I am supporting the motion that it is necessary to promote mathematical problem-solving skills and science among the children in preschools and kindergartens. In order to support my view, I had gone through and studied thoroughly various articles and portions of books published on early childhood education. Having gone through the articles, I have learnt that early childhood education involves various agendas. However, I have also learnt that mathematical skills and promotion of reasoning and problem-solving skills and scientific knowledge among children of 3 to 6 years have not received much importance in the early childhood educational field. Hence, I have spoken for the necessity of the implementation of programs promoting mathematical reasoning and problem-solving as well as scientific skills in the early childhood educational curriculum.
I have conducted the research on my topic both individually and along with my team. I have sat down with my team in group sessions and discussed the various facets of early childhood education –its history, its importance, its issues, and the steps taken to promote and improve early childhood educational quality. We have also enquired some people about their views on early childhood education and its necessity in the social context. We have visited a few preschools that have effectively introduced mathematical problem-solving skills or science and a few other preschools in which there are no programs for promoting mathematical problem-solving or science. We have interviewed the teachers of both the categories of preschools and compared their views on the importance and benefits of introducing mathematical reasoning and problem-solving as well as science in the curriculum. We have also interacted with the children of the preschools of both categories and analyzed the differences in the intellectual and thinking capabilities between the children enrolled in preschools with mathematical problem-solving curricular programs and the children enrolled in preschools with no mathematical problem-solving curricular programs.
I have reviewed journals and books on the issues in contemporary child education. I have also studied journals that suggest new ways of introducing mathematical and scientific education programs into the preschool children’s curriculum. I have also reviewed journals that promote mathematical and scientific education through play. I have come across articles that mention the necessity of an appropriate environment with appropriate objects in it to help students gain interest in science and mathematical problem-solving. I have read journals that describe and expand the teachers’ role in promoting mathematical problem-solving lessons among preschool children. Additionally, I have gone through journals that state the effects of introducing science, mathematical reasoning and problem-solving lessons on children. After going through a wide range of journals on these aspects and many more, I have summed up my views that mathematical problem-solving and scientific reasoning is extremely important for children in their early childhood since it brings them better academic success in the later years. I have also derived from these articles that mathematical problem solving and scientific ability among young children helps improve their critical thinking abilities and their abilities to perceive, conceive, interpret and relate things. I have also based my research on various post-modern theories on the early childhood learning and its importance. On reviewing such theories, I have learned the necessity of scientific and mathematical knowledge for academic success. I have also learned the post-modern perspective on the early childhood studies that how mathematics and science can increase the cognitive and intellectual skills of the children along with their tendency and eagerness to be involved scientific experimentation and mathematical reasoning.
In short, I have conducted a careful study on the topic of early childhood education along with my team. Below attached are screenshots of some of the journals and document materials that I have reviewed for the purpose of conducting my research.
Early Childhood Mathematics Education (ECME), has been a crucial segment in the curriculum of the kindergarten and preschool activities. Froebel, in 1850, had developed a system of using blocks for educating children in basic mathematics, more precisely stated, geometry. Again, in the 1900s, Montessori had developed a framework of activities related to arithmetic for promoting mathematics education among children (Elkind 1973). Over the years, given to the dominant social conditions, concerns about mathematics education among young children had faded away. However, with the emergence of the 21stcentury, parents, teachers and other policy makers have started emphasizing on the need of ECME. Introduction of mathematics education in the early childhood education program is especially beneficial to the children as it ensures academic success in the later stages (Cicconi 2014). It must also be noted that basic mathematics education is an essential factor playing in the cognitive development of the child and in improving the abilities of critical thinking in a child.
Preschool and kindergarten children have a natural interest in mathematics. Studies have shown that in natural and spontaneous surroundings, children often engage in activities like counting and demonstrate curiosity to know mathematical facts like the largest or the smallest numbers (Cohrssen, Church and Tayler 2014). Mathematical ideas are also demonstrated in a child’s play. To state an instance, children while playing block towers often try to count the number of towers or determine which tower is higher than which one (Cohrssen et al. 2013). Such observations demonstrate that there is an inherent capability among children to learn and implement mathematics in their daily lives.
Most teachers in the preschool, educate children in mathematics from within a very narrow range of mathematical content (Elkind 1973). Their range of imparting mathematical education to preschool children often extend to the limit of geometrical shapes and counting numbers within a very small range. However, studies claim that understanding numbers include more than just being able to count a few of them. Numerical reasoning and the ability of coming to certain conclusions regarding a number is also important in the context of understanding numbers (Brendefuret al. 2013). Similarly, understanding geometrical shapes requires more than just knowing the name s of the shapes. Children essentially require to be able to perceive a mathematical problem and respond to it explicitly (Cicconi 2014).In short, mathematical problem-solving and its education is essential since it can help children to develop mathematical knowledge beyond their intuitive capacity (Clements and Sarama 2014). This would ensure an organized and powerful scientific development in children.
The classroom at preschools should have provisions for a variety of objects like blocks, abacus, and puzzles that can be useful in imparting mathematical knowledge to the children. It is crucial to maintain such a classroom environment in the preschools since children spend most of their productive hours within it (Elkind 1973. The point is not just what the classroom atmosphere is capable of making the children feel but what the children can do within it. Playful activities provide the children with opportunities to explore in a more engaged and intimate manner (Wood and Attfield 2005). For example, playing blocks and number games help them engage in fun activities while increasing their mathematical knowledge. However, such activities are not enough to develop mathematical problem-solving abilities and for the intellectual development in children. It is so, because, it does not help the children to develop an effective ability to mathematize, that is, to be able to evaluate their experiences in association with the mathematical forms and the relation between the two.
Reasoning and problem-solving are the foundations of mathematics. Teachers must ensure a calculated use of the various approaches and materials present supporting a child’s ability and interest in mathematics (Cicconi 2014). In addition to implementing mathematics learning through play, learning experiences and classroom routines, programs supporting early mathematics must be used to attract the attention of children on a particular mathematical idea(Bredekamp 2016). Teaching children mathematical terms like odd, even, horizontal, vertical, and others as well as their contexts will help children to associate and provide understanding to the new-emerging concepts in their minds.
Furthermore, along with mathematics-solving skills it is necessary that the early childhood studies curriculum include science as well. This is because a child’s experience of courses related to science enables him or her for critical thinking and encourages the child to be curious and experiment. It also develops the reasoning skills of the child. Studies claim that introduction of science as an important subject within the early childhood studies curriculum helps children to become more efficient in problem solving and can even raise their Intelligent Quotient (IQ) level. This is because science helps in inculcating within children logical principles, reasoning methods and enables them to understand the importance of hypothesis testing (Appleton 2013). Moreover, mathematics and science in the early childhood, has prolonged associations with continuous achievements in the academic field. Preschoolers are seen to be exceptionally eager to learn scientific concepts. In the context of science, children in their early childhood years often show high capacity of observing, investigating and learning basic knowledge related to science. Many scholars emphasize that there are eight process skills related to science that every child must learn. These include observation, describing skills, comparing skills, questioning abilities, prediction, experimenting abilities, reflecting skills, and cooperating skills (Gerde, Schachter and Wasik 2013). The scholars claim that it is important for each child to be familiar with these scientific skills before they enter in a school to ensure academic success.
There are certain countries that have formed their own frameworks regarding the implementation of science and mathematics skills in the early childhood academics. One of them that requires special mention is the Ohio state. Ohio has implemented mathematics and science skills in their early childhood curriculum and that shows high standards in the learning process. The early childhood mathematical standards are demonstrated by the incorporation of programs that include numbers, sense of numbers and their operations, sense of geometry and space, measurement, algebra and reasoning in patterns, as well as data analysis. The high early learning standards related to science can be seen in the state’s implementation of science related areas like life science, space and earth science, and physical science. Along with these scientific standards it is also seen that preschoolers have developed a sense of curiosity and experimentation in the matters related to science while demonstrating strong critical thinking skills (Piasta, Pelatti and Miller 2014). Such high reasoning and cognitive standards are also seen among the preschoolers of Singapore (Wong et al. 2014). This is because the education department of Singapore has also implemented mathematics and science in their early childhood learning curriculum. However, many states in the United States, barring a few like Ohio, have not included mathematics and science in their early learning curriculum (Weiland and Yoshikawa 2013). This has lowered the rates of mathematics achievement and critical thinking abilities among most American students. The lack of scientific and mathematical knowledge from an early childhood have made the students unable to grasp basic logical problems and decreased their experimenting and reasoning abilities. Moreover, this has led to the lowered standards of academic success in America.
The Early Years Foundation Stage (EYFS) framework for the United Kingdom emphasizes on seven areas for educational development and learning. All the areas are crucial to the development of the child and are interconnected. The EYFS of UK mentions the importance of educating children in mathematics and science along with the knowledge in other areas like physical development, language and literacy, personal, emotional and social development, knowledge of the world, and expressive abilities in arts and design. The EYFS of UK mentions that mathematics and science helps in developing in children skills related to counting, calculating, using and understanding numbers, and to recognize and comprehend shapes and other scientific phenomenon. The UK EYFS mentions that a child should be under quality guidance and that the key person to help a child develop educational skills should be a person who can efficiently engage with the child emotionally and personally such as the parents or the teachers. The EYFS of UK states certain early learning goals in every areas of learning. In developing communicative language skills the EYFS mentions that the goal is to ensure that the children are able to listen and respond efficiently to what they hear or see. Moreover, the children are required to understand and develop curiosity in matters related to science or any other subject as well. In the field of mathematics, the learning goals of the UK EYFS are to ensure that the children are able to count numbers confidently between 1 to 20 (Dubiel 2014). It also ensures that the children possess knowledge on the largest and smallest numbers and the relations between them. Furthermore, the goal is to ensure that they are able to efficiently carry out basic mathematical operations like addition and subtraction on single digit numbers. The EYFS of UK aims at developing mathematical problem solving skills among children. It also aims at ensuring that the children appropriate knowledge of shapes and sizes and of comparing objects and quantities to solve the basic problems related to such. The UK EYFS framework also ensures that the children are able to critically identify, describe and create patterns. However, although the UK EYFS framework places much importance to development and inclusion of mathematical problem-solving skills in the early learning curriculum, it does not mention much of the importance of introducing the development of scientific knowledge and skills in the framework for the EYFS of UK.
In conclusion, mathematics is an important aspect of everyday life and must not left for the later years of development. In addressing and implementing problem-solving mathematical education in their early childhood, teachers help build a child’s informal knowledge on mathematics and helps them associate it with their daily lives developing and enhancing their cognitive and intellectual abilities.
References
Appleton, K. ed., 2013. Elementary science teacher education: International perspectives on contemporary issues and practice. Routledge.
Bredekamp, S., 2016. Effective practices in early childhood education: Building a foundation. Boston: Pearson.
Brendefur, J., Strother, S., Thiede, K., Lane, C. and Surges-Prokop, M.J., 2013. A professional development program to improve math skills among preschool children in head start. Early Childhood Education Journal, 41(3), pp.187-195.
Cicconi, M., 2014. Vygotsky meets technology: A reinvention of collaboration in the early childhood mathematics classroom. Early Childhood Education Journal, 42(1), pp.57-65.
Clements, D.H. and Sarama, J., 2014. Learning and teaching early math: The learning trajectories approach. Routledge.
Cohrssen, C., Church, A. and Tayler, C., 2014. Pausing for learning: Responsive engagement in mathematics activities in early childhood settings. Australasian Journal of Early Childhood, 39(4), p.95.
Cohrssen, C., Church, A., Ishimine, K. and Tayler, C., 2013. Playing with maths: Facilitating the learning in play-based learning. Australasian Journal of Early Childhood, 38(1), p.95.
Elkind, D., 1973. Contemporary issues in early childhood education. Journal of Research & Development in Education.
Gerde, H.K., Schachter, R.E. and Wasik, B.A., 2013. Using the scientific method to guide learning: An integrated approach to early childhood curriculum. Early Childhood Education Journal, 41(5), pp.315-323.
Piasta, S.B., Pelatti, C.Y. and Miller, H.L., 2014. Mathematics and science learning opportunities in preschool classrooms. Early education and development, 25(4), pp.445-468.
Weiland, C. and Yoshikawa, H., 2013. Impacts of a prekindergarten program on children’s mathematics, language, literacy, executive function, and emotional skills. Child Development, 84(6), pp.2112-2130.
Wong, K.Y., Boey, K.L., Lim-Teo, S.K. and Dindyal, J., 2014. The preparation of primary mathematics teachers in Singapore: programs and outcomes from the TEDS-M study. In International Perspectives on Teacher Knowledge, Beliefs and Opportunities to Learn (pp. 163-186). Springer Netherlands.
Wood, E. and Attfield, J., 2005. Play, learning and the early childhood curriculum. Sage.
Dubiel, J., 2014. Learning & Development: EYFS Profile-To scale. Nursery World.
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