Creation of Mathematical Resources

Introduction

With the help of daily activities and interactions children learn and develop understanding early math skills. These skills help in making children ready for the school. In order to ensure strong early math foundation there are certain mathematical skills that are required to develop among children in early childhood.  

Hence the paper would focus upon these regular activities with the help of which effective mathematical resources can be created for the children in reference to early childhood.    

Relationship between learning materials and learning needs of the children

The learning needs of the children are deeply associated with learning materials that particularly applies while imparting knowledge on mathematics in the opinion of Bartel, (2006). In the process of providing them with the mathematical knowledge the children can be either provided with natural or artificial elements. Clay is one of the impactful elements in the process of imparting mathematical knowledge. The reason being the fact, it enhances the aspect of self motivation and exploration among the children. The responsive sensory qualities of the children also get developed as a result of which the provided lesson makes considerable impact on them.  It easily attracts their attention and lesson makes impact on their memory. It contributes in their understanding; identifying and the knowledge of shapes like circle, square, triangle can be effectively imparted to the children in their early childhood (earlychildhoodaustralia, 2009). The use of clay helps the children in effectively expressing themselves which in turn helps in creating connection in the provided lesson. The use of elements like clay while imparting mathematical knowledge helps in increasing the span of attention of children, thus acts as a contributing factor in memorizing the information efficaciously. Learning elements like wooden blocks, Lego bricks according to Disseler, (2016) are also impactful in making the children aware of mathematical skills because of the presence of proportional dimensions in it. The presence of dimensions of proportion in these elements makes it ideal medium for learning and teaching about mathematical relationships. With the help of these elements the children can learn about positional language and the language of measurement in an effective manner. While the children clays with Lego bricks with the help of the dots on its top an inbuilt system of measurement is provided to them, in the cardinality stage it is impactful. In the process of playing with it they perform and learn complex mathematics like subtraction, addition even fraction. It also develops their attention which in turn helps in their mathematical skills.     

Other than that use of colors like red, yellow, orange helps in attracting the children due to which they pay more attention as a result of which the mathematical skills make great impact on them.

The knowledge of play, implementing it, its significance, accessing a play-based program and the role of the educators is vital for all childhood educators in order to effectively implement EYLF. The early childhood pedagogy principles, according to Barblett, (2016), formulate the Early Years Learning Framework, with the help of which the practice of early childhood educators is guided. “Learning through play” is one of the common practices used in the early childhood sector. In the EYLF, play-based learning is described as a learning context, which contributes in organizing and making sense of the social world of the children. The reason being, objects, representations and people are actively engaged in it.

As in the above discussion of the assignment, it can be noticed that selected materials have elements of pleasure and entertainment, which signifies that the chosen materials and resource are relevant in imparting knowledge of mathematics as per the requirement of the children. The process of active play also involves physical, mental or verbal engagement of the children. Self motivating play is an element of play based learning. The chosen materials that have pleasure and entertainment value helps in grabbing their attention effectively that acts as a contributing factor for them to receive the provided information effectively and effortlessly. 

Ideas underpinning the recourse

According to Pound and Lee, (2011) in order to create an understanding of addition among them, while playing if they are given one ball at one time followed by another ball and asked the number of ball they are having, it will help in developing the understanding of addition among them. The use of the ball in the process will act as an attraction factor for them as it is the element of game or entertainment for them and helps them in learning the skill efficaciously and imbibe it.  Among the aspects of number of algebra it is an effective strategy.

Having the spatial knowledge and shape knowledge is important for forming the knowledge of mathematics. With the help of this knowledge, in the further skills of identifying shapes like triangle, can be effectively developed . As opined by Mayesky, (2006), using elements which the children can easily connect to help them in identifying the shapes easily memorize it. As instance, box is a common element found everywhere. With the help of it, the children can be made aware regarding the square shape. This can be implemented in the one-to-one correspondence.

Children are usually attracted to music and rhymes that can be implemented in the rote counting. As a result of which, implementing songs and rhymes in the process of teaching mathematics can be impactful . While implementing this process according to FLEER and RABAN, (2010), it is required to repeat it several times to the children which will make greater impact on them. After saying the rhyme, if children are asked to hold up the correct number of figures as mentioned in the rhyme it will help them in developing the mathematical skill in a playful, entertaining manner, engaging them effectively.  It is also an effective strategy among the aspects of number and algebra.

 In order to build the understanding of subtraction, if they are provided with their favorite it will help in catching their attention immediately. If they are provided with their favorite fruit and one fruit is taken away from them it will help in developing the concept of subtraction in an effortless and impactful manner. Such subtraction games can be used in forming and combining sets stage.    

Counting games are effective in imagining stage. In the advanced counting stage games like 21 can be practiced. 

Conclusion

In the conclusion it can be stated that imparting mathematical skills to the children is a complex and multi-layered process. According to WELDON, (2014) in this process a combination of natural and manufactured elements should be opted and other elements like color with the help of which the attention of the children could be grasped should be emphasized upon by them.

References

Barblett, L. (2016). Why play-based learning? (free article) – Early Childhood Australia. [online] Early Childhood Australia. Available at: http://www.earlychildhoodaustralia.org.au/our-publications/every-child-magazine/every-child-index/every-child-vol-16-3-2010/play-based-learning-free-article/ [Accessed 17 Aug. 2016].

Bartel, M. (2006). How & Why Clay for Toddlers & Preschoolers. [online] Bartelart.com. Available at: http://www.bartelart.com/arted/Clay&Toddlers.html [Accessed 17 Aug. 2016].

Disseler, S. (2016). Teaching fractions using LEGO bricks. St. Johnsbury, VT: Brigantine Media/Compass.

earlychildhoodaustralia.org.au. (2009). Play-based approaches to literacy and numeracy. [online] Available at: http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2013/11/NQS_PLP_E-Newsletter_No66.pdf [Accessed 17 Aug. 2016].

Fleer, M. and Raban, B. (2010). Early Childhood Literacy And Numeracy: Building Good Practice. [online] docs.education.gov.au. Available at: https://docs.education.gov.au/system/files/doc/other/ed13-0077_ec_literacy_and_numeracy_building_good_practice_resources_booklet_acc.pdf [Accessed 17 Aug. 2016].

Mayesky, M. (2006). How to foster creativity in all children. 3rd ed. Australia: Thomson/Delmar Learning.

Pound, L. and Lee, T. (2011). Teaching mathematics creatively. London: Routledge.

Weldon, L. (2014). Natural Math: 100+ Activities & Resources. [online] Laura Grace Weldon. Available at: https://lauragraceweldon.com/2014/11/26/natural-math-100-activities-resources/ [Accessed 17 Aug. 2016].

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