Monthly Archives: January 2017

Room on the Broom

 

During one of our Early Years Mathematics lectures, we were asked to share with an activity which included the use of a picture book that could be used in an early years classroom. The activity I have come up with would help children learn ordinal numbers. It includes the children remembering the order of which the animals got on the broom. The teacher would promote the idea of the witch being first on the broom. The cat being second and so on.

This activity could be tackled in many ways:

–          As a class – the teacher could have print outs of 1st, 2nd, 3rd, 4th and 5th and pictures of the witch and the animals for the children to match up.

–          Individually/In pairs – the same idea except on one piece of paper and to be matched up either by drawing lines or colouring the boxes the same colour. Doing this activity in pairs would encourage the children to communicate using the words first, second, third, etc.

The activity can be made more interactive by making a broom and finger puppets (Parker, no date) but I feel that this would be difficult to control and be challenging to support each child individually. Instead a previously made broom and finger puppets would be effective for the teacher to use and explain. If possible one for each table would be beneficial as it could be used as a prop if children are struggling.

By placing the finger puppets on the broom, it would give the teachers the opportunity to assess the children’s understanding of the order. She could ask individual children which animal is 3rd on the broom. By doing it this way, the children are not simply repeating the animals in the same order and will help with recognition.

 

Reference

Parker, C. (no date) Room on the Broom – Learning Ordinal Numbers. Available at: http://rainydaymum.co.uk/room-on-the-broom-learning-ordinal-numbers/

Why use Nursery Rhymes

5 currant buns in a baker’s shop

Round and fat with a cherry on the top

Along came (choose a child)

With a penny one day

Bought a currant bun and took it away

4 currant buns in a baker’s shop

And so on

There is a large amount of mathematical language used in this nursery rhyme

Five – introduced numbers and counting. The idea of subtraction is introduced when one is taken away and it becomes four currant buns.

Round – Introduces the idea of shape, the currant bun is circular.

Penny – introduces the idea of money.

Took it away – reinforces the idea that the number will get smaller as one has been removed.

Being able to include the children into the song will increase motivation and involvement. It will also introduce a visual element. The teacher could have money for the child to collect and give to her in return for an item. Having the other four items on the table would help children understand the concept of 5-1=4

Before this lecture, I hadn’t thought about the use of nursery rhymes in early years. I can’t remember singing nursery rhymes in Primary 1 but I remember singing them in Primary 2. My teacher made a point of having us sing, she taught us some common nursery rhymes but also some older more unusual nursery rhymes which I still remember to this day.

While doing work experience in a Canadian school over the summer, I volunteered with early years. I spend most of my time with an ASN class with children in Pre-kindergarten and Kindergarten. In the morning, when the children came in they were given some tasks to do which were the same every day. One was to listen to a song, all of which were nursery rhymes. The children all sang or moved along to them and now that I think back to it, many of them included a mathematical element to them.

Nursery rhyme introduces the idea of sequences to children. They include numbers, counting and other maths words such as size and weight all of which children have to learn (KBYU Eleven, 2010). It allows children to learn to count both forwards and backwards.

I feel that it is important to sing nursery rhymes with children in the early years as it helps with their mathematical, language and cognitive development. Some children will not have parents who sing with them so it is important that they are given this opportunity to learn as well. Nursery rhymes is an easy way to get all children involved and learning without them even realising it.

 

References

KBYU Eleven (2010) Rhymes are readers: The importance of Nursery Rhymes. Available at: http://www.kbyutv.org/kidsandfamily/readytolearn/file.axd?file=2011%2F3%2F2+Rhymers+are+Readers-Why+Important.pdf

 

 

Science Experiment – Reflection

We conducted a science experiment to see if the height of which an object was dropped would affect the speed of which it would fall.

The dependent variable was the height and the independent variable was the type, weight and material of the ball, the force of which it was being dropped at, and the surface it was being dropped on.

To select our dependent and independent variable, we used planning sheets which I found very effective as it ensured you that all aspects were covered to make the experiment as controlled as possible. I feel that this would be beneficial for children as it allows them to recognise the elements which need to be considered. This would help clear any confusion the children may have on the experiment which would ensure that the experiment runs as smoothly as possible.

We then predicted what would happen in the experiment. By having the children predict what will happen during the experiment will create a discussion between the children as to why they believe this will happen. This is a key time for teachers to ask open questions as to why the child believes this.

Once we completed the experiment and looked at the results, we instantly noticed a trend that the higher the ball was held the longer it took to hit the ground, this is what we predicted. We portrayed our results in a graph and a table. It is important for children to record their data so that they can begin to develop the skill of recording data and being able to interpret it. It is essential at this stage that the children have recently completed graph work in mathematics or children may not know or remember how to draw a graph. This is where the link between mathematics and science becomes most apparent.

We concluded that the higher the object is dropped at, the longer it takes to hit the surface. By making children conclude their experiment, it will show if they have been able to stay on task and see if their results match their predictions.