Connecting to current research
(Wadhwani, 2014)
Children are natural mathematicians (Mclennan, 2010). Math is children making sense of their world through fun exploration of math problems. There are different approaches in learning from Dewey to Vygotsky, Mustard to Malguzzi. All these theories have shaped the approaches in early learning and development (Ontario Ministry of Education, 2014). However, research shows that children who are in open-ended, supportive learning environments are more likely to be happier, less anxious and motivated to learn (Ontario Ministry of Education, 2014). Therefore learning in a play based curriculum through an inquiry approach is best practice (Ontario Ministry of Education, 2014).
Counting is shown in the video as the most basic strategy to count with concrete objects (Barnes, et. al, 2010). The child demonstrates the understanding of zero being the absence of objects (Pepper & Hunter, 1998). The child in the video understands number relationships and with the foundation in counting it will lead into more complex mathematical terms (Kline, 1998). When the child counts without difficulty, 1, 2, 3, 4, 5, 6, 7, 8, 9 with concrete objects, he demonstrates his understanding of counting concepts of stable order (Ontario Ministry of Education, 2010-11). According to Pepper & Hunter (1998), he demonstrates object counting as counting objects takes practice to coordinate, and therefore the boy in the video was able to perform this task very well. The child in the video was able to accurately categorize numbers and demonstrate cardinality as well when he was asked how many by his mother. According to the Ontario Early Learning framework (2007), he demonstrates counting beyond his age group for being able to count without difficulties and placing objects in the correct section of the box with no mistakes.
In the video it limits on the child's skills in order of irrelevance since there isn't other objects that he counts in the video. However, when he took breaks in his counting and was able to count sequentially, it demonstrated his skills in counting in order and that he has a good understanding in categorizing the numbers of sticks in correspondance to the written numbers on the spindle box. According to Pepper & Hunting (1998), the child is demonstrating conventional number word sequence when he counts in order. Since the video is limiting in other skills he can perform, a proper analyses of skills cannot be determined. However, with the foundation of counting in stable order without difficulties he can move onto working on 1 to 1 correspondence, and order of irrelevance and more complex mathematical concepts.
Counting is shown in the video as the most basic strategy to count with concrete objects (Barnes, et. al, 2010). The child demonstrates the understanding of zero being the absence of objects (Pepper & Hunter, 1998). The child in the video understands number relationships and with the foundation in counting it will lead into more complex mathematical terms (Kline, 1998). When the child counts without difficulty, 1, 2, 3, 4, 5, 6, 7, 8, 9 with concrete objects, he demonstrates his understanding of counting concepts of stable order (Ontario Ministry of Education, 2010-11). According to Pepper & Hunter (1998), he demonstrates object counting as counting objects takes practice to coordinate, and therefore the boy in the video was able to perform this task very well. The child in the video was able to accurately categorize numbers and demonstrate cardinality as well when he was asked how many by his mother. According to the Ontario Early Learning framework (2007), he demonstrates counting beyond his age group for being able to count without difficulties and placing objects in the correct section of the box with no mistakes.
In the video it limits on the child's skills in order of irrelevance since there isn't other objects that he counts in the video. However, when he took breaks in his counting and was able to count sequentially, it demonstrated his skills in counting in order and that he has a good understanding in categorizing the numbers of sticks in correspondance to the written numbers on the spindle box. According to Pepper & Hunting (1998), the child is demonstrating conventional number word sequence when he counts in order. Since the video is limiting in other skills he can perform, a proper analyses of skills cannot be determined. However, with the foundation of counting in stable order without difficulties he can move onto working on 1 to 1 correspondence, and order of irrelevance and more complex mathematical concepts.