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Early Childhood Math Philosophy

1775 Words8 Pages

Philosophy of early childhood math education In math education, I want children to have the ‘I CAN’ spirit regardless of any difficulties they might face. My philosophy is represented by the acronyms I, C, A and N. ‘I’ in my philosophy stands for interaction. Interaction is essential because it is through interactions that children learn more; build social skills as well as allowing the teacher to observe if the children need more attention in certain areas. I agree with Vygotsky (as cited in Berk, 2013) that social interaction between children and more knowledgeable adults is necessary for children to acquire understanding and behaviour. Therefore, not only children to children interaction are important, teacher to children interaction is …show more content…

Curiosity is a vital component in children’s learning. It is when children are curious, they would start to “recreate or reinvent mathematics as they interact with concrete materials, math symbols, and story problems” (Sperry Smith, 2001, p. 16). To maintain the curiosity level in children, I would give them the autonomy in choosing what they would like to learn and tap on their interests accordingly. Lastly, provide children with a variety of concrete experiences for exploration and allow them to express their ideas in different mediums. The next acronym in my philosophy is ‘A’ and it stands for acknowledge. It is important for teachers to acknowledge children for their efforts and achievements because it helps to increase children’s level of self-esteem (Clements & Schneider, 2006). Children appreciate kind words and acknowledgements from teachers therefore I need to come up with more encouraging words and phrases to motivate them to learn …show more content…

Child A mentioned, “Circle is round, the CCTV is also round, same as circle.” In the case, the child has attained Stage 0 (Visualisation) as he was able “to recognise the whole [shape, circle] without being able to talk about the parts” when he saw the CCTV (Sperry Smith, 2001, p. 69). In addition, he displayed competency in Stage 1 (Analysis) because he was able to describe the attribute of a circle, which is round. He was able to recognise and name circle then relate circle to its attribute by looking at the circle portion of the

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