(MCLENNAN, 2010).
Learning through inquiry
Learning through inquiry will allow children to be the key contributor to their lifelong learning as they internalize their own learning (Ontario Ministry of Education, 2014).
Inquiry based learning is when children learn in an open-ended environment that encourages them to explore through play (Mclennan, 2010). |
Children and educators learn together through the inquiry process (Ontario Ministry of Education, 2014). When children learn through real life situations they gain a better understanding and deeper connection to mathematical concepts (Mclennan, 2010). They are able to connect their play with their learning (ELECT, 2006). When children express interest in their learning it will shape their attitude toward mathematics and develop confidence in demonstrating skills in math (NAEYC, 2010). When they learn the number 6 for an example, instead forcing the child to memorize the way to write the number they will learn and connect the number when they are stringing 6 beads in their necklace and counting the beads. It can also lead to the child extending their learning by documenting how many beads they used in the necklace in the form of writing.
A rich environment for children to learn through the inquiry approach is critical. It should be an environment that allows for diversity and different perspectives. It will advocate inclusive practices in the classroom (Ontario Learning Framework, 2010). It is an environment that children contribute to their own learning (Ontario Ministry of Education, 2014). Having materials that are intentional for mathematical concepts will encourage children to use the materials without instructions and be able to practice math skills (Mclennan, 2010). Concrete manipulatives will enhance children’s learning (Clements and Sarama, 2009). Children should also be provided with the space and time they need to efficiently learn (ELECT, 2006). They should not be forced to move onto another centre since the child is only creating a deeper connection at the centre they are staying at and will contribute in the creation of rich learning (Mclennan, 2010). Children will be inspired to have a deeper connection with learning. Educators can promote learning by asking open-ended questions and supporting children in their learning by promoting the children to document their own learning (i.e. writing or drawing) (Ontario Ministry of Education, 2010-11). Educators can also model the use of materials for the children (Mclennan, 2010). Learning is not limited to sitting at a desk but through play and exploration and connecting to the world.
Learning through inquiry will benefit children in connecting their learning with the natural world and contributes to the mental, physical. Emotional and spiritual well-being (Ontario Ministry of Education, 2014). The inquiry approach will promote the child to lifelong learning.
A rich environment for children to learn through the inquiry approach is critical. It should be an environment that allows for diversity and different perspectives. It will advocate inclusive practices in the classroom (Ontario Learning Framework, 2010). It is an environment that children contribute to their own learning (Ontario Ministry of Education, 2014). Having materials that are intentional for mathematical concepts will encourage children to use the materials without instructions and be able to practice math skills (Mclennan, 2010). Concrete manipulatives will enhance children’s learning (Clements and Sarama, 2009). Children should also be provided with the space and time they need to efficiently learn (ELECT, 2006). They should not be forced to move onto another centre since the child is only creating a deeper connection at the centre they are staying at and will contribute in the creation of rich learning (Mclennan, 2010). Children will be inspired to have a deeper connection with learning. Educators can promote learning by asking open-ended questions and supporting children in their learning by promoting the children to document their own learning (i.e. writing or drawing) (Ontario Ministry of Education, 2010-11). Educators can also model the use of materials for the children (Mclennan, 2010). Learning is not limited to sitting at a desk but through play and exploration and connecting to the world.
Learning through inquiry will benefit children in connecting their learning with the natural world and contributes to the mental, physical. Emotional and spiritual well-being (Ontario Ministry of Education, 2014). The inquiry approach will promote the child to lifelong learning.
Responding, Extending and challenging
According to the Full-Day kindergarten program and the inquiry approach there are many ways to extend, respond and provide challenges to the object counting activity. In the video, the boy demonstrates the understanding of counting concepts in stable order (Ministry of Education 2010-11) using the materials spindle sticks and the spindle box.
In response to this activity, educators can model and count with the child. Instead of limiting the child in putting the correct amount of sticks into each section of the spindle box, the sticks can be used to count. The EL–K team models order irrelevance by counting a set of sticks several times, each time starting the count at a different point in the set. Then the educators can ask “What do you notice about how I am counting the sticks? I am going to count them again. What do you notice this time?”
An extension of this activity can be having different materials and not limiting the counters to be only sticks. The spindle box can be still incorporated as tool to guide his counting but other materials can include marbles, cubes, and other objects that can fit into the sections of the spindle box. By extending the materials to other objects, the child will get to internalize the concepts and practice counting in order with various objects. Another example of using different materials to extend the child’s learning is to put out 5 sticks and then ask the child, “How many marbles do we need for the sticks to each have a friend?” “How did you figure that out?”
The activity can be challenged in asking the child beyond the numbers on the box. An example can be to ask questions like, “ What numbers goes after nine?” “If we have three marbles and three sticks how many would we have in total?” In using different materials children will be able to internalize the concept that the number of objects in a set will be the same regardless of which objects is used to begin the counting (Ministry of Education 2010-11).
In response to this activity, educators can model and count with the child. Instead of limiting the child in putting the correct amount of sticks into each section of the spindle box, the sticks can be used to count. The EL–K team models order irrelevance by counting a set of sticks several times, each time starting the count at a different point in the set. Then the educators can ask “What do you notice about how I am counting the sticks? I am going to count them again. What do you notice this time?”
An extension of this activity can be having different materials and not limiting the counters to be only sticks. The spindle box can be still incorporated as tool to guide his counting but other materials can include marbles, cubes, and other objects that can fit into the sections of the spindle box. By extending the materials to other objects, the child will get to internalize the concepts and practice counting in order with various objects. Another example of using different materials to extend the child’s learning is to put out 5 sticks and then ask the child, “How many marbles do we need for the sticks to each have a friend?” “How did you figure that out?”
The activity can be challenged in asking the child beyond the numbers on the box. An example can be to ask questions like, “ What numbers goes after nine?” “If we have three marbles and three sticks how many would we have in total?” In using different materials children will be able to internalize the concept that the number of objects in a set will be the same regardless of which objects is used to begin the counting (Ministry of Education 2010-11).