It is highly needed for young children to show a natural liking regarding the curriculum of mathematics and proper enjoyment in doing mathematical exercises. Different researches are evident in indicating the persuasive care for learning mathematics long before the children enter within the school. Conditioning the children during their play time and also in daily activities different mathematical ideas should be classified among the students (Leonard, 2017).
Relevant mathematical concepts that could be explored
Mathematics has always assisted the children in gathering and making sense regarding the physical and social worlds around them. Therefore, the children are naturally incline towards using the mathematics by capitalizing the on different moments in planning different experiences with different mathematical ideas within the mind. In this stage, the pedagogues fundamentally shapes the attitude towards the mathematics through engaging as well as encouraging the children through encountering mathematics which is considered to be most important learning throughout the life (Leonard, 2017).
A list of relevant mathematical learning outcomes
This particular stage has enforced the learning among the children that has enabled the criteria to achieve the persistent likeness within the curriculum of mathematics. Therefore, supporting the children in identifying different digits and counting will help them to achieve normal calculations like addition. This will lead them to understand how more the objects are counted. Apart from this, the determination of interest can be grown through identifying the shapes of the numbers associated with the mathematics.
An outline of appropriate learning experiences for these concepts
Proper collaborative outlook has been possessed upon the children in order to undertake effective decision for solving the problems given to them. Alignments of different systems have to be engraved in order to attain success in perceiving the criteria of deliberated study read through the respective materials. Moreover, the resources that are necessary to overcome the barriers are highly important so as to maintain proficiency among the guardians so as to provide them proper analytical procedure to encapsulate the understanding properly (Depaepe & Kelchtermans, 2017).
An outline of relevant teaching pedagogies
In this stage, teaching pedagogies are most important and integral part to demonstrate the questions that have been place in front of the children. The determining possibilities will be helpful enough to underpin the mathematical knowledge that is highly required for the children. In order to perceive these functions, different books and pictures regarding the numerical are identified with initial mathematical signs (Napp, 2009).
An outline of how skills at this age group could be recorded and assessed
Skills attained in this stage are quite important in shaping future regarding the curriculum of mathematics by the children. It is important to understand the perspectives that are highly required to enable and judge the numerical standpoint and counting features among the respective children. It is quite evident that the perspectives have outlaid the instances of understanding different valuation of the digits. Possibilities of engraving the actual activities of mathematics are inherited within the children so that they could pertain effective counting and make initial addition of the values that they are given to solve. Apart from this, identification of geometric figures have been inherited with the ideas of differentiating the shapes are entailed (Mulligan, Woolcott, Mitchelmore & Davis, 2018).
Primary (foundation year and stage 1)
Expected cognitive and mathematical development in this stage
In this particular stage, the decision regarding the mathematics curriculum and also the practices of teaching are highly sustained. It can be said that the different physical, cognitive and linguistic aspects are inherited within this particular stage. In order to acquire proper knowledge of mathematics this stage is regarded to be vital as the children are sent to schools in order to idealize the considerable features of comparable learning that are required within the respective children.
Relevant mathematical concepts that could be explored
Different numerical concepts have been aligned in order to pertain the development within the children. Here the mathematical operation sustaining all the important part like addition, subtraction, multiplication and division has been identified. Judging the perspectives will highly enabled so as to ensure proper derivatives in entailing the curriculum features in calculating different things are referred. Therefore, the significance will enlighten the basic parameters so as to ensure proper mechanism of understanding mathematics among the students that are targeted with the various interventions. Enormous variability will be identified through encompassing potential justification convoluting the assessed features of evaluating the overall understanding (Leonard, 2017).
A list of relevant mathematical learning outcomes
Learning outcomes are possessed within this particular stage has ensure proper learning feasibility among the children. They will gain to adjust the ideas of underpinning the factors through which the overall justification regarding the marginal propensity are enabled. Thus for controlling this factors, it is highly evident to control the obligation required by the children to analyze and solve the problems that are given to them inside their curriculum (Mulligan & Woolcott, 2018).
An outline of appropriate learning experiences for these concepts
Learning experience achieved within these stages help to maintain practices among the students to amplify the objectives sustained for emphasizing the perspectives that are highly required within the curriculum. It has been targeted about the facts that will highly ensure the optimistic follow up through enhancing the mental activities on some calculations that undertake greater or more than the numbers provided with applicable digits (Leonard, 2009).
An outline of relevant teaching pedagogies
Teaching abilities to this stage has required proper knowledge in order to grow children interest within the subject of mathematics. It s highly important to impound the abilities to solve different problems associated with additions, subtraction, division and multiplication according to the proficiency of languages. Proper drilling of metal mathematics is required for the children to grab the knowledge of how to find out the results (Leonard, 2017).
An outline of how skills at this age group could be recorded and assessed
Outlining this stage as per the skills are most important part that endeavour proper means through which the students are encapsulated with effective learning and synthesizing calculations required to solve the problems. Therefore, it has been considered as important means to identify the perspectives of knowledge required in the mathematical curriculum in this stage (Woolcott, 2018).
References
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Chen, Y. T., & Wang, J. H. (2017, February). The research of 4th grade mathematical curriculum electronic picture book construction and development in integrating indigenous culture. In Journal of Physics: Conference Series (Vol. 814, No. 1, p. 012008). IOP Publishing.
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Popkewitz, T. S. (Ed.). (2014). The “reason” of schooling: Historicizing curriculum studies, pedagogy, and teacher education. Routledge.
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Leonard, J. (2017). Culturally specific pedagogy in the mathematics classroom: Strategies for teachers and students. Routledge.
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Depaepe, F., Torbeyns, J., Vermeersch, N., Janssens, D., Janssen, R., Kelchtermans, G., ... & Van Dooren, W. (2015). Teachers' content and pedagogical content knowledge on rational numbers: A comparison of prospective elementary and lower secondary school teachers. Teaching and Teacher Education, 47, 82-92.
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Mulligan, J., Woolcott, G., Mitchelmore, M., & Davis, B. (2018). Connecting mathematics learning through spatial reasoning. Mathematics Education Research Journal, 30(1), 77-87.
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Leonard, J. (2017). Culturally specific pedagogy in the mathematics classroom: Strategies for teachers and students. Routledge.
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Leonard, J., Napp, C., & Adeleke, S. (2009). The complexities of culturally relevant pedagogy: A case study of two secondary mathematics teachers and their ESOL students. The High School Journal, 93(1), 3-22.
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