Importance of Numeracy in Early Childhood Education

This document discusses the importance of numeracy and mathematics in early childhood education. It highlights how numeracy skills help in developing critical thinking, problem-solving, and spatial awareness. The document also suggests strategies for enhancing math teaching and learning in the primary years.

Running record template
The children's names can be recorded using their initials, pseudonyms or CH 1,
CH 2, etc.
Context and activity: Date/time/place:
or
Date of video/URL:2/29/2019
Age of child:3 years
Observation
Garden play
The children creates their own gardens
using pictures and shapes
Puppet play
The child use a collection of dot cards
involving numbers between 1-6.
They are coloured to distinguish. The child
also has paddle pop sticks, the existing play
dough, puzzles and animals figures on sticks
Shape games
A total of 4 geometric shapes are issued out
in a particular white card.they are well laid
in a floor leaving aspect of approximately 10
cards each with distinct colours. Another set
of cards 24 and 8 with different colours and
shapes are provided.
Pond play.it involves children choosing an
animal and colour that matches from he
given assortment of plastic animals, dices
Analysis
Numerical focus is the numbers sense: they
match,classify,comparison ,estimation, counting
and use of various patterns
The number sense in this case is sorting out,
classification an dmatching.it offers knowledge
on shapes
This will involve various shape classification, use
of mathematical sequencing and various
numerical recognition
matching of various numbers from 1-5.6-
1 | P a g e

and also shape cards
Bishops categories above
Numeracy involves the capability of application of mathematic concepts in all spheres of life.
Numeracy skills and knowledge can be defined by the ability to understand various numbers,
counting, solving number problems, measurements, sorting, various patterns observations, addition
and subtraction. Acquiring basic numeracy skills involves deep comprehension of key arithmetic’s
like multiplication and division and having a clear understanding of distinct equations (Aunio &
Niemivirta,2010). Numeracy has the ability to utilize mathematics on other curriculum or apply it in
other distinct disciplines.
Interpretation
In this case, numeracy indicates and reflects how children approach mathematics and increasing their
confidence in understanding math.
It ensues practical understanding of manner I which data set or information is collected by counting
objects and measurements where results are showed I charts, diagrams and tables for easy observation
and understanding in a simplified manner (Chawla & Derr,2012). This will enable the child to mainly
focus on what is being leant and taught in different domains of mathematics.
What is arithmetic? As grown-ups when we ponder our experience of learning science through
essential and optional school, we will in general consider it in compartments as far as the exercises
and themes we experienced (Brown,2012). Whenever requested to show them, numerous grown-ups
would propose that science is math, geometry and variable based math, possibly insights or analytics.
We should think about arithmetic as being separated into unadulterated or connected science. Math’s
can be deemed to involve problem solving, searching various patterns and communication of ideas
The term numeracy appears to mirror the ability dimension of the science to be educated with to a
greater extent an emphasis on the aptitudes to be accomplished. Arithmetic in regular day to day
existence Consider the complexities of choosing a reasonable home loan from the perplexing
determination accessible, likely one of the greatest money related choices a large portion of us ever
need to make (Charlesworth,2011). We should be sure of the choices on offer so we can choose the
2 | P a g e

one which will be gainful and moderate, considering every one of the conceivable outcomes
accessible. Having a reasonable comprehension of science is socially engaging so we are not helpless
before the individuals who are all the more scientifically insightful.
Numeracy and school science Numeracy impacts on people over their life expectancy from tyke to
grown-up and has suggestions for their training and deep rooted learning in schools, in the work place
and in other non-customary settings (Hedges, Cullen & Jordan,2011). The connection among
numeracy and school arithmetic is hazardous not least since numeracy does not appear to be a
programmed result for some following quite a while of mandatory tutoring.
Numeracy is the arrangement of math’s abilities that you may use in regular day to day existence.
Vitally it likewise incorporates the capacity to legitimately relate those aptitudes to reality. A few
people may feel that a portion of the math’s they were instructed in school has little importance to
them.
Numeracy is extremely pragmatic and you'll be utilizing your aptitudes a ton once you have the hang
of them. Science is progressively expansive and once in a while increasingly hypothetical.
Recommendation and analyses
The principal thing is that the way toward upgrading instructing and learning in the essential years
may require a difference in hearts and brains about what establishes great math’s educating and
(frequently) the suspension of earlier convictions. Schools need to explore different avenues regarding
better approaches for getting things done to reconnect students in math’s, and accordingly instructors
shouldn't be reluctant to go for broke.
Furthermore, the report prescribes that essential math’s projects should move far from the attention on
numeracy and rather take a gander at building up a more grounded numerical establishment by
investigating thoughts and ideas.
From universal research thinks about unmistakably nations that are the most grounded in the field of
science actualize solid numerical establishments in the essential years. They energize and empower
their students to think numerically and be imaginative and certain about utilizing math’s since the
beginning. As opposed to just retaining raw numbers, students will at that point can adjust their
scientific comprehension relying upon the required application.
The third proposal is that educators should concentrate on the plan of incredible exercises
Learning of Students
3 | P a g e

Information of understudies incorporates both learning of the specific understudies being educated
and learning of understudies' learning when all is said in done. Realizing one's own understudies
incorporates knowing their identity, what they know, and how they see learning, science, and
themselves (Charlesworth,2015). The instructor has to know something of every understudy's close
to home and instructive foundation, particularly the scientific aptitudes, capacities, and attitudes that
the understudy conveys to the exercise. The instructor additionally should be delicate to the
remarkable methods for getting the hang of, considering, and doing arithmetic that the understudy has
created. Every understudy can be viewed as situated on a way through school science, outfitted with
qualities and shortcomings, having built up his or her very own ways to deal with numerical errands,
and equipped for adding to and benefitting from every exercise particularly.
Educators additionally need a general information of how understudies think—the methodologies that
are normal for understudies of a given age and foundation, their basic originations and
misinterpretations, and the reasonable wellsprings of those thoughts (Neuendorf,2016). In the course
of the most recent decade, analysts have created a great assortment of proof about how youngsters'
reasoning about different numerical ideas advances after some time.
Issues of teaching method are basic in all parts of early youth training. Early youth science is no
special case. There is currently a lot of direction accessible to educators regarding high‐quality early
youth arithmetic instructing (Schack et al,2013).Subsequently, the qualities of high‐quality early
youth science training are unmistakably recognizable. Issues, for example, expanding on youthful
kids' prior‐to‐school information; drawing in kids all in all numerical procedures; and evaluating and
recording kids' learning are a portion of the key parts of high‐quality early youth science instruction.
Early childhood educators ought to ensure introduction of various critical mathematical concepts,
methodologies and language throughout the entire curriculum and teaching strategies. They ought to
offer guidance to children in order for them to see key ideas within mathematics and other fields and
improve their math’s skills and knowledge across the entire curriculum (Treffers, 2012). They
encourage children in communication, offering an explanation for their thoughts as they actively
interact with significant math’s in deep and sustainable manner.
Teaching school program should focus on math’s concepts of early childhood programs in order to aid
high quality mathematical knowledge. They should incorporate math’s content, pedagogy, and child
cognitive development, physical and family relationships.
Peer review:Significance
4 | P a g e

The significance of science and numeracy in early youth training. Arithmetic and numeracy are
frequently observed as exchangeable, in any case, they each have a wide range of attributes that
characterize them (Skovsmose,2013). Science is tied in with picking up information of ideas, for
example, expansion, subtraction, portions, estimation and time.
Arithmetic (maths) is a critical piece of learning for all kids in the early years and accepting a decent
establishing in maths is a basic fundamental ability. Just as numeracy, it helps abilities, for example,
critical thinking, comprehension and utilizing shapes and measure and building up their very own
spatial mindfulness.
Science acquaints kids with ideas, abilities and thinking systems that are basic in regular day to day
existence and bolster learning over the educational modules. ... They figure out how to investigate and
clarify their thoughts utilizing images, outlines and spoken and composed language
5 | P a g e

References
Aunio, P., & Niemivirta, M. (2010). Predicting children's mathematical performance in grade one by
early numeracy. Learning and individual differences, 20(5), 427-435.
Brown, T. (2012). Mathematics education and language: Interpreting hermeneutics and post-
structuralism (Vol. 20). Springer Science & Business Media.
Charlesworth, R. (2011). Experiences in math for young children. Cengage Learning.
Charlesworth, R. (2015). Math and science for young children. Cengage Learning.
Chawla, L., & Derr, V. (2012). The development of conservation behaviors in childhood and youth.
In The Oxford handbook of environmental and conservation psychology.
Hedges, H., Cullen, J., & Jordan, B. (2011). Early years curriculum: Funds of knowledge as a
conceptual framework for children’s interests. Journal of Curriculum Studies, 43(2), 185-205.
Neuendorf, K. A. (2016). The content analysis guidebook. Sage.
6 | P a g e

Schack, E. O., Fisher, M. H., Thomas, J. N., Eisenhardt, S., Tassell, J., & Yoder, M. (2013).
Prospective elementary school teachers’ professional noticing of children’s early
numeracy. Journal of Mathematics Teacher Education, 16(5), 379-397.
Skovsmose, O. (2013). Towards a philosophy of critical mathematics education (Vol. 15). Springer
Science & Business Media.
Treffers, A. (2012). Three dimensions: A model of goal and theory description in mathematics
instruction—The Wiskobas Project (Vol. 3). Springer Science & Business Media.
7 | P a g e