Presentation/Assigment
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625PPPresentation.pptxSTEM LEARNING IN EARLY CHILDHOOD
(Bredekamp, 2013)
Hello everyone, and welcome to my presentation on Chapter 13 of Effective Practices in Early Childhood Education: Building a Foundation 4th Edition by Sue Bredekamp. Today, we will be discussing the importance of STEM learning in the early years, the continuum of cognitive development in early childhood, and effective teaching strategies and curricula for learning mathematics.
As noted by Bredekamp (2013), mathematics and science education have gained considerable interest in recent years due to concerns about the nation's ability to produce a competitive workforce and ensure equal educational and economic opportunities for all citizens. This underscores the significance of mathematics in early childhood education.
Preschool math matters because it is highly related to later math achievement, and effective curriculum and teaching can narrow the knowledge gap early on. Research has shown that young children are capable of learning important mathematics and science concepts, but they often do not have the opportunity to do so. This highlights the importance of providing quality teaching strategies and curricula that cater to young children's cognitive abilities.
I can attest to the importance of mathematics in early childhood education. Math skills are essential for children to develop logical and critical thinking abilities, problem-solving skills, and analytical skills. These skills are necessary for success in the 21st-century workforce, where technology and innovation are driving economic growth.
Furthermore, preschool math education can help children overcome socioeconomic barriers by providing them with equal educational opportunities. Effective curriculum and teaching methods can ensure that children from diverse backgrounds have access to quality math education, narrowing the knowledge gap and promoting equitable education.
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IMPORTANCE OF STEM LEARNING IN THE EARLY YEARS
Mathematics and science education are crucial for the nation's ability to produce a competitive workforce and ensure equal educational and economic opportunities for all citizens.
The significance of math education during preschool years lies in its strong correlation with future academic success in mathematics and its potential to bridge the early learning gap.
Effective curriculum and teaching can help young children learn important math and science concepts.
Importance of STEM Learning in the Early Years cont…
(Bredekamp, 2013)
In today's global economy, a large number of jobs require mastery of what is called STEM - science, technology, engineering, and mathematics. As noted in Bredekamp's book, American children regularly underperform in mathematics and science compared to children from other nations. Moreover, the differences in mathematics knowledge are apparent as early as age 4 or 5.
Understanding mathematics is strongly connected to science and technology, and more emphasis is being placed on children developing a firm foundation in mathematics during the early years of school. In 2009, the National Research Council (NRC) issued a major report on early childhood mathematics that outlined recommendations for improving mathematics teaching and learning for all children ages 3 to 6.
Significant gaps exist not just between our country and others, but within our country as well. A mathematics achievement gap of as much as three years exists between children growing up in more affluent communities and those living in poverty. However, research now demonstrates that math skills at kindergarten entry are the strongest predictor of later school achievement and executive function.
It is crucial to provide opportunities for STEM learning in early childhood education to help children develop critical thinking, problem-solving, and collaboration skills. By integrating STEM learning into the curriculum, we can help children build a strong foundation for future academic success and prepare them for the 21st century workforce.
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The Need for an Educated Workforce
STEM mastery is essential for today's global economy.
American children regularly underperform in mathematics and science compared to children from other nations.
Mathematics achievement gap exists within our country
Early math skills predict later math ability and success in reading.
(Bredekamp, 2013)
Children's cognitive abilities such as attention, memory, thinking, reasoning, and problem-solving develop over time as their experience increases and their brains mature.
Executive function is perhaps the most significant cognitive achievement of childhood and adolescence, coordinating essential abilities that make all other learning possible, including working memory, cognitive self-control, and cognitive flexibility.
These executive functions are vital for all learning, memory is essential for new learning to take place, and inhibitory control or cognitive self-control is the ability to think before acting.
Cognitive or mental flexibility involves finding new solutions or revising plans in response to changing circumstances.
Children practice these executive functions during activities such as socio-dramatic play, where they have to remember their role, inhibit their actions, and think flexibly.
Executive functions are interrelated, develop over time, and are particularly important for reasoning and problem-solving in mathematics and experimenting in science.
Children are more competent than previously thought and capable of learning sophisticated math ideas, but their minds are both concrete and abstract thinkers, displaying certain kinds of mathematical incompetence, such as conservation problems, but also having the ability to subitize small sets of objects and understand abstract concepts.
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CONTINUUM OF COGNITIVE DEVELOPMENT
Children's cognitive abilities develop with experience and maturation.
Executive function (“working memory, cognitive self-control, cognitive flexibility”) is critical to learning.
Socio-dramatic play helps children practice executive functions.
Executive functions are interrelated and essential for reasoning and problem-solving in math and science.
Young children are capable of sophisticated math ideas and show interest in them.
Children can be both competent and incompetent in mathematics and abstract thinking.
Continuum of Cognitive Development
(Bredekamp, 2013)
Language plays a critical role in cognitive development and learning, as noted by Bredekamp (2013). In the realm of mathematics, language is particularly important, as it serves as the primary tool for communicating mathematical concepts, ideas, and problem-solving strategies.
Research indicates that children begin learning the language of counting by age 2, with the ability to recite number words and identify small quantities. By age 4, most children can count up to ten and perform basic arithmetic operations like addition and subtraction. Knowing the number sequence is essential for mathematics, as it forms the foundation for understanding more advanced mathematical concepts like place value and fractions.
The base ten system is an efficient way to write any counting number, and it is essential for students to understand how it works. This system is based on the idea that each digit in a number represents a multiple of ten, and students must understand this concept to be able to perform arithmetic operations like addition, subtraction, multiplication, and division.
Mathematical language includes quantity, position, shape, and relationship words. Quantity words refer to numerical values, position words refer to spatial relationships, shape words refer to the characteristics of geometric figures, and relationship words describe the connections between mathematical objects. Teachers must ensure that students have a strong command of mathematical language to be able to understand and communicate mathematical concepts effectively.
Research has shown that low-income children lack sufficient opportunities to learn the language of mathematics, which puts them at a disadvantage when it comes to succeeding in math. Teachers must be mindful of this and find ways to provide opportunities for all students to learn and use mathematical language.
Finally, it is important to recognize that children possess informal mathematical knowledge, which teachers can build upon. Students often develop this knowledge through their everyday experiences, like playing games, counting objects, and measuring things. Teachers can capitalize on this informal knowledge by connecting it to formal mathematical concepts and creating opportunities for students to apply their understanding in real-world contexts.
In conclusion, language is a crucial component of mathematics learning, and teachers must ensure that students have a strong command of mathematical language to be able to understand and communicate mathematical concepts effectively. By building on students' informal mathematical knowledge and creating opportunities for all students to learn and use mathematical language, teachers can help students succeed in math and develop a love for the subject.
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Language plays a critical role in cognitive development and learning.
Children begin learning the language of counting by age 2.
Knowing the number sequence is essential for mathematics.
The base ten system is an efficient way to write any counting number.
Mathematical language includes quantity, position, shape, and relationship words.
Low-income children lack sufficient opportunities to learn the language of mathematics.
Children possess informal mathematical knowledge, which teachers can build upon.
(Bredekamp, 2013)
This slide provides information on effective teaching strategies and curricula for learning mathematics. The information is drawn from Bredekamp's (2013) work on the critical elements of teaching mathematics.
Teachers must know math concepts and skills, plan and implement effective curriculum, and know when to teach them.
Learning trajectories have two sources: the content of the discipline and what is achievable and understandable for children at a certain age.
The key concepts in number and operations include stable order principle, one-to-one correspondence, cardinality, abstraction, and order irrelevance principle.
Children are naturally motivated to engage with geometry, the study of shapes and space.
Learning about spatial relations gives children an awareness of themselves in relation to the people and objects around them.
Measurement is the process of determining size, length, area, or volume using a standard unit.
Math experts identify five general cognitive process goals: problem-solving, reasoning, communicating, making connections, and designing and analyzing representations.
An effective curriculum is more than a collection of activities; it must be coherent, focused, and well-articulated across the grades. It should involve children actively in "doing mathematics."
Teachers must be well-versed in math concepts and skills and be able to plan and implement effective curricula that take into account children's age-appropriate learning trajectories. The key concepts in number and operations, including stable order principle, one-to-one correspondence, cardinality, abstraction, and order irrelevance principle, should be understood by both teachers and children. Learning about geometry and spatial relations is critical for children, and measurement helps them understand the relationships in the real world. To achieve the five general cognitive process goals identified by math experts, children must be involved actively in "doing mathematics." An effective curriculum is coherent, focused, and well-articulated across the grades and goes beyond just a collection of activities.
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EFFECTIVE TEACHING STRATEGIES AND CURRICULA FOR LEARNING MATHEMATICS
Teachers must know math concepts and effective teaching strategies.
Learning trajectories consider math content and children's understanding.
Number and operations involve counting, one-to-one correspondence, and cardinality.
Geometry teaches shapes and space in two and three dimensions.
Spatial relations aid understanding of oneself in relation to surroundings.
Measurement determines
Effective math curriculum involves coherent and focused activities.
Effective Teaching Strategies and Curricula for Learning Mathematics
(Bredekamp, 2013)
Research shows that specific teaching behaviors are related to positive learning outcomes in mathematics.
Small-group activities with four to six children are particularly effective for teaching math and can transfer knowledge and abilities not explicitly taught.
Whole-group instruction should be one component of effective instruction, along with small groups, individual activities, and technology.
The COEMET is a useful observation tool to evaluate the quality of math instruction.
The COEMET measures teacher behaviors that relate to children's math knowledge, including the teacher's active engagement in math activities, building on children's mathematical ideas and strategies, and facilitating children's responses to math questions and situations.
Teachers' enthusiasm for math, ability to set high but realistic expectations, and use of learning trajectories to individualize instruction also strongly relate to children's math learning.
Whole-group interactions should include a combination of teacher-led discussions, problem-solving with a partner, and physical activities such as counting while marching or doing a shape hunt.
Opportunities for mathematics learning abound in different types of play, including block building, socio-dramatic play, exploration and practice during play, playing games, using manipulatives and puzzles, and book reading.
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Small-group activities enhance math learning.
Whole-group time should be one of several components.
COEMET instrument evaluates quality of math instruction.
Teacher engagement, facilitation, and elaboration enhance learning.
Teachers should demonstrate curiosity and set high expectations.
Observation and individualization aid learning.
Play provides diverse math learning opportunities.
References
Effective Practices in Early Childhood Education. Pearson Higher Ed.
