I Like Pumpkins- Post #6: Numerical Connections

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When you read up on early childhood education (ECE), there is a lot of talk surrounding literacy and numeracy (I intend to do an overview of ECE jargon in a future post). Numeracy, in a nutshell is being literate about numbers. While traditionally there has been a big focus on mathematics, we know that children can start understanding numerical concepts at a very early age, and that deep understanding of concepts will hopefully lead to better success with mathematics later in life.

I am more inclined towards language arts so the way that I interact with H in our day-to-day life naturally highlights those aspects. Numbers and math do not come as naturally to me so I have to make more of an effort to think about how I can incorporate opportunities to focus on those elements. With this activity I wanted to deepen H’s counting skills and introduce her to measurement.

H has never done a worksheet. You have to understand that in the way I was trained, worksheet is almost a bad word. So I designed my own “worksheet” (I use the term loosely here) as a way to not only improve upon her (visual) literacy skills, but to provide a place to record information.

I chose three everyday objects and drew a quick picture of them. Instead of telling her what the objects were, I asked her to identify them (she thought my pen was a crayon and that’s okay). I asked her to find the objects in our house and bring them back to me. This was a fun mini scavenger hunt and in an attempt to introduce more french into our day-to-day lives, I shared the french names of the items with her.  We then used pumpkin seeds (our unit of measurement) to measure length.

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We had a conversation around what is longer or shorter; whether more seeds were needed or less and the consistent orientation of the seeds. H really enjoyed this experience and wanted to keep measuring. So this time I asked her to identify three objects she wanted to measure. On the back of the sheet I quickly drew them and she started measuring.

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I took a more hands off approach, curious to see where things would go. She ended up measuring around the fish and the pom pom so I introduced words like perimeter and circumference.

If you were to ask her what those words meant today, she would not know. But by labelling things then, I have created a tangible memory she can refer back to the next time those concepts come up. Also, by adding a physical/sensory aspect to math and counting, it has impressioned her brain differently than simply talking about numbers (an abstract concept) would.

Ideally I would have left the container of seeds for her to explore on her own in the coming days, but I ate all of them. Blame the baby.

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