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INTRODUCTION
INTRODUCTION
Mathematics and numeracy in early childhood is where children play the role of exploring number, patterns, measurements and a sense of space within the day to day and play. It develops creative thinking as it trains the children in problem-solving, questioning and inventing. The curriculum domain allows the young learners to relate the abstract concepts with the exploration processes in the real world in a creative manner (Petrou et al., 2022).
IMPORTANCE
IMPORTANCE
Mathematics enhances creative thinking as it encourages children to play with patterns, space of things, and solving problems in unstructured situations. With numeracy integrated throughout play, routines, stories and inquiry, the children develop inventive solutions, and curiosity with related to unanswered questions of the type, what can happen, and reasoning development, creating mathematical understanding and imaginative confidence (Petrou et al., 2022).
CREATIVITY THEORIES & PERSPECTIVES
CREATIVITY THEORIES & PERSPECTIVES
Reggio Emilia approach: This point of view is being practiced in the Australian environment that looks at creativity as an intellectual process. Children are able to engage in mathematical concepts, by working on open ended project work under the guidance of their own leadership, and following documentation and reflective practice.
Thinking capacity: Young learners are also encouraged to develop critical and creative thought with respect to finding and improving fundamental solutions to mathematical problems with the view to encourage innovation and divergent thinking as those are important aspects of the Australian Curriculum of general capabilities.
(AERO, 2023; Howard & Mayesky, 2022).
THINGS TO ENGAGE CHILDREN
THINGS TO ENGAGE CHILDREN
RESOURCES
RESOURCES
As evidence based solutions like the Early Numeracy Practice Guide and the AERO articles can provide practical and hands-on ideas on how to make math a part of the daily life of children (Viknarasah, 2021).
MATERIALS
MATERIALS
Natural objects such as sticks, shells are provided by the teachers along with pattern blocks, measuring instruments, counters and storybooks which have in-built number of shapes (Viknarasah, 2021).
DIGITAL TECHNOLOGIES
DIGITAL TECHNOLOGIES
Virtual manipulatives and interactive counting or pattern smartphone apps; simple programmable robots (e.g. Bee-Bot); and touchscreen shape/puzzle games (Viknarasah, 2021)..
LEARNING EXPERIENCES BY AGE
LEARNING EXPERIENCES BY AGE
0-2 YEARS
0-2 YEARS
1. Treasure Basket Sort: Babies practice with touching things and trying out different shapes with colorful things that are not dangerous. Teachers imprint sizes and counts in order to develop number sense and language.
2. Stacking Blocks: Towers built by toddlers are higher than height. Teachers encourage counting and the guessing of whatever is at the next level (“What will be there when we put one more on it?”).
(Grimmond, 2024) .
2-3 YEARS
2-3 YEARS
1. Nature Pattern Walk: Children grab random things in nature and make them in repeating patterns. Teachers facilitate thinking with regard to the order and design.
2. Story Counting: Following the story in a counting book, children perform the story with any props to prompt imaginative story retelling and quantity recognition.
(Queensland Curriculum and Assessment Authority, 2023).
3-5 YEARS
3-5 YEARS
1. Measuring Station: The children will compare and pour the materials such as water or rice by cup measures. Volume is fostered by predicting and testing it.
2. Shape Creations: Playdough will be used to make shapes as well as craft sticks to develop Shape awareness in children and also support their creativity.
(Queensland Curriculum and Assessment Authority, 2023).
6-8 YEARS
6-8 YEARS
1. Math story writing: Kids develop story lines with pictures of math problems. The children solve the story of each other and provide an amalgamation of literacy, problem solving, and creativity.
2. Bee-Bot with Shape Coding: Children use robots to construct their design patterns or shapes by programming the robot path and testing then adjusting it.
(Queensland Curriculum and Assessment Authority, 2023).
DIGITAL EVIDENCE
DIGITAL EVIDENCE
CRITICAL REFLECTION & EVALUATION
CRITICAL REFLECTION & EVALUATION
I introduce playfulness, curiosity, and playful thinking to mathematics as well as storytelling in order to produce lively, fun, and exciting mathematics learning. My definition and representation of numeracy are that it is the imaginative space which allows children to get to know their world through exploration and imagination. I encourage free-flowing thought and the existential ways of thinking and doing by employing narrative, movement, and sensory activities. Reflective practice guides my approach so that I will be able to modify learning to make every child feel confident, included, and excited about life-long mathematical thinking because of being allowed to be creative in their explorations.
(Howard & Mayesky, 2022).
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