Math & Science for Young Children

ECE 141 / 111F winter quarter 2010

Emily McMasonUnits 2 & 3

children’s book example:The Kids’ Nature Book

365 Indoor/OutdoorActivities & Experiences

Susan Milord

As you move through your day with children, there are three types of learning experiences:

Unit 2 how concepts are acquired

As you move through your day with children, there are three types of learning experiences:

Naturalistic learning –emphasized in the sensorimotor period

Unit 2 how concepts are acquired

As you move through your day with children, there are three types of learning experiences:

Naturalistic learningInformal learning –introduced in

sensorimotor, increased throughout preoperational period.

Unit 2 how concepts are acquired

As you move through your day with children, there are three types of learning experiences:

Naturalistic learningInformal learning

teachable momentsscaffolding

Unit 2 how concepts are acquired

As you move through your day with children, there are three types of learning experiences:

Naturalistic learningInformal learningStructured learning –used sparingly in

sensorimotor and early preoperational. Very brief and focused.

Unit 2 how concepts are acquired

Divergent questions and directions

Convergent questions and directions

Unit 2 how concepts are acquired

Divergent questions and directionsNo one right answer. Ex: what can

you tell me about?

Convergent questions and directionsSpecific response. Ex: Find a ball

smaller than this.

Unit 2 how concepts are acquired

Learning Styles- the work of Howard Gardner.

Multiple intelligences:

Unit 2 how concepts are acquired

Learning Styles- the work of Howard Gardner.

Multiple intelligences: linguistic,

Unit 2 how concepts are acquired

Learning Styles- the work of Howard Gardner.

Multiple intelligences: linguistic, logical-mathematical,

Unit 2 how concepts are acquired

Learning Styles- the work of Howard Gardner.

Multiple intelligences: linguistic, logical-mathematical, bodily-kinesthetic,

Unit 2 how concepts are acquired

Learning Styles- the work of Howard Gardner.

Multiple intelligences: linguistic, logical-mathematical, bodily-kinesthetic, interpersonal,

Unit 2 how concepts are acquired

Learning Styles- the work of Howard Gardner.

Multiple intelligences: linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal,

Unit 2 how concepts are acquired

Learning Styles- the work of Howard Gardner.

Multiple intelligences: linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, musical,

Unit 2 how concepts are acquired

Learning Styles- the work of Howard Gardner.

Multiple intelligences: linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, musical, spatial,

Unit 2 how concepts are acquired

Learning Styles- the work of Howard Gardner.

Multiple intelligences: linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, musical, spatial, naturalist,

Unit 2 how concepts are acquired

Learning Styles- the work of Howard Gardner.

Multiple intelligences: linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, musical, spatial, naturalist, existential.

Unit 2 how concepts are acquired

Learning Styles- the work of Howard Gardner.

Multiple intelligences: linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, musical, spatial, naturalist, existential.

Unit 2

Learning Styles- the work of Howard Gardner.

Multiple intelligences: linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, musical, spatial, naturalist, existential.

Make sure you have an understanding of each one.

Unit 2

Multiple intelligences: linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, musical, spatial, naturalist, existential.

• So often we only teach in the first two ways.

• Who are you as a learner?• Who are you as a teacher?• What kind of learners are the majority of

your students? Can you identify type for each child?

Unit 2

Teach a child to count to 10. How many different ways can you do it? Write down a way for each intelligence. Be ready to share in class.

Multiple intelligences: linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, musical, spatial, naturalist, existential.

Unit 2

Think of all the different ways you can teach the same material – just by moving around within these different frameworks:

Piaget /VygotskyLearning cycleNatural /informal /structuredDivergent / convergentMultiple intelligences…is your head spinning yet?

Now for some Fun?

I completely, fully, 100% disagree with the text about technology.

No need until they are ‘fully literate’ which is usually 5th grade.

Children stop using their minds [the calculator must be right]The line between ‘education’ and ‘game’ is too small, and

the detriments are too many…obesity, violence, pregnancy, etc.

And all of this is ironic because this is hybrid class. However, you are not 5th graders (and you are smarter!)

One BIG divergence:

Mental stretch

Unit 3

• Ok, that’s it! Memorize this figure and you’re done with unit 3.

• Assess- this is always the starting place. The first question in teaching ‘where are they now?’ watch and see where they are

• Choose objectives- what’s the goal? What are you after? What should they learn next?

• Plan experiences- naturalistic/informal/structured, learning cycle, multiple intelligences

• Select materials- concrete to abstract, three dimensional to two [dolls to cut out dolls to pictures of squares to paper & pencil]

• Teach- need I say more? • Evaluate-what did the child learn? What can they now do?

Assessment questions are asked again

Unit 3

problem solving in science: make it

interestingEx: mass of 10 kg is a projectile…Verses: Cinderella and her evil step sisters are

engaged in a glass slipper kicking contest. Context gives them a hook, and helps them

predict the possible answer.Brownie point alert: ask me about Cinderella

& Eden in class.

Unit 3

problem solving in math: help them

estimate Ex: 43+38+52…Start with: 40+40+50. They know their

answer should be around 130. Estimation gives them a solid starting

place, and helps them predict the possible answer.

Unit 3