Early Childhood Research Paper

Reflecting on learning more about math in early childhood settings, many questions, ideas, and activities have infiltrated my learning experience. As I searched to deeper understand a specific idea, I inquired about how to combine math and gross motor movement and play. As I processed this in a back and forth conversation through email, I also began to look at the integration of MELDS as a reference point. This reference point provides learning experiences with a compatible standard. As I continued to read various resources and have back and forth conversations, I began to look at activity ideas and the application of activities with a new lens. During this processing, I continued to become familiar with MELDS and how each standard was or could be practiced. Taking the time to make the connections of activities to standards, it provided me further insight to be better at understanding, allowing me to enhance my presentation of activities and be more in-tune with my observations. Children start applying math skills in late infancy when they are starting to crawl, stand, walk, run, and jump. The progress of natural movement applies the basics of geometry, physics, spatial awareness, and orientation. Not only does transportation movement apply math skills, but so do picking up toys which applies concepts

Unfortunately, it is not regularly found in preschool settings. In a NIEER article by Kimberly Brenneman, Judi Stevenson-Boyd, and Ellen C. Frede, they confirmed the knowledge that young children have the natural desire to learn, and math skills are part of a foundational knowledge prior to former schooling. By supporting early math thinking, it can support a child’s school readiness which can lead to success for long term achievements. So with what little is known about preschoolers learning math, there is a lot of data that needs to be collected to make it successfully implemented in all preschool