Research has made a clear link between early math skills and later school reading and math achievement. Children’s mathematical knowledge at kindergarten entry is considered predictive of future mathematics success throughout their years in school. Evidence shows that high-quality early childhood education programs can make a difference in children’s mathematical learning (Clements & Sarama, 2009). These mathematics objectives are:

Objective 20. Uses number concepts and operations
Children’s understanding of counting, number symbols, and number operations are fundamental to their success with more complex mathematics (Ginsburg & Baroody, 2003; Zur & Gelman, 2004). Through both everyday experiences and planned learning experiences, children begin to construct understandings of number concepts and operations.

Objective 21. Explores and describes spatial relationships and shapes
Understanding spatial relationships and shapes helps children build the foundation for understanding geometry. Children who have a strong spatial sense do better in mathematics (Clements, 2004).

Objective 22. Compares and measures
Children’s initial ideas about size, quantity, and seriation involve comparisons related to their play materials and books. They experiment with measurement by lining up and comparing objects. They begin to connect number to length as they use nonstandard measurement tools, e.g., links, blocks, rods (Clements & Sarama, 2009). In addition, children can benefit from exploring and using tools with uniform units (e.g., rulers and centimeter cubes) as their measurement ideas and skills are developing (Clements, 2003; Sarama & Clements, 2006).

Objective 23. Demonstrates knowledge of patterns
Children begin to identify patterns in their environment at an early age. Guiding children to understand patterns is a foundational skill in mathematics. Learning experiences that focus on patterns facilitate children’s generalizations about number combinations, counting strategies, and problem solving (Copley, 2000).

Bibliography

Copley, Juanita V., Judith Dighe, and Candy Jones. Mathematics The Creative Curriculum Approach. Washington, DC: Teaching Strategies, Inc., 2008.

Mathematics: Creative Curriculum GOLDResearch has made a clear link between early math skills and later school reading and math achievement. Children’s mathematical knowledge at kindergarten entry is considered predictive of future mathematics success throughout their years in school. Evidence shows that high-quality early childhood education programs can make a difference in children’s mathematical learning (Clements & Sarama, 2009). These mathematics objectives are:

Objective 20. Uses number concepts and operationsChildren’s understanding of counting, number symbols, and number operations are fundamental to their success with more complex mathematics (Ginsburg & Baroody, 2003; Zur & Gelman, 2004). Through both everyday experiences and planned learning experiences, children begin to construct understandings of number concepts and operations.

Objective 21. Explores and describes spatial relationships and shapesUnderstanding spatial relationships and shapes helps children build the foundation for understanding geometry. Children who have a strong spatial sense do better in mathematics (Clements, 2004).

Objective 22. Compares and measuresChildren’s initial ideas about size, quantity, and seriation involve comparisons related to their play materials and books. They experiment with measurement by lining up and comparing objects. They begin to connect number to length as they use nonstandard measurement tools, e.g., links, blocks, rods (Clements & Sarama, 2009). In addition, children can benefit from exploring and using tools with uniform units (e.g., rulers and centimeter cubes) as their measurement ideas and skills are developing (Clements, 2003; Sarama & Clements, 2006).

Objective 23. Demonstrates knowledge of patternsChildren begin to identify patterns in their environment at an early age. Guiding children to understand patterns is a foundational skill in mathematics. Learning experiences that focus on patterns facilitate children’s generalizations about number combinations, counting strategies, and problem solving (Copley, 2000).

BibliographyCopley, Juanita V., Judith Dighe, and Candy Jones.

Mathematics The Creative Curriculum Approach. Washington, DC: Teaching Strategies, Inc., 2008.