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Learning to count
The normal order of learning is to first learn the language of a subject, and then to learn to use it. Young children will learn the names of numbers and the order in which they come before they understand what numbers are and do. First, as educators we must understand that God made numbers and numbers are important to God. He made the world in six days and on the seventh day he rested. He rose again after three days. There are three persons in the Trinity. Secondly, because God made numbers they do not change, because God does not change. One is always one and ten is always ten. Numbers are secure. Numbers have rules and tell the truth and we learn to use those rules. We learn that we cannot break those rules without lying. If Mum made ten biscuits, but when she looks, one has gone, then someone must have taken it. Ten does not by itself become nine unless one has been taken away. First we begin by learning the names and order of the numbers. There is no substitute for counting real objects, naturally in every day life. From birth onwards you can be familiarising your young one with the oral pattern of counting - you cannot start too soon! Songs and rhymes help much with this. Alongside learning the order, you will want to be showing the practical application of counting. Counting tells us how many there are. Count toes, fingers, ears, eyes, the stairs, the birds in the garden, cars going into the garage, plates for dinner, match with equal numbers of knives/forks/spoons, count the pairs of socks and the individual socks, collect conkers and count them, flowers, people in the room, shoes in the hallway, count while baking, while reading, while gardening and so on.... the opportunities are limitless, but they all help the child realise that number is not a 'text book' subject but has its very essence in real life and springs forth from every area. While learning to count, other things need to be learnt besides: Learning the value of one Children will need a lot of practice in counting objects. You will soon find that when they count, they miss objects and skip over them. They need to be taught the value of one. One cup. One shoe - there should be two, where's the other one? Only one biscuit. Can you find me one spoon? Then as they begin to count a set of objects, they need to be taught to value each object. This is called learning one to one correspondence. Encourage the child to point to each object in turn as they count. Some children will grasp this concept faster than others, but it must be concrete before you move on to further maths levels. They must learn to be accurate. The key here, is to start with a small amount of objects to count, moving to higher numbers as the child's ability increases. As the objects increase in number, start with regularly formed numbers - e.g. grouped in a way that makes them easy to count, before giving objects that are randomly strewn. Practice this skill diligently. Preferably, this will be secure before the child starts to record. It is easy to find engaging ways to help children to learn one to one correspondence. Here are some ideas: Give each teddy a plate Give us all a biscuit Lay the table so that everyone has a knife, fork and spoon. How many people are in our family? How many plates will we need? How many bowls? Can you match the socks together? How many make a pair? Can you give everybody a hymn book? I'm sure you will be able to think of many more. Value these opportunities as a valuable maths education, rather than just seeing them as every day living. How many in a set of objects? Having learnt that each member of a set of objects is important and must be counted, children must realise that the last number counted to indicates the size of the set. 1..2...3...4...5..... There are five cups! 1...2...3...4.. There are four spoons. You can test your child's understanding of this: Provide a number of objects and ask the child to count them. Watch carefully that each object is counted diligently. Then ask: How many are there? If the child quickly responds with the last number counted you know they are on the way to understanding - but give more 'tests' to check, never presume the concept is secure. If the child looks blank, takes a while to respond, needs further prompting then this area needs lots more practice. Say: Let's count the again. 1...2....3....4... See, there are 4 spoons. 1,2,3,4! We learn to sort Sorting comes from counting too and provides a wonderful opportunity to practice shapes and colours at the same time. How many red ones? Green ones? etc... How many red cars? How many blue plates? How many square ones? The language that comes from sorting is so valuable as the maths progresses. Which has more? Which has less? Learning to recognise numbers Children need to be able to recognise each number and understand that it represents a certain number of objects. This can be taught alongside learning to write numbers and learning that the last number counted stands for the total number of objects in the set. The need to record number If children are to progress, there comes a time when they need to learn to write the numbers and match them to the correct number of objects. Early recording opportunities can be helpful. Numbers become more abstract as maths progresses. Once we understand what numbers stand for, we can then work with them without needing to have objects to help us. We can learn that seven take away one leaves six, without needing to line up objects to count. At this early stage, you do not need to buy an expensive curriculum as these concepts can only be learned through many hours of practical experience. However, the young child does need careful introduction to these concepts, and the watchful parent will be providing bountiful opportunities and seizing every opportunity and making use of it to guide the young mind in the right way. Once children can count, our first number work books are invaluable at this stage and provide plenty of practice to help the child to become secure while making it easy for home-educating families to use the same book with many children, as the books (both print and PDF) are copy-able as many times as you like. You can find out more here. Resources to help teach children to count and recognise numbers: My own first number books for pre-school and Reception
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Number place mat
Download our FREE number placemat and make mealtimes educational
FREE download - Pdf. print and laminate to use as a place mat. Ideas for use included. Counting games
Three simple to play games, with lovely illustrations.
FREE download - Pdf. Save and print. Instructions provided. Christian Liberty Press number book
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We are pleased to announce the launch of our series of three pre-school/Reception number workbooks for home-educators - in both PRINT and PDF format.
What makes these books suitable for home-use?
A firm base Young children need plenty of practical counting and sorting experiences before they start to record maths formally. However, there comes a time when recording must be started. These books provide a simple means of learning to record, suitable for Pre-school/Reception aged children.
Steady progression
Young children succeed best when:
These books provide this gradual, systematic teaching.
These books provide short, focused activities, pitched at just the right level, so that the child feels him/herself succeeding and making progress. This is vital for success.
Focused on serious learning We live in a fun driven, entertainment based culture. It is thought that young children cannot learn unless their work is made attractive. This teaching is not helpful. At some point, maths will cease to be 'fun' and must become hard work. Learning is hard work. If we focus on fun, then when the child says, 'This is boring,' we will be tempted to change the maths book, rather than train our child that work has to be done, fun or not. The pleasure should come from the sense of satisfaction in completing an activity well and grasping the lesson's concept. The activites in these books are visually attractive, with good quality pictures, which can be coloured by the child according to the activity. View the colouring as a lesson in pencil control.
Simple, clear layout
Young children can be 'overloaded' with information. Too much activity/colour on the page can be frustrating - especially for those that might have special needs. These books have a clear, simple, black and white layout, making it easy for every child to succeed, even those with special needs. The contents of these books have been tried and tested across the whole range of ability at this age.
Can be reproduced saving ££££s
Many home-educating families are doing so on a budget. At this stage it is not necessary to buy an expensive curriulum - especially when you have to buy consumables for each child. With our workbooks, you may freely reproduce the pages as many times as you need to. Not only might you have more than one child, but you might like to give a child an activity that s/he has completed previously, but maybe struggled with, at a later date, to check that s/he now understands the conecpt.
Tried and tested These activites were designed for real children. The writer knows the areas that young children find difficult to grasp and has broken each concept down into simple steps with plenty of practice. Using the workbooks Simple instructions as to how to complete each activity are given at the top of each page. The child is not expected to be able to read this: always read it to him/her and then work through the page together. Let the child work independently a much as possible, but remember, the aim is success at this stage. If the child struggles with an activity, then lay it aside and do some practical work first, before trying it again another day. Do make sure that you always have practical objects on hand for your child to use as you work through the activities. For more practical help in teaching young children to count, please see our post here.
Work practically first, and then record.
Wherever possible, use real-life examples. |
Welcome!After studying for an Early Years Specialism degree (B.Ed. Hons), and teaching in mainstream education, I home-educated my own children, after my husband and I were persuaded of the need to take responsibility for bringing up our children 'in the nurture and admonition of the Lord.' (Ephesians 6:4) We are a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for us to earn fees by linking to Amazon.com and affiliated sites.
This costs the purchaser nothing extra. In this way I can continue to provide free resources. Thank you for your support. Looking for a read-aloud?
Here's one I heartlily reccomend for ages 10 +. Search
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The First book from Christina Eastwood - the first in a triology - only £5.99 (ages 8 to 13).
Now available in PRINT!
See here Now available in PRINT
See here Now available in PRINT
See here |