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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
Print copies, or PDF digital download
Click on the pictures for PDF purchase See Amazon adverts below for print See here for more information and sample pages
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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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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).
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