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8 Curriculum
for Early
Mathematical
Skills and
Science
Experience
LEARNING OUTCOMES
By the end of this topic, you should be able to:
1. Explain the concepts related to early childhood learning experiences
in physical, earth and life sciences;
2. Identify process skills necessary for teaching and learning of science
in early childhood education;
3. Describe problem solving through mathematics and computers;
4. Discuss ways to build a meaningful foundation of science concepts
and reasoning skills by using the technique of exploration and
observation; and
5. Describe new methods in teaching Mathematics for young children in
the classroom.
INTRODUCTION
This section focuses on how children understand science and mathematics. In
sciences, it is normally divided into three domains which are the key areas
explored in class and they are physical, earth and life sciences. Teachers in early
childhood education should also be aware of a childs development in
mathematical reasoning and implementation as part of his or her literacy
development.
Math concepts are taught through games and exploration of materials which
benefits the childrens literacy and numeric skills. Most mathematical ideas are
also implemented through stories.
Young children are applying mathematical concepts when they measure the
daily growth of seedlings on a plotting graph, or even while studying the
changing patterns of a shadow and recording its length. Children are applying
mathematical methods while working on science investigation. In investigating
science, children are required to forecast, measure, count, record and
communicate while demonstrating their problem-solving methods through
mathematical formulas.
ACTIVITY 8.1
List two activities that are suitable for early childhood learners which
draws a strong correlation between scientific investigation and
mathematics.
(a) Teachers should not be gender bias when teaching maths. Every child
should be given equal opportunity to problem solving and reasoning
activities.
(b) Math concepts have been known to be applied in early childhood years
through experiential learning using objects, food, play, materials, nature,
outdoors, space and time. Teachers should take the opportunity from a
childs experience to enhance his or her knowledge and understanding in
maths.
(c) Children should be allowed the freedom to explore their five senses (touch,
sight, sound, taste and smell). This will allow them to learn better in an
environment which includes literature and story-telling, blocks and
construction, art, science, water and sand, music, language, food and
nutrition. Children learn best when there are social interactions with peers
and adults or other activities which will interest them.
(d) Start with simple concepts before moving on to abstract concepts. Begin
with identifying and understanding of numbers, counting and simple
additions before going further to complexed abstract concepts such as time,
money and space.
(e) Problem solving skills should not be applied just in the field of maths and
science, but also in all areas of learning. Children learn better through
experience, therefore a childrens field trip is a good hands-on activity to
Table 8.1: Activities based on Three Domains Physical, Earth and Life Sciences
Earth The study of air and Activity 1: Investigating about day and
science water, sand and soil, day night.
and night and season.
Activity 2: Investigating properties of
sand and garden soil, which will allow
more water to pass through.
ACTIVITY 8.2
The use of computers in problem solving and mathematics in young children will
lead to:
Benefits Challenges
Computers act as an extension of ones Computers need humans to control the
mind which stores massive memory at programme or otherwise its useless.
blinding speed.
During a computer breakdown,
Computers are flexible and will students will be left doing nothing.
evaluate a students progress by
Computers which are affected by bugs
allowing a learner to progress faster
and viruses will affect a students
once he or she has mastered the lesson
productivity level.
or slowed down the pace for better
understanding. Rough handling of computers by
students will result in malfunction of
Computers aid enhances a teachers
the computer.
learning curve. Memories stored in the
system are easily updated through a Some students who are too smart and
stable network connection. creative as may alter the system and
programmes in the system that may
Different teachers use different
cause internal damaged in a computer.
software to educate a diverse group of
students which are programmed to Students will be wasting their time if
help them develop effective learning there is no teacher monitoring them.
skills.
Computers only teach certain facts but
Programmers do not have to reinvent not the higher order thinking.
effective routines but will be able to
copy and use the skilful teaching A human mind can make judgements
techniques that have been developed but not a computer.
for over many years. Computers cannot teach values and
Human brilliance will be extended develop interactions among students.
through the use of computers. A teacher is able to give personal
attention to the student but not a
computer.
A school system with computers to
replace teachers will create an
environment where students appear
robotic devoid of any feelings and
human interactions.
Students who are exposed to long
working hours fixated on a computer
screen may strain their eye sight.
To provide each student in a classroom
with a computer can be costly.
Source: http://www.cimt.plymouth.ac.uk/journal/egcomp.pdf
ACTIVITY 8.3
Create a science activity for a six year old student using a computer.
(b) Provide materials for them to write or draw or make charts for their
observations and ideas.
(c) At the end of the day, help children understand what they observed and
experience.
(d) Help connect a childs previous learning experiences onto new ones.
(e) Incorporate science concepts into daily activities such as reading a relevant
book to a child before proposing a hands-on exploration idea to extend
their learning experiences. Incorporate science talk into childrens routines.
For example, if a child is learning about seeds, invite him or her to be aware
of the food that contain seeds during snack time or ask if they have
experienced eating fruits with seeds before.
Figure 8.1 shows a group of children doing experiment during a water play in
early childhood class to determine what objects float and sinks. The teacher must
help make connections to science concepts and ideas. This will encourage
children to make observations and think.
Sink Float
Nail Sponge
Stones Paper
Spoon Small toys
Cups Pencil
(c) Provide opportunities for children to talk about what they have observed
and what they are wondering. Find initiatives to always communicate with
the children and encourage peer-to-peer conversations.
(d) Encourage children to interact among their peers and provide opportunities
for them to voice out their thoughts to their friends. For example; lets put
more sand in the water, do you think the water level will rise? Inspire them
to compare observation and ideas among their peers.
ACTIVITY 8.4
List four outdoor activities that could enhance early childhood learners
in their study of science exploration and observation.
SELF-CHECK 8.1
Figure 8.3 is a layout of five process standards suggested by the National Council
of Teachers of Mathematics (NCTM) that highlight the mathematical processes
students rely on to acquire and use the knowledge of mathematical content. The
five process standards of problem solving, reasoning and proof, communications,
connections and representation are explained in Table 8.4.
Process
Description Strategies
Standards
ACTIVITY 8.5
SELF-CHECK 8.2
Science experience and mathematical skills are interrelated to each other and
is best learned through exploration and observation.
Early childhood learning experiences include the physical, earth and life
sciences.
With the help of computers, children in the early childhood education learn
their mathematical skills and science experience better and faster.
Process standard for math highlights the strategies in learning and solving
problems related to maths.
Allen, M. (1998). Dr. Maggies play and discover science. Creative Teaching
Press.
Allen, M. (1998). Look, think, discover: Adding the wonder of science to the early
childhood classroom. Retrieved from http://www.earlychildhoodnews.
com/earlychildhood/article_print.aspx?ArticleId=192
Clements, D. H., Sarama, J., & DiBiase, A. M. (Eds.). (2004). Engaging young
children in mathematics: Standards for early childhood mathematics.
Mahwah, NJ: Lawrence Erlbaum Journal for Research in Mathematics
Education.