Development of Concept Chapter 3 Lecture 2 PDF

Development of Concepts Dr/ Noha Emam What is concept ? Simply, the concepts are the basics for educational subjects in later stages which we learn it before the primary school  Pre kg/ KG Primary and then concept subjects Math concepts (classif...

Development of Concepts Dr/ Noha Emam What is concept ? Simply, the concepts are the basics for educational subjects in later stages which we learn it before the primary school  Pre kg/ KG Primary and then concept subjects Math concepts (classification, pattern, Math matching … etc) Science Scince concepts (earth, life, …etc) Arabic Social concepts English (geographic, history) Geographic … Language etc concepts (listening, speaking, pre- reading, pre- writing) Kinds of concepts There are different types of concepts that should be taken care of by a preschool child; these concepts are represented in both: concepts Linguistic Scientific Social and Mathemaical moral concepts concepts concepts concepts Third: Mathematical Concepts  A math concept Amath concept is the 'why' or 'big idea' of math. Knowing a math concept means you know the workings behind the answer. You know why you got the answer you got and you don't have to memorize answers or formulas to figure them out. Because you know why things work, you can figure out the answers and formulas yourself. You understand answers and formulas better and can tell when something isn't quite right. When you understand a math concept, you have essentially reached an upper tier in math that allows you to think and process abstractly.  For students to understand and work with formal mathematical concepts successfully, they must understand the concepts of classification, conservation, seriation, ordering and one-to-one correspondence. Students must first work with and understand these concepts on the basis of quality (e.g., attributes such as shape, size, weight) then moving on to their application to general quantity (e.g., attributes such as many, few, none) Finally on to number (e.g., attributes such as "fiveness", 100=10x10, 4+1=1+4.  Numeracy in the Early Years Children’s thinking in the early years is naturally dominated by their perception or what their senses tell them. To help them in the learning and development of various abstract numeracy concepts, it is important to provide them with opportunities to: Explore with objects Hear the sounds of the words representing the objects Look at pictures of the objects Recognise written words or symbols in their daily play experiences Talk about their solutions when solving problems. These opportunities will help them in the development of skills and concepts such as matching, sorting, comparing, ordering, patterning, counting and number sense, basic shapes and space.  1- Simple Relationships and Patterns  Simple Relationships and Patterns Matching Sorting Comparing Ordering Pattering Simple Relationships and Patterns Knowing simple relationships through matching, sorting, comparing, ordering and patterning helps children to exercise and build on their logical thinking capabilities. These thinking skills are foundational to understanding numbers and the number system. 1-1 Matching Matching means seeing a relationship, or noticing that things have something in common. For example, a child puts 2 toy cars together as they are the same and puts 2 red flowers in the vase as they have the same colour. A child can also match objects based on shape, size, texture and function (e.g. fork and spoon). Understanding the concept of sameness will help children to match a picture card of 5 rabbits to a picture card of 5 carrots as both have the same quantity of 5. 2-1 Sorting matching involves looking for things that are the same sorting involves looking for things that are different from the rest. Sorting follows from matching and is more difficult than matching because children need to know: which objects are the same, which are different and then put them in the respective groups. Putting objects in groups and dealing with the relationships within a group and among different groups help develop logical thinking and reasoning. It also helps children to understand that if they need to know the total number of cars from a set of vehicles, they only count all the cars and not the vans and buses. 3-1 Compar ing Comparing means looking at 2 objects or 2 sets of objects and finding how they are similar and different. When children compare, they will notice a relationship between the 2 objects in terms of attributes such as size (e.g. This car is big and the other car is small or this car is bigger than the other car) and length (e.g. the rope is longer than the string). If children are comparing quantities (i.e. more than and less/ fewer than), they look at 2 sets of objects and decide which set has more or which set has less  4-1 Ordering Ordering is Arranges according to a specific property. Ordering involves comparing more than 2 objects or 2 sets of Ordering also objects and putting them in a certain order such as by size (e.g. involves placing smallest to biggest or biggest to smallest) or length (shortest to things in a sequence where longest, longest to shortest). order has a It is more difficult than comparing because now children must meaning. For make several decisions. example, the sequence of events For example, with 3 straws of different lengths, the middle straw in a story provides must be longer than the preceding one but shorter than the following structure for the one when one orders them from shortest to longest. plot  5-1 Patterning Patterning is a form of ordering. Children usually begin to do patterning that contains an element of repetition. AB pattern is an example of a repeating pattern where the core is AB and this pattern must end with B such as yellow car (A), red car (B), yellow car (A), red car (B), yellow car (A), red car (B). Children should be provided with opportunities to identify patterns in their environment (e.g. stripes on a zebra, patterns on fabric and wrapping papers) before getting them to extend and create patterns. They can learn to identify patterns using various manipulatives such as stringing beads or putting pegs on a pegboard in specific patterns such as red, blue, red, blue, red, blue. Children can also use sounds and movements to create patterns. Once children are able to recognise the underlying order and predictability in the patterns they experience, they will begin to create their own patterns. 2-Counting and number scence  Counting and number scence Acquiring counting skills and developing number sense help children understand the concept of numbers and their relationships. Children should be provided with learning experiences where they need to count, compare, combine and take apart numbers. In order for the concept of numbers to be meaningful to the children, these learning experiences must be relevant to the children during play or as they occur in the real world.  Counting and number scence Rote Rational Number Conservation Part-whole Counting Subitizing Counting Sense of quantity relationship 2-1 Rote Counting Rote counting is reciting the sequence of number names – 1, 2, 3, and so on. It is a memory task, like reciting the letters of the alphabet. Children who have not learnt this verbal sequence will not be able to count. But learning the sequence of number names or rote counting does not ensure that children actually can count with accuracy and understanding. 2-2 Rational Counting Beyond knowing the numbers in sequence, counting requires linking a single number name with one and only one object at a time; that is, one-to-one correspondence. Children need to coordinate the touch and verbal counting of numbers so that these happen at the same time. Children sometimes touch more than one object when they say one number, or conversely they say several numbers and touch only one object. In other words, children’s verbal or rote counting often seems to have no relation to the objects they are trying to count. One-to-one correspondence for the counting sequence is a skill that must be taught. A basic understanding of accurate rote counting and one-to- one correspondence is the foundation of rational counting. As children explore and count sets of objects, they begin to understand and connect the number name and numeral to the quantity. They must learn that the final number in the count does not just label the last item counted but also represents the number of objects in the set. 2-3 Number Sense Number sense is beyond knowing number names or counting. It focuses on the understanding of the relationship between numbers and quantities. It includes ‘more’ and ‘less’, conservation of quantity and part-whole relationship. Early experiences should focus on determining whether one set of objects is more than, less than or the same as the other set of objects. For example, when children see a plate of 5 apples and a plate of 2 apples, they are able to determine that the plate of 5 apples is more than the plate of 2 apples. Once the children are able to determine that one set of objects is more/less than or the same as the other set of objects, the learning activities provided could focus on getting children to determine how many more or how many less objects there are. 2-4 Conservation of quantity Conservation of quantity is the understanding that spreading out or putting closely a group of objects does not affect its quantity. When children are able to conserve quantity, they know that 2 sets of 5 objects have the same quantity even if the objects of one set are arranged further apart from each other. 2-5 Part-whole relationship Part-whole relationship is an understanding that a number can be composed of smaller parts. Children should understand that 5 can be made up of 2 apples and 3 apples or 1 apple and 4 apples. When children are able to interpret a quantity in terms of its parts, it lays the foundation for understanding operations such as addition and subtraction. 4-6 Subitizing Subitizing is an important skill that relates to the development of children’s number sense. It refers to the ability to recognise the number of objects in a set without actually counting each individual object. Children who can identify small quantities in different arrangements, such as those on dominoes or dice, without actually counting them one by one, have a strong sense of quantity. 3- Basic Shapes and Simple Spatial Concepts Identifying and naming basic shapes help children differentiate and describe things in the environment. Understanding simple spatial concepts involves children being aware of the spatial relationship between them and the people/things around them and using the language of position (e.g. top, bottom, in front of, behind) and movement (e.g. up, down, left, right) to describe it. Exploration of basic shapes and understanding of simple spatial concepts lay the foundation for geometry in future learning.  3-1 Basic Shapes: Children are exposed to various objects in the environment, each of which has its own shape. As they look, touch and hold these objects, they begin to learn that some shapes have specific names such as circle, triangle, square and rectangle and each shape has its unique properties. When they manipulate shapes, they begin to explore how they can fit different shapes together to form new figures. 3-2 Simple Spatial Concept Spatial awareness helps children understand the relationship between objects and their locations, and their body and other objects. Constructing buildings with blocks and 3-dimensional materials and manipulating with shapes such as tangrams and pattern blocks are different experiences which allow children to represent the locations of objects in space. Positional words (e.g. top, bottom, in front of, behind) can be used as children play in the Block Centre or in the Dramatic Play Centre. When children stack objects, they can talk about the one on top and the one at the bottom. Directional words (e.g. up, down, left, right) involve movement. Children can use them as they perform actions in games and movement activities or play with toys that have the capacity to move, such as cars and trucks. Strategies for Numeracy  Strategies for Numeracy Learning of numeracy can occur throughout the day. It can be embedded in children’s daily routines and play. It can also be hands-on activities planned by the teacher. These activities can range from individual to small and large group activities. Strategies that encourage the learning of numeracy concepts and skills include: Asking questions Providing opportunities for children to solve problems Using stories, songs and rhymes Using games Asking Questions Children should be encouraged to talk about and share with others how they have completed a task or solved a problem. These opportunities allow them to verbalise and clarify their thinking which in turn helps them develop their understanding of numeracy concepts. Teachers can facilitate this process through questioning. From the children’s responses, teachers can also gain insights into how children think about numbers. The following three examples of children’s responses to the questions, “How many cubes are there?” and “How do you know?”, show their thinking process: It’s 5. 4 cubes and 1 more. It’s 5. I counted them – 1,2,3,4,5. It’s 5. I know it is 5. The contexts in which questions can be asked range from incidental comments about quantity during daily routines such as snack time (e.g. “How many biscuits did you place in your plate?”) to planned activities such as an art and craft activity (e.g. “What is the pattern that you have created on the picture frame?”). The table below provides examples of questions that teachers can use to scaffold children’s learning of various concepts or challenge them to the next level of thinking in planned experiences. Activity questions How do you sort these objects? sorting How are they alike? How are they different? Are there any other ways to sort these objects? I wonder why this object doesn’t belong here. What do you think? Can I put any of these objects in this group? Why do you think so?  What comes next/before/after thi? pattern Is there a pattern on …? How do you know? Why do you put this pattern block here? What pattern did you create? Tell me about your pattern. What other patterns can you create? More and less Which plate has more biscuits? Which plate has less biscuits? Are there more children or more biscuits? How do you know? How many more children are there? identifying What are the objects in the classroom that look like a circle? How do you shapes know? Can you find any unusual shapes in the classroom? How do they look like? Which are the parts of a car that look like a circle? Providing Opportunities for Children to Solve Problems Children should be given opportunities to explore concepts and think of different ways to solve problems they encounter in their daily routines. Teacher may also pose problems by asking questions such as: How many triangular shapes can you form with 9 ice-cream sticks? How many objects in the classroom can you find that is longer than this ice cream stick? If you have 5 ice-cream sticks, how many different ways can you arrange them? Can you draw the different ways? Usiing stories, songs and rhymes Stories can be used to set meaningful contexts for the learning and understanding of numeracy concepts. Books should be carefully selected with illustrations that accurately portray the concepts. Teachers can use questions to highlight the numeracy concepts and then relate the concepts to children’s daily experiences. Other books such as picture counting books or books focusing on a numeral should also be included at the Reading Centre for children to count independently or with a friend. Songs and rhymes can also be used to make learning of numeracy concepts more relevant and enjoyable. Singing songs or reciting rhymes with actions, such as “Five Little Monkeys Jumping on the Bed” and “Five Little Ducks Swimming in a Pond”, allow children to develop and practise their counting skills  Using Games Games make it more interesting and enjoyable for children to practise recently acquired skills and concepts. For example, children can count pictures of objects, squares on a route, or dots on a die in a game. This allows them to experience counting in a variety of different settings which help them move from the ‘touching each object’ stage to the immediate recognition of a group. Recognition of various shapes within a game situation engages children in learning through purposeful play.  Friendship cooperatio fairness Essential Social n concepts for Social kindergarten: Self- concepts acceptanc the system e Accept the equality other  1- The Friendship Friendship, a state of enduring affection, esteem, and trust between two people  2- The cooperation Cooperating is about working together and helping others. When kids cooperate, they have more positive social interactions and are better able to make and keep friends. 3- The fairness fairness is found in the way we treat one another, the way in which we play a game, the way in which live life, etc. 4- The Respect Respect is a positive feeling or action shown towards someone or something considered important, or held in high esteem or regard;  5- Self-acceptance A child's awareness of his or her own value within society with a sense of satisfaction - including: The value of the self: the child's recognition of the importance of himself within the society in which he lives. Satisfaction with the self: the child's satisfaction with himself.  6- Accept the other The child's awareness of the existence of difference (gender - religion - color - opinion) and awareness of its value within the community with the trend to accept it through interaction with him positively as long as it does not represent aggression on his rights Awareness of the other: the child's awareness of the existence of difference (sex - religion - color - opinion). Value of the other: the child's recognition of the value of difference in society. Respect for the other: Interact with the difference positively as long as it does not represent an aggression on his rights.  7- equality: The child must realize the equality of all people regardless of their differences (gender, color, opinion, money, religion, power, age, etc.) in duties and rights.  8- the system The extent of compliance with the rules and laws.  Do you have any Thanks! questions? https://www.facebook.com/n oha.emam.5?mibextid=LQQJ4 d Tel: 01110181118