ECEP 2005 - School-age Learning: Kindergarten Math Program Activities

This assignment analyzes a kindergarten math program, focusing on the development of two developmentally appropriate activities designed to promote mathematical understanding. The essay references 'The Kindergarten Program 2016' to inform the planning process. The first activity involves ...Read More

Running Head: KINDERGARTEN PROGRAM
KINDERGARTEN PROGRAM
Name of the Student
Name of the University
Author Note

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Introduction
This essay will discuss the overall expectations and review program related to
mathematics in the kindergarten program. The overall expectations associated with
mathematics include effective communication that will help the children to communicate
with others, to demonstrate better literacy behavior, awareness about the texts,
communicating their thoughts with various art forms and applying mathematical processes to
support the development of mathematical thinking. Out of the mentioned overall and specific
outcomes the chosen outcome is the usage of languages that will include both verbal and non-
verbal communication skills so that the children will develop thinking skills and also can
reflect better to solve problems.
Discussion
In order to develop the chosen specific expectations there is a need to develop two
planned activities.
Planned Activity 1
Materials
The materials that will be needed to conduct the activity will include a word wall that
contains all the English alphabets.
Description
The activity will include a child who will identify all the children whose name starts
from the letter “A”. The child will take the word wall and will involve another child into the
activity. This way more number of children will be engaged in the activity that will help in
the better involvement of all the children (Fiser& Frey, 2014).

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Developmental Activity
This activity will be helpful for the overall development of the children as it
highlights one of the six principles of ELECT guidelines that demonstrates the importance of
playing and inquiry amongst the children that will help to increase the natural curiosity
among the children and will also support learning. This will also help the children to count
the number of children present in class, then counting the number of children whose name
starts with ‘A’. Thus, this activity will make the children understand about the normal
additions and subtractions in a more relaxed manner (Erby et al., 2017).
Action of children
The children will discuss the entire activity amongst themselves and then will try to
solve the problem. This will help them to sharpen their knowledge about the alphabets, they
will get to know the classmates better along with that this activity will also enhance their
observatory skills (Bicer et al., 2013).
Questions asked
The questions that can be asked by the educator or the teacher in order to respons or
challenge the thinking of the children are “Were you thinking about…?’ or “I wonder how
you knew about that”. These questions will guide the students to solve the activity and will
also encourage them (Bassok et al., 2016).
Other Expectations
The two expectations that are included in this activity are the involvement of the
children with each other and also with the educator that will strengthen the bond between
them and the next expectation is the development of cognitive skills among the children.

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Support for children
Those children who are not able to access the activities independently, the educator
should arrange special fun classes on Sunday where all these activities will be conducted for
all the children irrespective of the fact that whether they belong to the school or not.
Planned Activity 2
Materials
The activity will require the children to learn any song that includes basic math skills
like “The Old Man”. This activity will need the children to sing the song so that they can
apply the normal math skills (An & Tillman, 2015).
Description
The other activity will include music playing in order to engage the children in
learning the measures of the various instrument like the tempo, meter all of which involve
calculations.
Developmental Activity
The developmental activity that will be enhanced in this activity will involve
comparing and matching through basic skills like the volume, rhythm and pitch. It will also
help the children to understand and learn the patterning and sequencing along with counting
and addition.
Action of children
The children will be very enthusiastic about the entire activity. They can acquire
knowledge about the various mathematical calculations simply by singing a song. This will
generate a sense of understanding in them.

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Questions asked
The educator can ask questions like “Who has memorized the song?” or “Who wants
to recite the song?” These questions will give students the required confidence and they will
be able to learn the basic math skills.
Other Expectations
The other outcomes from the activity will include the development of motor and
cognitive skills and also to give them the required knowledge of the effective communication
among the children.
Support for children
The children who are not able to support the activity are not able to access the activity
should be supported by the educator by arranging classes in the schools where the materials
are available so that they can learn from the event (An et al., 2013).
Conclusion
The conclusion that can be drawn from the report is the involvement of the children in
all possible way so that the children will be able to learn all the facts and basic math skills so
that it will help the children to develop their motor and cognitive skills as well.

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References
An, S. A., & Tillman, D. A. (2015). Music Activities as a Meaningful Context for Teaching
Elementary Students Mathematics: A Quasi-Experiment Time Series Design with
Random Assigned Control Group. European Journal of Science and Mathematics
Education, 3(1), 45-60.
An, S., Capraro, M. M., & Tillman, D. A. (2013). Elementary Teachers Integrate Music
Activities into Regular Mathematics Lessons: Effects on Students' Mathematical
Abilities. Journal for Learning through the Arts, 9(1), n1.
Bassok, D., Latham, S., & Rorem, A. (2016). Is kindergarten the new first grade?. AERA
open, 2(1), 2332858415616358.
Bicer, A., Capraro, R. M., &Capraro, M. M. (2013). Integrating Writing into Mathematics
Classroom to Increase Students' Problem Solving Skills. International Online Journal
of Educational Sciences, 5(2).
Erbey, R., McLaughlin, T. F., Derby, K. M., & Everson, M. (2017). The effects of using
flashcards with reading racetrack to teach letter sounds, sight words, and math facts to
elementary students with learning disabilities. International Electronic Journal of
Elementary Education, 3(3), 213-226.
Fisher, D., & Frey, N. (2014). Content area vocabulary learning. The Reading Teacher, 67(8),
594-599.

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