Design and Develop a Project for a Group of Children 3-5yrs Old - Research Proposal Example

Project for Children al Affiliation) PROJECT DESCRIPTION In this project we will be able to reflect how simple summation can be made easier for a child’s understanding. We will also be able to identify the problems and weaknesses these children experience and how it can be reduced to improve their potential. Project Rationale What Children Know Most of the children are able to count and number most of the objects. This Project will enable find better ways to be put in place in order to improve the children’s ability to calculate (Nature Action Collaborative for Children, 2006). Most of the parents lay out a foundation of teaching children in numbering leading to them developing the interest of mathematics. They are taught on counting fingers, people for example family members which has an influence in calculating sector setting up a foundation to children. What Children want to Know? Children like exploring ideas and are curious to learn new things and so participate actively in learning (NSW Department of Community Services, 2001). These are seen through their interests in participating in most of the activities indoors like cleaning and also outdoors through playing with other children (US Dept of Education, 2000). They are energetic and so most of the children sharpen their understanding through repetition on what they have been taught. Through the knowledge of numbers they improve their capability in remembering like counting the number of jumps made (Morrison, 2000). Learning Potentials Children at an early age are able to easily understand simple calculations. We can improve the children mathematical creativity through: Teaching on Numeral Identification The main numbers used in mathematics are 0-9. The children should be able to identify the numbers and also memorize well. This includes asking them be able to identify each number and telling out the differences (Education Queensland, 2002). Numbers like 6 and 9 should be well shown in order to avoid children being confused on which number should come first. A number like 7 might also be hard for children to know the direction to which it should face. Children should be taught a number after a number to improve their understanding. The teacher or trainers can try to measure out their understanding either through telling children by the use of clay, to create models of the numbers taught in order (Fleet, 2004). Counting When children are taught on counting they should be able to know or tell out which number is greater than the other one for example 5>2 Board of Studies, (NSW, 1999). Counting on method can be used in order to make the child think deeply. Let’s take an example of giving a child 3 text books and make him count. When we add three more books the child should be able to continue counting from the last point without starting from one. This improves on time and also expands their memory (Hamston & Murdoch, 2004). Classifying and Sorting Try this by putting together various items like pencil, pens and colors together and try to make them identify the same group of items by putting them together and counting them (McCartney & Phillips, 2006). Using objects in Teaching Calculation. Teachers in Early Childhood schools should apply easier techniques in order for the children to understand (Arthur et al, 2012). The teachers contribute a lot in proper growth of the children. They should use simple methods and encourage children in their education (Whitebread & Coltman, 2008). The teachers can also improve their memory by teaching using songs, games which makes it more exciting. They can also use puppets as a teaching aid. This can be by asking children to participate in answering questions for instance asking them to count 1-10 without hesitation, playing with numbers, asking them to arrange in order, placing the right values in calculations which is addition and subtractions (New & Cochran, 2007). Creating Conducive Environment Children are able to develop their minds when they are provided with favorable environment (Milliken, 2003). This can be through using colors in teaching facilities which makes them excited and also feel comfortable in class. Tapes, recorded tools can also be used as a teaching aid for example a tape where the children are taught on counting animals, furniture, utensils etc. They should be provided with toys, pictures, beads, stones and other items in which they can use in counting and calculating simple mathematics (Slentz & Krogh, 2001). This can be useful in teaching calculations and also enabling them master figures. Links to Learning Frame works Teachings on numerical identification enables children familiarize figures. This provides a platform to be able to identify each number, how to write and also be able to memorize. This can also be seen through counting of numbers. Let’s take of an example of cutting an apple into four pieces and giving one to the child. One can challenge a child’s mind by asking how many are they left. Through this they are able to refresh their memory and be able to count improving their counting skills (Evans et al, 2000). When children are together they are able to socialize and teach each other on what they know. Through this they engage in activities like game which help them develop ideas and become creative (Queensland Studies Authority, 2005). They can also identify the different types of things like placing together what look like by being able to classify and sort. Using objects as a teaching guide makes it easier for children to improve their counting skills. They are able to count without hesitation for example asking them to count the number of chairs in the classroom. This makes them creative as they would think of other things to count (Harrison & Tegal, 2001). Resources Supporting Investigations Children are able to understand counting techniques by available resources which they are conversant with as seen from Early Childhood Development and its Variations (2001) by Slentz & Krogh). They describe basics methods which can be put in place in order to enable children understanding capabilities. This can also be seen in Reflections: Reggio Emiia within Australian contexts (2003) by Milliken. In the book, we get to learn how o use body movements to improve social skills. In the book Teaching and Learning in the Early Years by Whitebread & Coltman (2008) on games based learning; we find how games contribute in improving basic numbering skills to which develop their counting skills and techniques. Children also develop their counting skills as shown in the book New teachers for a new century: the future of early childhood professional preparation (2000) by the US Dept of Education. We find out that counting skills are principle driven through as they strengthen their abilities and habits they induce counting principles. In this book we see how the children are creative and through this they develop ideas and improve their counting skills. In Early Childhood Education: an International Encyclopedia (2007) by New & Cochran, we see how counting rhymes help younger children improve their counting skills. In Jennifer Overend Prior page 25 on her book numbers we see the importance of practical by making name write numbers independently, knowing the street addresses which improves their counting ability. In Programming and planning in early childhood settings (2012) by Arthur et al, there are ways to encourage creativity in children by including variety of activities and learning materials to children it facilitates their understanding. They are able to understand the relationship of various subjects including mathematics and sciences improving their creativity. In Early Childhood Counts a Programming Guide on Early Childhood Care for Development by Evans et al (2000), we are taught on ways of nurturing creativity in Kids and also how parents play a major role in improving child creativity by providing the right atmosphere for the child’s growth. This can be through providing them with building blocks and puzzles, providing toys which are a quick path method of learning. In the book Early Childhood Assessment (2003) by Lidz, we are able to see activities which can be used to improve a child’s counting skills. This can be using fun activities in teaching lessons, letting them know the value of counting in the world. They can also use building blocks to teach on counting and also math concepts such as addition and subtraction. They can also have each child count 1-50 at the beginning of the lessons ,doing simple calculations like additions starting from 1’s and 2’s the next day proceed to the next value. Link to Community Through the use of the local library I was able to get the knowledge of other ways improving a child’s numerical understanding (Whitebread & Coltman, 2008). This gave plenty of answers of methods that can be put in place to improve a child ability to explore for instance counting techniques to use and other teaching methods like classifying, sorting and counting. Parents also played a major role by providing the methods they put in place to their children in improving mastery. Through the interviews with children I was able to find better methods or children preference on their understanding. Through books with colored pictures most of them enjoyed using them and found it easier to use. They liked playing with toys to which by using their interests in teaching it will make them learn more and a shorter period of time. Supporting Representation Materials Bring beads, sticks, colors and clay Method Mix the sticks colors and beads together and ask the children to sort by putting together what look alike and making them to count the number of the items in each place. Tell the children by the use of clay, use it to create as many shapes as possible. In their completion they should be able to count the number of models they have produced Teaching addition can be showed by taking up five beads and adding two beads. What is the total number of beads collected? References Arthur, L., Beecher, B., Death, S., Dockett, S. & Farmer, S. (2012). Programming and planning in early childhood settings. Sydney: Thompson. Board of Studies, NSW. (1999). Human Society & Its Environment: K-6 Syllabus. Sydney: Author. (Can be downloaded from http://www.boardofstudies.nsw.edu.au Education Queensland. (2002). Productive pedagogies. http://education.qld.gov.au/corporate/newbasics/html/pedagogies/pedagog.html. Evans, J. L., Meyers, R. G., & Ilfeld, E. (2000). Early Childhood Counts a Programming Guide on Early Childhood Care for Development. Washington, D.C.: World Bank. Fleet, A. & Robertson, J. (2004). Overlooked curriculum: Seeing everyday possibilities. Canberra: ECA. Hamston, J. & Murdoch, K. (2004). Integrating socially: Planning integrated units of worlds. Harrison & Tegal in Dau 1999 in Beecher, B. & Arthur, L. (2001) Play and literacy in social children’s Yarra: Eleanor Curtain Publishing. Lidz, C. S. (2003). Early childhood assessment. New York: Wiley. McCartney, K., & Phillips, D. (2006). Blackwell handbook of early childhood development. Malden, MA: Blackwell Pub. Milliken, J. (2003). Reflections: Reggio Emiia within Australian contexts; Sydney: Pademelon Press. Morrison, G. S. (2000). Fundamentals of early childhood education (2nd Ed.). Upper Saddle River, N.J.: Merrill. New, R. S., & Cochran, M. (2007). Early childhood education: an international encyclopedia. Westport, Conn.: Praeger Publishers. NSW Department of Community Services. (2001). NSW Curriculum Framework for Children’s Services. The practice of relationships: Essential provisions for children’s services. Sydney: Author. Sections of this document can be downloaded from http://www.community.nsw.gov.au/progpub.html Queensland Studies Authority (2005). Early Years curriculum guidelines. http:// www.qsa.qld.edu.au/early/curriculum_guidelines assessed 9/3/2006 Slentz, K., & Krogh, S. (2001). Early childhood development and its variations. Mahwah, N.J.: L. Erlbaum. U.S. Dept. of Education. New teachers for a new century: the future of early childhood professional preparation. (2000). Washington, DC: National Institute on Early Childhood Development and Education, U.S. Dept. of Education. Whitebread, D., & Coltman, P. (2008). Teaching and learning in the early years (3rd Ed.). London: Routledge. Working Forum on Nature Education for Young Children (2006) World Forum Foundation: Nature Action Collaborative for Children, http://worldforumfoundation.org/wf/wp/initiatives/nature-action-collaborative-for-children Read More