Infants and Toddlers Exploring Mathematics

Autor/in	Geist, Eugene
Titel	Infants and Toddlers Exploring Mathematics
Quelle	In: Young Children, 64 (2009) 3, S.39-42 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-6619
Schlagwörter	Mathematical Concepts; Interaction; Toddlers; Infants; Mathematics Skills; Child Behavior; Student Interests; Discovery Learning; Classification; Numeracy; Number Concepts; Thinking Skills; Relevance (Education) + Suchen Sie Ihr Suchwort? Interaktion; Infant; Infants; Toddler; Kleinkind; Toddlers; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Studieninteresse; Entdeckendes Lernen; Classification system; Klassifikation; Klassifikationssystem; Rechenkompetenz; Number concept; Zahlbegriff; Denkfähigkeit; Relevance; Relevanz
Abstract	A good deal of research is beginning to support the idea of emergent mathematics and that, much as with reading, children begin to learn mathematics from the day they are born. Infants and toddlers begin to notice relationships as they interact with their parents or primary caregivers through songs, rocking, and other verbal and nonverbal communication. Later, they build on this foundation by beginning to classify, seriate (put objects in order based on number and size), compare, and order objects. This article offers some examples of what infants and toddlers might do, how these behaviors are related to mathematics, and what teachers can do to encourage the natural mathematical interests of this age group. (Contains 2 resources and 1 online resource.) (ERIC).
Anmerkungen	National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101. Tel: 800-424-2460; Tel: 202-232-8777; Fax: 202-328-2649; e-mail: editorial@naeyc.org; Web site: http://journal.naeyc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10