The science behind the concept of coaching math to pre-schoolers is rather new. Most parents don’t realize the need to be introducing youngsters to mathematics. The reason these records is not widely known is that it’s still not a “hot topic” to get newspapers and magazines to pay. The push to improve knowledge is as strong as ever; even so, the changes the “experts” usually are discussing will still be ineffective because they’re the WRONG changes.
Many of you recognize that helping parents with a new concept of giving children often the strong math foundation that’ll be needed for school success happens to be my personal goal in retirement living. In this article, I will be reviewing the technology that is the basis of this informative change, and I will describe how a retired high school math concepts teacher decided to take on the duty of helping parents regarding pre-schoolers.
First the science:
The final results of recent brain analysis have taught us that will, contrary to what we had earlier thought, babies are given birth to with an innate number perception and that the critical years regarding establishing a math basis are ages 1 to help 4. This is a shocking uncovering! It says that, for mathematics instruction, we (as in all of society) succeeded in doing nothing correctly! NOTHING! Ages ago, Piaget’s research data said that children really must not be introduced to anything as cut as mathematics until the high elementary grades. Unfortunately, most of us believed him–even though it has always been agreed upon that his / her testing methods were chipped and his conclusions were probably incorrect.
What this all means is that as speedily as we can make it happen on a national scale, we must fully change how we prepare all of our preschool children for classes. We must start incorporating mathematical skills during preschool several years in much the same way most of us currently do with language proficiency.
In the area of math education, we are made changes after the difference in math philosophy and coaching methods over many years certainly nothing has made any difference inside the 50% Algebra failure charge. Now, we are getting a view at WHY there has never been any improvement–our youngsters fail math in good-sized quantities because they don’t get the foundation they should be successful at the right time. Being usual with critical cycles for learning, if they are overlooked, that learning becomes far more difficult and takes a lot longer.
Establishing a math basis in pre-schoolers is not any fad and it is not a “look what my child can easily do” (like reading at 2–a very bad thought!!!! ). It is an absolute need if we are ever to view all of our children be successful in mathematics and if we ever previously want to be able to compete in this new global society. Coaching math to preschoolers is not far-fetched. Our children are capable of finding out math–we just need to learn how to provide it to them.
Why you should hear me:
My first like has always been Algebra. I treasured teaching it and I generally enjoyed working with freshmen. Therefore, when I retired, working on improving upon that horrendous Algebra charge became my primary purpose. When I started writing to get EzineArticles, it was with that target in mind; but the reality that will nothing is going to change significantly until we make this huge turn-around when we present our children to mathematical principles, kept haunting me.
I kept telling myself that will SOMEONE needs to start supporting parents with the HOW regarding teaching math. The math concepts that everyone seems to be concerned about so much are not going to be the trouble. You all can depend, you know what numbers mean, know how to add and subtract, and I suspect that most of you can multiply and divide. That is way more math than you have to know to help your pre-schooler.
It does not take WHEN and HOW that have moms and dads worried; and, unfortunately, there is certainly almost nothing in the way of published directions for parents to use–yet. At some point, there will be; but it takes a long time to initially prepare educationally sound materials, test all those materials, make necessary modifications, train people to instruct other people, and then release them to the public.
I kept thinking SOMEBODY needs to start this process. After which the scariest thought of almost all: Could I be AN INDIVIDUAL? Do I have what it takes? Thus I did my own “task examination. ”
There are two important components to successfully instructing mathematics: task analysis along with multi-directional teaching. Task examination is looking in detail at the process or topic that needs to be educated from the standpoint of precisely what skills or knowledge have to already be in place before just about any new learning can happen. It has to be determined if any of the individuals’ “pre-skills” are missing. If anything is missing, it has to be taught first. Task examination is basically about what needs to be trained and in what order it ought to be taught.
Multi-directional teaching or even explanation involves the ability to clarify a concept or skill in several different ways. Science has trained us that children understand in different ways. Different kids need different kinds of explanations.
Because both of these skills are necessary for successful tutoring, I think that my years of tutoring whilst my children were younger allowed me to develop these skills into fine art. They have got always been my strengths like a math teacher. When I genuinely thought about it, I noticed that these two skills provide the ANY TIME and HOW.
My final problem dealt with “do I know what exactly is appropriate for little kids? inch Much to my shock, the answer is YES. In addition to the degrees in Mathematics, It is good a degree in Psychology including Human Growth and Advancement, and I have a great deal of information on brain-based teaching and mastering.
Thus, the answer to “Do I have what it takes? ” is usually YES. Once I achieved that conclusion, I started off writing an article series for parents involving pre-schoolers. All titles start: “Helping Your Pre-Schooler Using Math-… ” At this point, this kind of series is about half finished. I also have many other articles from the Early Childhood Education part.
If you are the parent of a pre-school child, the sooner you start cooperating with your child the better; and I choose this promise to you: You can have confidence in what I write. I will if you can do anything that isn’t educationally sound. Improving mathematics training is very important to me, and so can be your child. If you ever have inquiries or if something isn’t helping you, feel free to call me or maybe email me. Your success is usually my success and inability is not an option!