Module 6
Continue with threes, like tricycles, etc. Let the child first touch the object. Only count with objects that have meaning for the child. Repeat with different objects until it is no longer necessary to touch or point to the objects.
Provide opportunities for manipulative counting with beads, buttons, cakes, chairs and children. Place children with chairs, beads with boxes, etc.
Determine the number of places, the amount of milk, the cutlery, serviettes, etc. that are necessary on the table. Place the milk with the serviettes, etc.
Read numbers and use them. Recognise numbers on the TV. Look at the numbers on pages. Dial telephone numbers. Play with numbers. Write down addresses.
Play games that have to do with “more” and “less”. Te activities must be presented in a playful manner.
c) Measuring Te educarer can present various activities that will present the concept of “measuring” and “measurement” to the pre-schooler. Linear measuring. Differentiate between longer and shorter, the arranging of lengths, etc. Use one object as standard measurement. Introduce standard measuring units like metres. Use a ruler or other measuring tapes.
Te measuring of fluid. Te investigation and comparing of different fluids. Use one container as standard measurement. Introduce a cup, litre, etc. to the children.
Te measuring of money units. Te recognition and naming of each money piece. Differentiate between different money pieces and each one’s value.
Examples of activities that promote measuring concepts: Develop and use vocabulary that has to do with weight, temperature, time, money, size, capacity and distance, like measure, big, fat, small, short, wide, deep, low, high, ruler, teaspoon.
Ask questions about size. Discuss paper, pencils, rulers, etc. according to shape, size and use. Use a ruler (woodwork activities). Guess how many small glasses in a litre or how many cakes in a box. Emphasise vocabulary on outings. Experiment with filling different size containers. Water and sand play offer many opportunities. Measure the distance a child runs or throws a ball. Look at the temperature. Discuss methods of reading temperature (feel it, wearing different clothes during different seasons).
Make them aware of time (watch/clock).
d) Space and shape Te educarer must give the pre-schooler opportunities to handle shapes, to use them and to play with them. Firstly plan activities that will give the pre-schooler a general forming of concepts. Later on, differences and similarities can be emphasised and in the end the names of the geometric shapes can be emphasised. Examples of activities that can be presented to better the observation and recognition of shapes: Show the pre-schooler a shape, e.g. a circle that is pasted on a cardboard. Ask them also to make the same shape. Give them a piece of elastic of which the ends are knotted, to place around the shapes to indicate the size or the shape of the circle.
Show the child a shape. Ask him to use elastic or pegs to form the shape on a pegboard. 98 FutureManagers
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