Early Childhood Standards of Quality for ... - State of Michigan

ELE: early Learning in maTHEMATICSExamples of Experiences and Strategies• Children are given the opportunity to solve math problems that occur inthe daily life of the classroom; e.g., “How many are at school today?”“How many are absent?”• Children are allowed time to solve problems and to talk through theirideas and solutions with others.• The classroom library contains books that show positive examples ofproblem solving.• Children have access to many books with numbers as part of the storiesor those that encourage them to count and play with counting words.• Both boys and girls have the opportunity to solve challenging problems.• When possible, key words from the classroom’s primary and secondarylanguages are used or learned; e.g., problem/problema.• Manipulatives are available for children that are increasingly challengingto solve.• Children learn a sequence of steps for problem solving.• Children are encouraged to use the language of mathematics andhave access to materials that can be named (e.g., geometric shapes,measuring tools, quantities of objects they have counted) and describedmathematically; e.g., describing the positions of people or objects;comparing the sizes and shapes of unit blocks; talking about events intime such as before, after, today, yesterday, before my last birthday.• Adults use problem solving vocabulary in their conversations withchildren; e.g., predict, change, observe.• Adults use children’s knowledge of prior experiences when problem solving.• Adults draw attention to new situations and problem solving opportunitiesin the daily working of the classroom.• Adults model the process of solving every day problems; e.g., asking“Let’s decide what to do; How many children want to go on a walk?”• Teachers respond with positive dialog and encouragement as childreninitially try to solve problems.• Adults ask open-ended questions and listen to the children’s responses.• Teachers model problem solving both inside and outside the classroom.• Teachers and families know that children are developing the ability tosolve math problems and talk with them as they experience correct andincorrect responses.• Families realize that problem solving can be a positive experience and notalways a crisis.• The classroom routine allows for unhurried time for trial and error whensolving a problem.Early Childhood Standards of Quality for Prekindergarten 109