Environmental studies


Te influence of planning and presentation of environmental study concept activities by the educarer Te educarer should include concepts which are developing at this stage of development.


Tese activities will provide a valuable foundation for success in the primary school.


Plan and present environmental activities which include matching, grouping, common relations, cause and effect, sequencing, temporal ordering (what comes next?), conservation (are they still the same quantity?).


2.4 Concept development on a concrete level


Tere is a narrow link between science and maths. Te concepts being discussed here differ in a way from the general concepts already being discussed, but there are also similarities.


Te four key concepts and aims that promote a mathematical concept in the pre-schooler are: a) Sorting and classification of objects. b) Number concepts. c) Measuring. d) Space and shape.


2.5


Activities that promote mathematical concepts in the pre-schooler


a) Sorting and Classification During the daily programme, there are different presentations that give the pre-schooler the opportunity to sort and to classify. Pre-schoolers first sort and classify according to shape, colour and then according to size.  Talk about differences and similarities between objects (e.g. toys, fruit and clothes). Include words like size, shape, colour, use, place and position.


 Use activities to develop an understanding for words and phrases that are used in the classification procedure like: the same, place together, combine and belong together.


 Develop a meaningful vocabulary with a connection with their activities.  Keep collections of objects like buttons, seeds, blocks, etc. in boxes. Do not use all the boxes at the same time. Choose a few and ask the child to find two objects that are the same. Talk about the similarities. Choose an object and ask the child to choose another one that is the same. Discuss.


 Collect felt pieces with a variety of shapes and colours. Ask the children to put the pieces that have similarities together. Discuss. Repeat, and make use of other objects that can be sorted.


 Ask a child to choose two pieces of toys that have a similarity. Other children must guess what the similarity is.


 Show a few pieces of drawing crayons and say: “Tis is a set of crayons.” Repeat with other objects.


b) Number concepts Te ability to understand numbers progresses as slowly as the understanding of time.  Let the child count like a parrot. It might mean something to the child or it might not mean something.


 Do not assume that if the child can count like a parrot, he can work with numbers.  Use rhyming words, finger games, song games, etc.  Identify pairs and twos, like shoes, gloves, bicycles.


FutureManagers 97


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