Play Based Approach to 1:1 correspondence in numeracy
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By providing plates numbered from 1 through to 10, providing the dots as visuals and then bright coloured pom poms children have a fun provocation that they can use to construct mathematical concepts in an engaging environment.
Parents, peers and teachers can use this activity to interact and encourage the child's curiosity by using intentional teaching and open ended questions throughout their conversation.
Some ways this could be encouraged are "I wonder how many pom poms we need to put into the plate with the number four?" This way we are setting up a problem and encouraging our learners to become involved through motivation.
This type of activity could also lead to many other different areas of the curriculum such as learning about collections, more or less as well as colours and patterns. (More links are shown under curriculum)
LINKS TO THE AUSTRALIAN CURRICULUM (FOUNDATION)
NUMBER AND ALGEBRA
- Number and Place Value - Understanding that numbers are said in a particular order and there are patterns in the way we say them. (ACMNA001)
- Number and Place Value - Understanding that each object must be counted only once, that the arrangement of objects does not affect how many there are, and that the last number counted answers the 'how many' question. (ACMNA002)
- Number and Place Value - Subitise small collections of objects. (ACMNA003)
PATTERNS AND ALGEBRA
Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings. (ACMNA005)
GENERAL CAPABILITIES
NUMERACY
- Children will understand and use numbers in context.
- Children will develop their critical and creative thinking. They will identify and clarify information and ideas, organise and process information and apply logic and reasoning.
- Inquiring - identifying, exploring and organising information and ideas.
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FIVE LITTLE MONKEYS
There are many songs with numbers and you can count off your child's fingers with this song. This particular one is spoken rather than sung and has actions.
Five little monkeys, sitting on a tree.
Teasing the crocodile - you can't catch me, no you can't catch me.
When along came the crocodile, quiet as can be and SNAP.
Source: www.imgneed.com There were 4 little monkeys sitting on a tree.
Teasing the crocodile...........
This activity works really well as children match their fingers to how many monkeys may be left. They are also discovering 'less'. You can also cardinality meaning that children will begin to develop their understandings of 'how many'. When I use this activity with children I always ask them "How many fingers do I have left now?" and the children will point and count to each finger.
There are many songs with numbers and you can count off your child's fingers with this song. This particular one is spoken rather than sung and has actions.
Five little monkeys, sitting on a tree.
Teasing the crocodile - you can't catch me, no you can't catch me.
When along came the crocodile, quiet as can be and SNAP.
Source: www.imgneed.com There were 4 little monkeys sitting on a tree.
Teasing the crocodile...........
This activity works really well as children match their fingers to how many monkeys may be left. They are also discovering 'less'. You can also cardinality meaning that children will begin to develop their understandings of 'how many'. When I use this activity with children I always ask them "How many fingers do I have left now?" and the children will point and count to each finger.
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As shown in this You-tube clip there are endless ideas with how you can
use these action songs with children. To further extend on this activity and create a play-based environment you could set up provocations of animals, sticks, play dough and encourage the students to come up with different songs and rhymes that they could make to help with 1:1 correspondence with numeracy. Theorist Vygotsky believed that interactions and relationships are the core for effective learning. The types of environments that are set up to encourage play and intentional teaching are the main focus in which children will explore and discover new things. (Beecher, 2015) |
Source: Foxpail Five Little Monkeys Swinging in a Tree (2011)
EARLY YEARS LEARNING FRAMEWORK
The following are suggested outcomes from the Early Years Learning Framework that both activities meet.
OUTCOME 1: CHILDREN HAVE A STRONG SENSE OF IDENTITY
The following are suggested outcomes from the Early Years Learning Framework that both activities meet.
OUTCOME 1: CHILDREN HAVE A STRONG SENSE OF IDENTITY
- Children will feel safe and secure. (p21)
- Children will initiate interactions and conversations with trusted educators through provocations and engaging with action songs.(p21)
- Children will approach new situations with confidence. They will be motivated and persist when faced with challenges. (p22)
- Demonstrate an increasing capacity for self-regualtion. (p22)
- Take risks in their decision-making (p22)
- Children will have broaden their understanding of the world in which they live in. (p26)
- Understand different ways of contributing through play. (p26)
- Are empowered to make choices and problem solve.(p28)
- Use play to investigate and explore new ideas. (p29)
- Recognise the contributions they make to shared experiences. (p31)
- Experience and share personal successes in learning and initiate opportunities for new learning.(p31)
- Manipulate equipment and manage tools with increasing competence and skill. (p32)
- Express wonder and interest in their environments. (p34)
- Are curious and enthusiastic participants in their learning. (p34)
- Use play to investigate and explore ideas. (p34)
- Children will interact verbally and non-verbally for a range of purposes.(39)
- Children express ideas and make meaning (p39)
- Children begin to understand symbols and pattern systems work (p43)
- Draw on memory of a sequence to complete a task. (p43)