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Children in various degree be able to identify circles, triangles, rectangles and squares, but not necessarily use these formal terms to describe the objets.
An understanding that lays the foundation for later learning in geometry and measurement can begin with discussing classifying and the reasons for classification. Rather than defining geometric terms first and then asking learners to find examples of shapes that fit that classification, learners are given a variety of shapes and asked to sort and classify them by using attributes that they observe. Then, as learners develop their classifications, the teacher poses questions and makes comments on their groupings, first using their words and then progressing to more precise geometric terms.
This approach is not exactly similar, but can be related to how Friedrich Fröbel developed his ideas to cultivate a child's nature and prioritized a child's spontaneity.
Fröbel sought to provide children with a complete education by concentrating on all aspects of their development:
Active. To realize the childrens' capacities through actions and through play, and thus learn to connect with the world.
Sensory. To promote their perception and the development of the sensory organs by using the childrens' contact with the world, other people and the objects that surround them.
Cognitive. This is the result of contact with the environment.
Fröbel gifts.
Fröbel's building forms and movement games were forerunners of abstract art as well as a source of inspiration to the Bauhaus movement. Many modernist architects were said to be exposed as children to Fröbel's ideas about geometry.
Fröbel's Categories
Forms of Knowledge
mathematical and logical ideas such as number, proportion, equivalence and order. These ideas serve to define natural divisions of a gift and to suggest ways of rearranging or transforming these parts.Forms of Life
represent things that can be seen in the outside world . . . buildings, house, table, sofa, tree, etc.Forms of Beauty
blocks arranged on a grid without stacking to have some kind of symmetry, to form patterns viewed as ornament
Many of the resources in early years settings today have their origins in the gifts and occupations Fröbel provided for children in his kindergarten; for example, wooden blocks, clay, woodwork, painting and drawing. Treasure baskets and heuristic play for the youngest children build on Fröbel’s emphasis on sensory-rich, natural, open-ended resources with infinite possibilities and combinations. Fröbel’s underpinning principles remind us that, although varied resources offer unique exploratory, sensory and symbolic possibilities, they should be seen as part of a whole approach
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