EBOOK: Supporting Musical Development in the Early Years


Book Description

This important book provides practical guidance for parents, teachers and other early years practitioners who are concerned with young children's musical development. The authors highlight the relationship between music and the development of communication, the expression of emotion and playfulness. They show how these three elements, in conjunction with musical activity and experience, underpin all future learning including the development of language. They go on to explore music as a subject in its own right and its role in supporting other areas of the curriculum. Insights from a wide range of research are presented in a way which makes them accessible to practitioners so that they can be used to inform and develop effective practice. Practitioners and parents are encouraged to have confidence in their own musical ability. The book provides a wide range of practical strategies and activities. It will show that everyone is capable of enjoying making music with young children and contributing to their future musical development.




Children Are Born Mathematicians


Book Description

Developed to address the new NCTM focal points, which use a chronological approach to thinking about what should be taught in early childhood mathematics. The book views mathematics as a developmental and constructive process in which the teacher acts as an instructor and facilitator. The book takes a "3 E" approach to thinking about how math is presented to each age group. For infants and toddlers, best introduced and presented through interaction with the environment so designing a mathematically active and interactive classroom should be the focus. For Preschool and Kindergarten children, mathematics is best learned through experiences with materials or projects in the classroom. For grade school children, more traditional educational experiences become more developmentally appropriate in combination with environment and experience.The approach is to see math as a developmental process that children engage in as they grow and develop. The teacher's role is to promote concept understanding and development through active experiences and questioning techniques in combination with teaching skills in developmentally appropriate ways."




How to Recognise and Support Mathematical Mastery in Young Children’s Play


Book Description

This book explains how young children develop mathematically in their earliest years and shows the support and teaching needed by adults to accelerate their progress and attainment, helping them master mathematical concepts and skills. The practical guidance has been carefully developed over a number of years and is based on research undertaken with primary schools in Sheffield as part of the 'Talk for Maths Mastery' initiative. It recognises that children’s mathematical development is embedded within child-led play and connected to deeper levels of thinking and wider dispositions for learning. Maths is happening everywhere at any moment; we just need to keep an open mind, open eyes, and listen. Including case studies, links to practice and reflective questions, the chapters reveal what mastery orientation looks like from the children’s perspective in their learning and covers: children’s serve and return conversational talk mathematical babies and their developmental momentum schematic patterns of thinking mathematical mark-making child-led play problem solving creative and critical thinking how adults can support children’s mathematical talk, thinking and mastery This book will help all early years practitioners and teachers working with children throughout the EYFS and KS1 build their understanding, knowledge, experience and confidence of engaging in early mathematics.




The Young Child and Mathematics, Third Edition


Book Description

Tap into the Power of Child-Led Math Teaching and Learning Everything a child does has mathematical value--these words are at the heart of this completely revised and updated third edition of The Young Child and Mathematics. Grounded in current research, this classic book focuses on how teachers working with children ages 3 to 6 can find and build on the math inherent in children's ideas in ways that are playful and intentional. This resource - Illustrates through detailed vignettes how math concepts can be explored in planned learning experiences as well as informal spaces - Highlights in-the-moment instructional decision-making and child-teacher interactions that meaningfully and dynamically support children in making math connections - Provides an overview of what children know about counting and operations, spatial relations, measurement and data, and patterns and algebra - Offers examples of informal documentation and assessment approaches that are embedded within classroom practice Deepen your understanding of how math is an integral part of your classroom all day, every day. Includes online video!




Supporting Early Mathematical Development


Book Description

This highly topical resource offers an excellent blend of theory and practice that will enable you to deliver successful mathematical education to birth to eight year olds.




Mathematics Learning in Early Childhood


Book Description

Early childhood mathematics is vitally important for young children's present and future educational success. Research demonstrates that virtually all young children have the capability to learn and become competent in mathematics. Furthermore, young children enjoy their early informal experiences with mathematics. Unfortunately, many children's potential in mathematics is not fully realized, especially those children who are economically disadvantaged. This is due, in part, to a lack of opportunities to learn mathematics in early childhood settings or through everyday experiences in the home and in their communities. Improvements in early childhood mathematics education can provide young children with the foundation for school success. Relying on a comprehensive review of the research, Mathematics Learning in Early Childhood lays out the critical areas that should be the focus of young children's early mathematics education, explores the extent to which they are currently being incorporated in early childhood settings, and identifies the changes needed to improve the quality of mathematics experiences for young children. This book serves as a call to action to improve the state of early childhood mathematics. It will be especially useful for policy makers and practitioners-those who work directly with children and their families in shaping the policies that affect the education of young children.




Supporting Early Mathematical Development


Book Description

Supporting Early Mathematical Development is an essential text for current Early Years practitioners and students, offering an excellent blend of theory and practice that will enable you to provide successful mathematical education for children from birth to eight years old. Charting the delivery of mathematical development in Playgroups, Children's Centres, Nurseries and Primary Schools, it forges links between current practice and fundamental Early Years principles and makes suggestions for creating effective pedagogies in maths teaching. Promoting mathematical development through play-based learning, this book presents: a wealth of practical multi-sensory teaching strategies instructional methodologies activity ideas incorporating play, books, songs, cookery and the outdoors examples of children's work advice on translating theory into practice questions for reflective practice. Throughout the book, Caroline McGrath breaks down the complexity of teaching and learning mathematics into simple steps and guides readers through possible gaps in their knowledge, bringing fresh enthusiasm to teaching mathematics. This is an invaluable resource for practitioners and trainee teachers wishing to strengthen their mathematical teaching and professional practice, or for students on a wide range of Early Years courses.




Mathematizing


Book Description

This proven, accessible approach to a curriculum presents a learner-centered approach to math education. Mathematizing provides both the emergent curriculum and professional development frameworks to help young children learn math throughout their everyday routine and to facilitate teachers' understanding of how to see and support children's math learning at every turn. With this book and its plentitude of case studies, illustrations, photographs, and documentation, the mathematizing adult can interpret children's interests and use that knowledge as a catalyst for creating meaningful and purposeful mathematical lessons and interactions.




Helping Children Learn Mathematics


Book Description

Results from national and international assessments indicate that school children in the United States are not learning mathematics well enough. Many students cannot correctly apply computational algorithms to solve problems. Their understanding and use of decimals and fractions are especially weak. Indeed, helping all children succeed in mathematics is an imperative national goal. However, for our youth to succeed, we need to change how we're teaching this discipline. Helping Children Learn Mathematics provides comprehensive and reliable information that will guide efforts to improve school mathematics from pre-kindergarten through eighth grade. The authors explain the five strands of mathematical proficiency and discuss the major changes that need to be made in mathematics instruction, instructional materials, assessments, teacher education, and the broader educational system and answers some of the frequently asked questions when it comes to mathematics instruction. The book concludes by providing recommended actions for parents and caregivers, teachers, administrators, and policy makers, stressing the importance that everyone work together to ensure a mathematically literate society.




Contemporary Research and Perspectives on Early Childhood Mathematics Education


Book Description

This book brings together a collection of research-based papers on current issues in early childhood mathematics education that were presented in the Topic Study Group 1 (TSG 1) at the 13th International Congress on Mathematical Education (ICME-13), held at the University of Hamburg in 2016. It will help readers understand a range of key issues that early childhood mathematics educators encounter today. Research on early childhood mathematics education has grown in recent years, due in part to the well-documented, positive relation between children’s early mathematical knowledge and their later mathematics learning, and to the considerable emphasis many countries are now placing on preschool education. The book addresses a number of central questions, including: What is mathematical structural development and how can we promote it in early childhood? How can multimodality and embodiment contribute to early mathematics learning and to acquiring a better understanding of young children’s mathematical development? How can children’s informal mathematics-related experiences affect instruction and children’s learning in different mathematics content areas? What is the role of tools, including technology and picture books, in supporting early mathematics learning? What are the challenges in early childhood mathematics education for teachers’ education and professional development?