Early Childhood - Connecticut State Department of Education
Early Childhood - Connecticut State Department of Education
Early Childhood - Connecticut State Department of Education
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Mathematics Chapter 6<br />
Prompt children to use probability terms in examining their collections, e.g., It is<br />
likely this group has more.<br />
Partner with the children to create pictures using collections.<br />
Scribe for the children descriptions <strong>of</strong> their collection pictures.<br />
Materials/Changes to Provide collections <strong>of</strong> various items in art, math and science investigation<br />
Environment centers.<br />
References<br />
Baroody, A. S. “Does Mathematics Instruction For 3-5<br />
Year Olds Really Make Sense?” In Young Children.<br />
July 2000, pgs. 61-67.<br />
Bredekamp, S. and Rosegrant T., Eds. Reaching<br />
Potentials: Transforming <strong>Early</strong> <strong>Childhood</strong> Curriculum and<br />
Assessment, Vol. 2. Washington, DC: NAEYC, 1995.<br />
Clements, D. and Sarama J. Standards for Preschoolers:<br />
Teaching Children Mathematics. Reston, VA: National<br />
Council <strong>of</strong> Teachers <strong>of</strong> Mathematics (NCTM), 2001.<br />
Clements, D. and Sarama J. The Earliest Geometry:<br />
Teaching Children Mathematics. Reston, VA: NCTM,<br />
2000.<br />
Clements, D. and Sarama J. Achievable Numerical<br />
Understandings for All Young Children. Teaching<br />
Children Mathematics. Reston, VA: NCTM, 2001.<br />
Copley, J. The Young Child and Mathematics.<br />
Washington, DC: NAEYC, 2000.<br />
Forman, G. and Kuschner, D. The Child’s Construction <strong>of</strong><br />
Knowledge: Piaget for Teaching Children. Monterey, CA:<br />
Brooks/Cole Publishing Co., 1983.<br />
Gelman, R. and Gallistel, C.R. The Children’s<br />
Understanding <strong>of</strong> Numbers. Cambridge, MA: Harvard<br />
University Press, 1978.<br />
EXAMPLE OF PLANNING, (continued)<br />
Prepare large sheets for collage and collection displays in the art center and<br />
writing area.<br />
Collect and display various books in the library area on counting and collecting,<br />
and stories that are suitable for estimating and probability discussions.<br />
95<br />
Ginsburg, H. Children’s Arithmetic. New York: Van<br />
Nostrand, 1977.<br />
Ginsburg, H.; Greenes, C. and Balfanz. Big Math for<br />
Little Kids. Parsippany, NJ: Pearson <strong>Education</strong>, 2003.<br />
Griffin, S. A. and Case, R. “Re-thinking the Primary<br />
School Math Curriculum: An Approach Based on<br />
Cognitive Science.” In Issues in <strong>Education</strong> 4(1): 1-51,<br />
1998.<br />
Hiebert, J. Conceptual and Procedural Knowledge: The Case<br />
<strong>of</strong> Mathematics: Hilldale, NJ: Erbaum, 1986.<br />
Kamii, C. Number in Preschool and Kindergarten.<br />
Washington, DC: NAEYC, 2000.<br />
National Council <strong>of</strong> Teachers <strong>of</strong> Mathematics.<br />
Principles and Standards for School Mathematics. Reston,<br />
VA: NCTM, 2000.<br />
National Research Council. Eager to Learn: Educating<br />
our Preschoolers. B.T. Bowman, M.S. Donovan and<br />
M.S. Burns, Eds. Washington, DC: Committee<br />
on <strong>Early</strong> <strong>Childhood</strong> Pedagogy, Commission on<br />
Behavioral and Social Sciences and <strong>Education</strong>.<br />
National Academy Press, 2001.<br />
Singer, D. and Revenson, T. A Piaget Primer on How<br />
a Child Thinks. New York: National Penguin Books,<br />
1978.<br />
Wortham, S. <strong>Early</strong> <strong>Childhood</strong> Curriculum. Columbus,<br />
OH: Merrill/Prentice Hall, 2002.
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