Early Childhood Education and Development

This assignment analyzes the significant role parents play in a child's educational development, particularly in mastering calculations from an early age. It highlights various teaching methods and strategies that can be employed to foster numerical competency in young children, emphasizing the importance of practical examples related to their daily lives. The document concludes by advocating for parental involvement in shaping a strong foundation for future academic success.

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.
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It is correctly said that if children wants to become strong in mathematics calculations
than the teacher and parents have to make sure that they are clear with the basic concept because
without the base knowledge person cant grow ahead. This helps them to achieve future goals at
market places. This can only be achievable by starting all the basics from the primary level.
Age group
0 - 2 Years
In this age groups, kids are not only growing in physical ways but also in cognitive
relations that is mentally. They are learning by seeing the things that are happening in the
environment. This is valuable for them in making connections with the brain and they body
parts. There is always growth noticed in physical ways and these can be measured with the help
of precise terms which are referred as pounds and inches. It can be said that cognitive changes
are litter harder to evaluate them that where actually the changes are taking places (Slot,
Leseman & Mulder, 2015).
2 years-3 years
Cognitive development at this stage is linked with how the kids are able to recognise the
numericals and different ways by which they are processing the informations. Now they are able
to easily recognise the things and are becoming more cooperative and developing verbal skills.
They are thinking for their own self and are focusing on making connections with their daily
routines. They could easily know the colours, different shapes and sizes. They now easily
understand that one orange is counted as one thing. Now they know the concept and can easily
solve the problems.
3 years to 5 years
Cognitive development at this group is related with perfectly naming all the colours,
shapes and sizes. The children's know how to do the calculations. They are more focused
towards making good friends and doing counting (Allen & Cowdery, 2014). They can easily
communicate with their friends and are becoming more verbal. This is the most critical times of
their growth and development stage and at this stage their parents plays most important and vital
roles.
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Primary (foundation year) 5 to 7 Years
Now the child has developed and he had started going to school thus each day of his life
teaches him a new story so that he can created new discoveries. The period when he is small and
developing those skills which are needed by him in order to grow and become a person who will
not be dependent on any one. Each child is having their own responsibilities and thus they are
affecting each stages which are linked with their development and learning programmes. This is
not the correct time for their growth but they are having perfect knowledge about the basic
concepts which are used in mathematics terms.
Primary Stage 7 to 10 Years
At this cognitive stage children had grown from age of adolescent and now they can take
decisions that mathematics is based on formulas and is easier than other subjects or not. Now
they can easily learn all the concept and apply them in solving all the difficult questions. There
are various formulas which are related with finding out square areas which are taught to them so
that they can apply it in order to find out the results in easier and effective ways (What is
Teaching pedagogies, 2017).
Mathematical concepts
0- 2 years
Relevant mathematical concepts
The stage from birth of child to 2 years is called as Piaget sensorimotor stage, at small
kids are learning new things from seeing around, listening to other persons, sucking and
grasping. The process of learning starts with the body movements of children as they are able to
grab the sensory data. They are eager to interact with the external environment and they are
basically learning from the actions which are related with some situations. The cause and effect
relations are showing at beginning growth of children's (Karila, 2012).
Classification
The children's are learning the basics of maths by seeing the alphabetic numerical and
then they are analysing these numbers and writing them on there notebooks. They are taught
firstly how to count all the numbers in order to make them understand the base of mathematics.
They children have been given examples by their parents with the help of symbol, words and
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object and then they are asked to count how many they are in order to check how much they
have learnt. This helps them to understand quickly numbers (Karila, 2012).
Learning outcomes
The mathematics learning will evaluate with the help of:
 Making the children's understand what is size, shapes and patterns in mathematics.
 They should have the ability to counts the numbers in backward and forward sense.
 They should easily analyse all the numbers.
 Making them know about matching the numericals with groups in order to make pairs.
Learning experiences
Teaching pedagogies is related with interactions that have been made between kids and
the schools teachers in order to make them learn various concepts which are related with maths.
This is beneficial in making students learns about theory and concept in more friendly
environment. Thus new ideas are explored by the students and teachers and they learn the things
in new ways.
The skills of this groups can be recorded with the help of analysing the reaction of kids
and knowing how well they are able to recognise the alphabets.
2 – 3 years
Relevant mathematical concepts
The children's are coming out from the infant stages and they are able to analyse how
things are working in different ways. Now they are able to draw shapes and make a group of
different members (Slot, Leseman & Mulder, 2015).
They are able to easily explore all the numbers and apply them in making groups in order
to make them understand the concept of grouping.
Classification
The results of these outcomes are that they are that they have the knowledge about the
numbers now they can count them and make comparison. They know about various shapes and
can easily draw them (Campbell & et. al., 2012).
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Learning outcomes
The experiences from the mathematics concepts indicates that they are growing bigger
and can fastly evaluate all the new things that have been taught to them in order to make them
grow. Now they are sitting and make groups of three to four elements and playing with them as
they find doing all this very interesting. They can do easy calculation like 1 + 1 is equal to 2.
They are able to understand the language which is used at their homes by which they talk to their
parents. Now they are giving more attention towards what is taught to them as they have grown
bigger.
Learning experiences
The concept of teaching pedagogies is related with how effectively the children's and their
teachers are interacting with each other. This is useful in analysing the strong relations in order
to make the children's understand that they have learnt what their teachers want to make them
understand (Barnett, 2011).
3 – 5 years
Relevant mathematical concepts
The mathematics concepts which can be explored includes the following concept as
 The numericals data which include the numbers which are arranged in logical sequences
so that children's can easily understand them.
 They should developed the skills which are required for counting the overall numbers in
orderly sequence.
 Understanding of various dimensions which are involved in shapes.
 The concepts which have been taught to them in relation to the data should be valuable
for them so that they can use them in the future time (Kamii, 2014).
 The figures in mathematics terms should represent the different quantity and quality of
data.
All the problems should be with the helps of mathematical expression.
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Classification
These experiences are valuable for Children's as they can easily know where the formulas have
to be applied. What shape is used in mathematical terms and knowledge about various colours.
All the figures have their own importance and they should be applied at those places where it is
required necessarily. This is also important for them in order to make them stronger in their
concepts so that they can easily apply them in solving different types of questions (Barnett,
2011).
Learning outcomes
The learning outcomes should evaluate that
 All the children's have learnt what the teachers want to explain them.
 The short formulas which they have to use.
 Use appreciate expression in order to solve the problems in effective ways.
 Development of their current skills and knowledge level (Taguma, Litjens &
Makowiecki, 2012).
Learning experiences
The children are able to easily learn all the formulas and they are using them to apply in
real life in order to solve all the mathematical problems.
5- 7
Relevant mathematical concepts
The concept of mathematics which could be explored consist of the following areas:
 Total knowledge about doing addition and subtraction.
 Making all the relevant formulas used wherever it is required.
 Inserting shapes and sizes wherever it is required.
Classification
The learning experiences of the concept applies that they have learnt all the basic
formulas which they can apply in order to solve all their problems. This helps in enhancing their
knowledge level and the skills which are required by them in order to gain future benefits
(Gifford, 2014).
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Learning outcomes and experiences
They should focus on making happy relations with their teachers so that they can ask
them about any types of difficulty which are faced by them. This is beneficial in clearing all the
difficult factors which could act as obstacles in achievement of good results.
Teaching pedagogies
The teaching pedagogies are related with the positive relations which have been
developed between children's and there guide who is teaching them. If there is friendly
relationship than they can easily ask the problems which are faced by them thus there concepts
will be clear (Ashbrook, 2014).
Recording and Accessing Skills
The different aspects of maths are linked with making the children's perfect in their
knowledge so that they can easily solve all the questions which are given to them. Different
tricks are taught to them which they can apply in order to get accurate answers (Kamii, 2014).
CONCLUSION
From the above report it can be concluded that if parents give focus on their children than
it will help them in achieving goods results for future times. They should make the children
perfects in calculations from the early stage by giving them various examples which are related
with their personal life.
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REFERENCES
Book and Journals
Urban, M. & et. al., (2011). Competence Requirements in Early Childhood Education and Care
(CoRe).
Campbell, F. A. & et. al., (2012). Adult outcomes as a function of an early childhood educational
program: an Abecedarian Project follow-up. Developmental psychology, 48(4), 1033.
Karila, K. (2012). A Nordic perspective on early childhood education and care policy. European
Journal of Education, 47(4), 584-595.
Barnett, W. S. (2011). Effectiveness of early educational intervention. Science, 333(6045), 975-
978.
Slot, P. L., Leseman, P. P., & Mulder, H. (2015). Associations between structural quality aspects
and process quality in Dutch early childhood education and care settings. Early
Childhood Research Quarterly, 33, 64-76.
Allen, E. K., & Cowdery, G. E. (2014). The exceptional child: Inclusion in early childhood
education. Nelson Education.
Taguma, M., Litjens, I., & Makowiecki, K. (2012). Quality Matters in Early Childhood
Education and Care: Finland. OECD Publishing. 2, rue Andre Pascal, F-75775 Paris
Cedex 16, France.
Gifford, S. (2014). A good foundation for number learning for five-year-olds? An evaluation of
the English early learning ‘numbers’ goal in the light of research. Research In
Mathematics Education, 16(3), 219-233. doi:10.1080/14794802.2014.895677
Kamii, C. (2014). The importance of thinking. YC: Young Children, 69(5), 72-77.
Ashbrook, P. (2014). Shape Exploration: Another Dimension. Science & Children, 51(5), 30-31.
Online
What is Teaching pedagogies. 2017. [Online]. Available Through:
<https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/>. [Accesses On
4th September 2017].
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