 |
| Exploring balance at DCM |
Early math skills are highly valued by many parents,
caregivers and early learning professionals. As early as preschool, efforts to
encourage math skills can mean counting stairs or identifying shapes found
around the home. Repeat experience and
mastering early math-oriented skills allow room for new skills and lay a good
foundation for the development of quantitative knowledge.
Quantitative knowledge is addressed in this
second installment in a series of blogs on the broad abilities noted in the Cattell-Horn-Caroll
(CHC). CHC is a model that has been
developed to describe 10 broad abilities and 70 narrow abilities of
intelligence (Lynch & Warner, 2013).
Quantitative Knowledge
During imaginary play
the scene is set. A three-year-old lays
out a blanket on the grass, grabs his bowl of raisins and cheese crackers and shares
with his bear, saying, “A raisin for you, a cracker for me, raisin for you,
cracker for me.” A parent might recognize these skills in amazement, thinking, My child is sorting and classifying food!
Children’s acquisition of formal mathematics and
mathematical operations is related to the broad ability of quantitative
knowledge. Mathematical concepts such as rote counting, counting as meaning,
one-to-one correspondence, classification and operations such as adding and
subtracting are also included in this ability.
Recognizing shapes and identifying patterns, as well as identifying and understanding
numbers, form the foundation for children’s ability to function mathematically (Lynch
& Warner, 2013).
Stay tuned, next week we will discuss
crystallized intelligence. In the meantime, visit us at the Museum and wander
through our Math Connections
neighborhood, where opportunities to explore quantitative knowledge are readily
available!
Information
in this blog has been adapted from: Lynch, Sharon A. and Warner, L. 2013. “How
Adults Foster Young Children’s Intellectual Development.” In Young
Children, Vol. 68, No. 2, 86-91. Washington, DC: NAEYC.
Posts
No comments:
Post a Comment