Child Development and Early Learning - Report

BACHELOR OF
EARLY
CHILDHOOD
EDUCATION AND
CARE

Table of Contents
INTRODUCTION...........................................................................................................................1
TASK 1............................................................................................................................................1
Cognitive and mathematical development.......................................................................................1
0 - 2 Years..............................................................................................................................2
2 years-3 years .......................................................................................................................2
3 years to 5 years ...................................................................................................................2
Primary (foundation year) 5 to 7 Years..................................................................................3
Primary Stage 7 to 10 Years...................................................................................................3
Mathematical concepts.....................................................................................................................3
0- 2 years................................................................................................................................3
Relevant mathematical concepts ...........................................................................................3
Classification ........................................................................................................................3
Learning outcomes.................................................................................................................4
Learning experiences..............................................................................................................4
2 – 3 years........................................................................................................................................4
Relevant mathematical concepts ..........................................................................................4
Classification ........................................................................................................................4
Learning outcomes...............................................................................................................4
Learning experiences..............................................................................................................5
3 – 5 years........................................................................................................................................5
Relevant mathematical concepts............................................................................................5
Classification ........................................................................................................................6
Learning outcomes................................................................................................................6
Learning experiences..............................................................................................................6
5- 7...................................................................................................................................................6
Relevant mathematical concepts ...........................................................................................6
Classification.........................................................................................................................6
Learning outcomes and experiences......................................................................................7
Teaching pedagogies........................................................................................................................7

Recording and Accessing Skills.......................................................................................................7
CONCLUSION................................................................................................................................7
REFERENCES................................................................................................................................8

INTRODUCTION
The early stage of childhood comprises of quality of education that were offered to
children, provision of health and safety aspects, roles and responsibilities of parents in relation to
their goals and achievements. All these have great impact on the life of children. There has been
development in every related aspects related to education and health while comparison are made
with the early times (Urban & et. al., 2011). The experiences of the children have been given
support by workforces which are highly qualified. The profiles of early age groups have been
increased by government rules and research and development activities. This report is based on
contemporary approaches that have been used in order to teach mathematics to children.
TASK 1
Cognitive and mathematical development
There is always focus of parents on their small children so that they can learn each
concept of maths in effective ways. This will help them to grow bigger. Mathematics not only
increases knowledge areas in science and various technology subject but also proves as the
fundamental areas of study in order to make improvement in knowledge level and skill sets in
order to make improvements in the social and social working life of persons (Allen & Cowdery,
2014).
As a whole nation children's are not able to achieve good results in mathematics as there
is always the fear that its concept are very difficult. According top the present report Australis
was ranked among the 27th national out of 70 countries who were good in terms of calculations
and thus the results of secondary schools were also good while comparison are made with other
countries. The students were happy to solve the problems of mathematics as they were knowing
about the basic concept according to which the questions can be easily solved (Barnett, 2011).
According to the study report it was evaluated that Michael Gove made a proposal for
make changes the curriculum of primary students and there should be strong focus on the overall
concept of mathematics. In this proposal it was stated that key terms should be clear to all the
kids, there should be targets in order to make them learn all the time tables so that they can easily
solve all the maths problems. Mental and athematic fractions and the approaches which are
called as memorising should also be focused upon.
1