Creating a Physical Mathematical Resource for Younger Children

This report focuses on creating a physical mathematical resource for children aged 3-6, emphasizing the importance of early numeracy and critical thinking skills. The report details the rationale for creating such resources, highlighting the integration of mathematical concepts into routines and activities. It introduces a hands-on activity involving cardboard cutouts of geometrical shapes to teach fractions and shapes, inspired by Montessori and Waldorf principles. The report also discusses the role of pedagogical leadership and teacher knowledge in implementing these resources. The activities described aim to enhance children's understanding of measurement, shapes, and fractions through engaging play, with clear steps for educators to follow. The resource's design aligns with the developmental stages of young children, promoting cognitive skills and encouraging active learning through visual representation and practical application.

A Physical Mathematical
Resource for Younger Children

Table of Contents
INTRODUCTION...........................................................................................................................1
Rationale for creation of resources.........................................................................................2
Visual Representation.............................................................................................................5
Resources in action.................................................................................................................7
CONCLUSION..............................................................................................................................10
REFERENCES..............................................................................................................................12
.......................................................................................................................................................13

INTRODUCTION
Mathematics refers to be the most important topic, that helps in building the mental
capacity and logic reasoning for a person (Manches and Plowman, 2017) . Learning and keeping
maths practices, is a brain activity, that aid people to develop more creative thinking and enhance
their decision making power. In context with early age of children, it is believed that this period
is considered as perfect for growth mindset and development of intellectual skills (Palaiologou,
2016). Therefore, teaching mathematics under this period, seems to be important for building
critical thinking and reasoning skills for young children. This will be taken as the key to
foundation for success in early age of schooling, that keeps play and brain activity games. Apart
from adding, subtraction or other mathematical concepts, in early childhood the main ability
which is growing faster than other subjects, include numeracy (Arnott, 2016). Here, child who do
not know how to write or read, possess measurement skills. They have number sense like
devising who has more or less quantity of a certain thing, discriminating difference between
large and small things, etc. All these things, where a child before school days, understand the
concept of numeracy more easily. Therefore, teachers at early foundation to focus on all such
activities that may help in growing and developing numerical skills under a child. Children when
enter school first time, they come up with a wide range of early numeracy skills, so organising
curriculum activities will help in developing informal number sense of them into mathematics
achievement (Björklund and Barendregt, 2016). This would bring children to develop strongly
predicts about maths competence in higher classes.
The present report is going to elaborate some mathematical concepts by integrating a
number of counting principles, that helps teachers of Kindergarten to create a learning
environment for children, where they can enhance their mathematical skills and knowledge.
Some workshops are developed under this project that show educators how to teach maths
through a different lens, as well as gather ideas to blend numeric instruction into routines and
activities (Bull and Lee, 2014). This would aid children in fostering the maths learning abilities
into children's mind via meaningful ways. For this purpose, more focus is given on integrating
maths in an interesting way, where purposeful play activities will advance the children's learning.
It keeps them engaging in a problem solving, reasoning and emerging naturally with
mathematical concepts. As 3 to 6 years old children are vital foundation for enhancing
mathematical learning. Therefore, in early childhood setting, curriculum or the content of
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teaching and pedagogy style will be designed, in such a manner that encourage learning
processes (attention, memory, observation) and cognitive skills (comparison, classification,
reasoning). It includes a set of activities, collaborative processes for developing well-aligned
system of high-quality standards, assessment; framing institutional structures and policies that
support educators' ongoing learning practices and more (Riley and et. al., 2016). To provide
knowledge about number and quantity, block play is considered as an essential part in early
childhood setting, that supports all basic concepts of mathematical learning. This type of
curriculum activity will help in introducing and assessing the algebraic thinking like different
patterns of block arrangement, matching similar shapes, sorting and more (Chandler and Tricot,
2015). Similarly, teaching strategies are developed for integrating teachers' role, pedagogical
style and instruction styles for promoting mathematical learning in young age children (Deans
and Cohrssen, 2015). Along with this, in present assignment a discussion is also made over
leadership and its importance in education settings, for improving mathematics and numeracy
teaching, in order to meet the needs of diverse students. The concept of leadership hereby, taken
as a process to align culture with vision, strategy as well as purpose for raising vitality in early
childhood practices. In this regard, leaders at organisation, provide proper guidance to authorities
and educators in setting curriculum activities and environment, where children at early age can
grow their numeracy skills.
Rationale for creation of resources
Early childhood age is taken as best age for developing mathematical skills of young
children. For this purpose, classroom and home where, young children spend most of their times,
are brimming with opportunities for integrating mathematical concepts into routines and
activities of them (Charlesworth, 2015). Therefore, to engage children with such games that
enhance their learning abilities and develop mathematical skills, a number of resources in the
form of curriculum activities and workshops are creating in the present report. The reason behind
this is to keep interest of young children especially, of age 3 to 6 years in learning activities, so
that they can develop their mathematical abilities by purposeful playing activities. Hereby, focus
on two main factors are given to support children to be capable of learning maths, that are
Pedagogical leadership and teacher knowledge (Dasgupta and Stout, 2014). Strong pedagogical
leaders are able to understand how to construct resources for integrating mathematics. While
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effective teachers help in successful integrating the curriculum activities, to enhance learning
experience of young children.
In order to develop numeracy skills under children at their foundation period in schools,
cardboard is considered as the best resource (Fox and Schirrmacher, 2014). This handmade
maths curriculum activity can help educators in teaching the concept of geometrical figures,
similar shapes and size, including some real world examples like building blocks, toy trains,
open and closed shapes, big and small objects etc. With this assistance, students of primary
classes will respond more towards understanding the shapes and size difference. The activities
that can be organised by using cardboard includes cutting different shapes, matching the figures
of similar shapes and more.
According to Susan Mayclin Stephenson, by concerning on Waldorf and Montessori
principles, it has been analysed that in setting early years of education, the activities are needed
to be considered first (Montessori and Waldorf Schools, 2019). Both of these taken as the fastest
growing educational system in today's world. It includes a number of aspects for development of
creativity and knowledge under children, by emphasising the education of child over any
particular academic curriculum (Francis, 2015). Along with this, new education system that are
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inspired by these principles, focus more on protecting child from overuse or misuse of
technologies like television, mobile phones, computers and more (Pinter, 2017). To provide a
rich variety of education, it becomes essential for all schools to set educational practices and
curriculum activities, to teach academic subjects like mathematics, should be taught in a more
traditional way. Children of age 3 to 6 years, are kept together with a group of their own age. As
teachers ideally moving up each year with the children and so getting to know and working with
the same group of children for six years. Arts are ideally always a part of the academic studies
(Palaiologou, 2016). As per Montessori, Social development is more like that of real life because
children are not kept in a group of same-age students, but are grouped in 3-6 year age span. The
teacher gives lessons individually to one child at a time, and often lessons are given to one child
by another child. The choice of what to study or work on at any one time is left to the child, with
guidance whenever necessary by the teacher (McGee and Pearman, 2014).
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Visual Representation
In order to make fractions more interesting, an activity is organised here which is about
matching different shapes on a cardboard. This kit is considered as perfect blend of fun and
education, where visual maths manipulative makes learning fractions more easily (Osborne,
2014). Through this resource, students at prior age can make connections from different fractions
to angles. With this intuitive tool, educators can explore all the possibilities of developing
numeracy skills under children. This manipulative game is inspired by Montessori and Waldorf
education principles, for promoting mathematical concepts under children (Ng and Sinclair,
2015).
This game can be carried out in following ways -
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How Children are Making Use of Resource? Are there Rules Needed?
Step 1: Cutting The Cardboard in different geometrical figures – Under this step, educators
can increase their interest in cardboard cutting and learn different geometrical shapes and figures.
Step 2: Place different shapes of cardboard into a circular cardboard: At this student,
educators can give task to children to fill empty circular cardboard with different but similar
types of figures, with same size.
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Step 3: Student will engage in filling cardboard with different cutting pieces: At this stage,
creativity and cognitive skills of children will be developed.
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Step 4: Provide Knowledge about fraction: It is the last step, where knowledge related to
similar shapes, fractions and other analytical or reasoning skills can be developed, under children
by playing all above activities.
Thus, above activity helps in providing knowledge to children about geometrical shapes
and figures. It includes triangle, circle, semi-circle, quadrants and more. Along with this,
respective curriculum activity help in promoting knowledge about fractions whereby, when
children do practice to fill the board by different figures they can analyse the knowledge
regarding fractional concept (Chandler and Tricot, 2015). In this game, firstly children are given
task to cut cardboard into shapes of triangle, semi-circle and quadrant shapes, under the guidance
of teachers. Then, they have to fix these shapes on circular cardboard. This would enhance their
knowledge about matching similar shapes and how to divide a figure into equal fractional shapes
(Bull and Lee, 2014). Hereby, before allowing children to show their creativity, teachers in
kindergarten classroom do same handmade activities practically, in front of them through fun, so
that interest of children for doing the same can be generated. This will not only help in
improving their knowledge and skills but will also help in improving their critical thinking
abilities and curiosity to learn new things. As the method presented will provide them learning in
a joyful way. Their knowledge regarding the mathematical concepts of fractions will also
increase.
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Resources in action
They will be guided by educators so that they can perform the activity appropriately
(Charlesworth, 2015). When they cut the card board in pieces then they will be directed to joint
them to make a circle. As talking about the rules which are needed in order to play this game is
related to working under the guidance of teachers as they will provide the children with the ways
of performing it properly. The rules are also for the teachers as they have to make their
pedagogical styles in and accordance with the age limit of children so that it could become
possible for the children to understand what the teacher wants to convey them. This will not
impact negatively on their mindset as well. Proper fulfilment of rules and regulations will help
teachers to make their students to understand things in the right and enjoyable way. With the
help of it their mathematical skills will be developed because it will help them to understand the
concept of shapes and measurements which are required to join the cuttings of cupboard. It will
also be beneficial for the development of their reasoning skills because it will helps them to
understand difference between different types of shapes which will be joined by them to make a
circle (Fox and Schirrmacher, 2014).
How can Educators Use your Resource Within Educational Environments and the Age
Limits Prescription Whether Altered or Not
In order to build mathematical skills of children from the age of 3 to 6 years a game is
being designed (Dasgupta and Stout, 2014). With the help of it all the kids will be able to
develop their understanding regarding measurement, shapes, maths and other abilities which are
required by them. The new game could be used by them easily because they will be provided a
card board and seizure. It is designed for level 3 i.e. to integrate the main parts of mathematics,
that includes number and fraction, measurement and geometry, logical reasoning etc., that build
the problem solving and understanding skills under children of age 3 to 6 years. The suitability
of this game will be only for the students who fall in the prescribed age limit. It is because the
thinking and mind power capabilities of children coming under different ages is different. So
with the help of considering their age level and groups it will be possible to have the best impact
of their nature and behaviour along with their learning skills along with enjoyment.
As the design of the game states that it will be very easy for kids to use the game because
they just have to join different shapes in order to make a circle. They can use it in the class room
or their home in order to develop their skills. There will be specific rules which are required to
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be understood by them. All of them could be demonstrated by pedagogical leaders who are
responsible to take care of them (Francis, 2015). There are three different shapes which should
be joined in specific ratio. For example, if half circle is selected by them then children have to
take two pieces, If they select quarter part of a card board then they have to joint 4 different
pieces. In this condition they have to combine 8 pieces. By following all these rules they can
play the game easily and take interest to make a circle.
All around the world different educators can use this resource in order to enhance
understanding of children which are being studied by them (Manches and Plowman, 2017). The
skills while could be improved by the pedagogical leaders are mathematical, reasoning,
information regarding shapes, critical thinking etc. This game could be played by the age group
of kids who are 3 to 6 years old. In order to develop knowledge of kids regarding shapes it is
vital for educators to provide them detailed information regarding all of them at initial level.
With the help of it they will be able to differentiate between different shapes and measurements
which are the basic things which could be learned by playing the game. According to the age
range it could be altered as for kids up to 4 years only such activities could be conducted which
are played by two pieces (McGee and Pearman, 2014). For kids from 4 to 5 the level of game
could be enhanced and two parts will be replaced with four pieces of cardboard cuttings. With
the increment in the age level the game could be modified or altered. At the age of 6 children are
well aware of shapes so the educators can guide them to play the game with 8 or more pieces so
that a circle could be created.
Make curricula links to either the Early Year Learning Framework (EYLF) or the
Australian Curriculum
It is an activity which could be conducted by educators for 7 or more than 7 year's
children by altering it according to their skills and knowledge. For example, for this age group
the shapes which could be used are rectangle, oval or square. This type of game will be
beneficial for children of all ages because it will help to enhance their mathematical and
reasoning related skills.
The game which is being invented for the children of ages of 3 to 6 years is formed
according to guidelines of Montessori and Waldorf Schools (Ng and Sinclair, 2015). These are
the fastest growing educational systems all around the world. These are mainly focused with the
activities which are performed to protect children from the stress of modern life, latest
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