| As was noted in the previous article, age | | | | Initially keep the sums to numbers under 5.o Start |
| requirement for beginning mathematics with your | | | | with one orange. Place it in front of the child and |
| child will be depended upon a few things: 1) your | | | | ask him/her how many oranges he/she sees. |
| readiness to come up with creative ways to | | | | Confirm pleasantly that it is ONE orange.o Now |
| teach and command attention and; 2) your | | | | grab another orange and state clearly that you will |
| willingness to exercise patience and a loving | | | | now add another orange. Place it a little apart |
| attitude. Early childhood learning, whether its | | | | from the first orange and then ask how many |
| mathematics or reading, works best when abilities | | | | oranges are there? If the answer is TWO |
| are allowed to unfold naturally and isn't hampered | | | | oranges - state that he/she is correct and reward |
| by the pressure of expectations one way or the | | | | with praise. Be sure to give hugs and kisses.o |
| other. | | | | Here is the important part of the exercise. Slowly |
| Below are practical tips for preparing your child's | | | | enunciate how 1 orange PLUS 1 more orange |
| mind for basic mathematics. These exercises can | | | | equals 2 oranges! Get them to comprehend the |
| work well with preschoolers as early as three. | | | | concept - slowly, calmly and patiently. Never add |
| However, a child a little younger can also be | | | | a negative tone. If you do, the exercise becomes |
| instructed if the child demonstrates proficiency | | | | heavy and undesirable; possibly sabotaging a |
| with the 1 - 10 counting sequence and exhibits an | | | | constructive attitude needed for future |
| eagerness as well as a quickness for learning. It is | | | | proficiency in math.o Add additional oranges (or |
| essential to utilize good teaching practices | | | | other fun objects) as learning capacity expands, |
| particularly for children this age for optimal | | | | gradually moving up to sums equal to five. |
| success. | | | | When complete mastery of basic addition has |
| Institute a routine to impress upon the child that | | | | occurred now would be a good time to introduce |
| these sessions will indeed become a part of his | | | | workbooks (and other instructional tools) featuring |
| her day. All in all, let your intention be to make | | | | basic addition. Once the child gives cues that he |
| this an exciting time to begin your child on a | | | | she is ready to move on, subtraction beginning |
| productive journey of learning experiences. | | | | with differences under 5, could be a next step. |
| Tips for early preparation conducive for creating | | | | Just a few more suggestions, if the child has a |
| junior mathematicians:o Build upon toddler activities | | | | hard time understanding the concept behind the |
| of counting using fingers 1-10 by purchasing | | | | word PLUS use a substitute like "add ___ more" |
| computer programs, DVDs, workbooks for | | | | and so on. The bottom line is to ensure that a |
| toddlers - ages 2.5 through 4.o Using other | | | | basic understanding of addition takes place. Again, |
| objects in your environment to count: apples, | | | | keep it fresh and fun by "adding" all kinds of |
| oranges, toys, etc. During car trips, count the | | | | things around the house. Ensure that it becomes a |
| number of a particular color of cars. Count the | | | | habit by doing it daily! Stop before the child tires |
| number of seconds between green and red lights. | | | | of the "game" simply because it creates |
| Do this throughout the day so that it becomes a | | | | eagerness. |
| habit! If the child is not receptive, (ill or | | | | Research a good kindergarten curriculum to |
| temperamental) do not attempt to engage him | | | | determine which concept to tackle next and don't |
| her. Remember to associate learning with the | | | | hinder with superficial (i.e. age-appropriate |
| good feelings of fun and enthusiasm.o After they | | | | curriculums) limits, especially if he/she is content |
| have mastered counting 1 - 10 and are able to do | | | | and capable of learning it. |
| it with ease, make a first attempt at teaching | | | | Bear in mind that with early childhood education, |
| basic addition.o Introduce basic addition as a new | | | | especially mathematics - consistency and |
| game! Grab a total of 4 oranges (or apples, etc.). | | | | progression is key! |