Numeracy by International Preschool Curriculum

IPC 2011 FOR INTERNAL USE ONLY. NOT FOR DISSEMINATION.

IPC 2011 FOR INTERNAL USE ONLY. NOT FOR DISSEMINATION. The International Preschool Curriculum (IPC) shares the prevailing view that numerical and mathematical understanding is an important skill that children should start to develop at an early age. The IPC reveals its commitment to the prevailing view by including Numeracy as one of the eight (8) Core Content Learning Areas that constitutes the hallmark of its curriculum.

The IPC was researched by a multidisciplinary team of researchers and educators in several countries. The research is peer reviewed by an advisory committee consisting of teachers and consultants.

In 2000, The National Council of Teachers of Mathematics released Principals and Standards for School Mathematics.

The council is recognized and respected by the IPC as being one of the world’s

authoritative sources for best practice in mathematical teaching. The report states: “In this changing world, those who understand and can do mathematics will have significantly enhanced opportunities and options for shaping their futures”. A primary goal at the heart of the IPC mission is the enhancement of child learning opportunities and outcomes.

Three primary justifications for the inclusion of numeracy as a core area of exploration and study in early childhood is its ability to develop and support cognitive thinking, reasoning, and problem-solving skills in young children. Each of these essential cognitive skills are developed with the assistance of the IPC’s curriculum, however by no means are these skills limited to development in a school environment. The IPC recognizes the role of teachers, families and external influences that aid the development of these skills throughout the lifespan of the student.

The IPC offers a clear approach and framework for the instruction of numeracy lessons contained in the curriculum. The framework for teacher presentation of numeracy lessons suggests that these lessons should be offered regularly, in a developmentally appropriate manner, and in an environment that supports children at all levels of understanding. The role of the teacher is highlighted and reinforced throughout the curriculum and accompanying teacher training modules on IPC curriculum implementation and delivery.

IPC 2011 FOR INTERNAL USE ONLY. NOT FOR DISSEMINATION. The IPC is recognized for providing the following: 

A fully researched and reviewed curriculum encompassing the latest educational methods and proven traditional teaching approaches;

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A bilingual approach to learning by ensuring that member schools offer at least one second language as a form of tuition and integrates a second language in its tuition, play and activities;

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The IPC is the first curriculum to encourage local cultural traditions and promote internationalism as a theme throughout its teaching. The curriculum also includes current affairs themes such as ecology and conservation;

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The IPC engages its member school teachers in professional development programs, workshops and discussion forums. IPC teachers are trained to the highest levels in teaching and professionalism;

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The IPC publishes the majority of its resources to ensure that teaching costs are kept to a minimum without jeopardizing the value of quality content.

Curriculum Alignment for Numeracy

The IPC has aligned the curriculum research for each of its 8 content learning areas. There are also more than 15 sub content learning themes such as cognitive development, mechanics and current affairs. These content learning areas cover all 5 domains for early childhood learning and are reinforced with engaging activities with the structure of outcome based standards

Much of what has been developed with numeracy can transcend into the classroom as well as home based education with family involvement. Mathematic instruction in the curriculum is intended to produce young children with confidence in learning number sequencing, and build confidence based on developmental research of Piaget and his colleague Alina Szeminska.

Their link of “Genetic

Epistemology” in 1941 of knowledge and its use plays a crucial role in how IPC designed its curriculum for early childhood development of numeracy.

IPC 2011 FOR INTERNAL USE ONLY. NOT FOR DISSEMINATION. The IPC has evaluated what children are expected to learn in pre-kindergarten and designed a learning curve that aligns multiple skill sets for standard expectations for preschool years. Therefore, the IPC has a realistic view on the appropriate approach to teaching, and promoting early numeracy understanding that will prepare children for ongoing development. Broadly, the IPC’s suggests the following learning targets: 

Students will be able to count to 20 with ease; advanced students will be taught how to count to 100.

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There will be an understanding of tens and units and how to count in tens.

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The concept of more or less will be explored in detail and students will be able to distinguish which double digit number is more or less or the same.

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Students will be able to make basic estimates.

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There will be an understanding of denominations of money.

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The student will be able to solve basic sums of addition and subtraction.

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Patterns and sequences will be easily identifiable.

Parental Involvement in Numeracy Early intervention on behalf of parents is an important step in early childhood development of numeracy, and preschool achievement. The experiences that help children have in preschool help mold strong concepts of numeracy concepts and operations. IPC research confirms the prevailing view that parental involvement provides a positive impact on early childhood educational achievement.

Parental involvement in early learning effects cognitive development, literacy and number skills for future life. “As part of normal development, children become increasingly adept at identifying which of two numbers of items is bigger, but Ansari found those with high math anxiety were slower and less accurate at that task, and brain scans showed activity different from that of people with low math stress doing the same tasks.” (Sparks, 2011). Geist’s has two approaches, namely Constructivist and Developmental. Both of these approaches are mirrored in IPC numeracy practice.

By providing teachers with professional development on 4

IPC 2011 FOR INTERNAL USE ONLY. NOT FOR DISSEMINATION. understanding “how children learn math, and knowing what to teach and when to introduce it is as important as knowing how to teach.” (Geist, 2009), the IPC also attempts to validate a teacher’s understanding for the scientific and educational need to teach numeracy and the curriculum in its general sense. “Throughout the early years of life, children notice and explore mathematical dimensions of their world. They compare quantities, find patterns, navigate in space, and grapple with real problems such as balancing a tall block building or sharing a bowl of crackers fairly with a playmate. Mathematics helps children make sense of their world outside of school and helps them construct a solid foundation for success in school.” (NAEYC, 2002). With reference to the above, the IPC seeks to reinforce mathematical skills that will be relevant to life experiences and later academic life by ensuring that NAEYC’s recommended standards on mathematics are met by the IPC.

IPC 2011 FOR INTERNAL USE ONLY. NOT FOR DISSEMINATION.

IPC Application Approach to Numeracy The IPC’s approach to a comprehensive and cohesive curriculum is developed for early learners, to provide core concentration on how, what, when and why to implement numeracy techniques. Students learn guideline principles for relating math to everyday life, and the curriculum also accommodates the best practice for translating, conceptualizing and implementation of numbers.

Research

IPC Application

Copple, C., & S. Bredekamp. 2009. Developmentally appropriate practice in early childhood programs serving children from birth through age 8. 3rd ed. Washington, DC: NAEYC.

IPC materials, resources and thematic units offer teachers multiple activities appropriate for use with 3,4 and 5 year olds that that support childrens’ understanding and practice of number concepts and operations.

“…embeds mathematical learning in children’s daily activities, ranging from designated math activities to circle and story time, with the goal of helping children relate their informal math knowledge to more formal mathematical concepts..” Clements, 2007

The IPC has 20 thematic units, each containing Numeracy lessons that incorporate activities and experiences that teach the four core skillsets: 1. Number and operations 2. Spatial relationships 3. Shapes, comparing and measuring 4. Pattern recognition *See appendices for specific skill set activities and thematic units

IPC 2011 FOR INTERNAL USE ONLY. NOT FOR DISSEMINATION.

IPC Alignment with NAEYC & VPK Standards

Research

IPC Application

NAECY Standards

Copple, C., & S. Bredekamp. 2009. Developmentally appropriate practice in early childhood programs serving children from birth through age 8. 3rd ed. Washington, DC: NAEYC.

IPC materials, resources and thematic units offer teachers multiple activities appropriate for use with 3,4 and 5 year olds that that support children’s understanding and practice of number concepts and operations.

2.F.02 Children are provided varied opportunities and materials to build understanding of numbers, number names, and their relationship to object quantities and to symbols.

The IPC has 20 thematic units, each containing and devoted to numeracy lessons that incorporate activities and experiences that teach the four core skill sets: 1. Number and operations 2. Spatial relationships 3. Shapes, comparing and measuring 4. Pattern recognition *See appendices for specific skill set activities and thematic units

2.F.03 Children are provided varied opportunities and materials to categorize by one or two attributes such as shape, size and color. 2.F.04 Children are opportunities and encourage them mathematical terms conversation.

provided varied materials that to integrate into everyday

2.F.05 Children are provided varied opportunities and materials that help them understand the concept of measurement by using a. Standard b. No-standard units of measurement 2.F.06 Children are provided varied opportunities and materials to understand basic concepts of geometry by, for example, naming and recognizing twoand three-dimensional shapes and recognizing how figures are composed of different shapes. 2.F.08 Children are provided varied opportunities and materials that help them recognize and name repeating patterns. 2.F.11 Kindergartners are provided varied opportunities and materials that encourage them to use written mathematical representations in everyday experiences. 2.F.12 Kindergartners are provided varied opportunities and materials to use numerical symbols and to explore operations on quantities, such as adding, taking away, and dividing into equal and unequal subsets

IPC 2011 FOR INTERNAL USE ONLY. NOT FOR DISSEMINATION.

Research

IPC Application

NAECY Standards

Copple, C., & S. Bredekamp. 2009. Developmentally appropriate practice in early childhood programs serving children from birth through age 8. 3rd ed. Washington, DC: NAEYC.

2.F.02 Children are provided varied opportunities and materials to build understanding of numbers, number names, and their relationship to object quantities and to symbols.

Reference: Standards Olds

2.F.03 Children are provided varied opportunities and materials to categorize by one or two attributes such as shape, size and color.

Section V. Cognitive Development and General Knowledge Domain

The IPC has 20 thematic units, each containing and devoted to numeracy lessons that incorporate activities and experiences that teach the four core skill sets: 1.

Number and operations

Spatial relationships

3. Shapes, comparing and measuring 4.

Pattern recognition

*See appendices for specific skill set activities and thematic units

VPK One Set of for Four-Year-

2.F.04 Children are provided varied opportunities and materials that encourage them to integrate mathematical terms into everyday conversation.

A. Mathematical Thinking

2.F.05 Children are provided varied opportunities and materials that help them understand the concept of measurement by using

http://www.fldoe.org/earlylearni ng/pdf/Standards-Survey.pdf

DRAFT – March 2011 79

a. Standard b. No-standard units of measurement 2.F.06 Children are provided varied opportunities and materials to understand basic concepts of geometry by, for example, naming and recognizing two-and threedimensional shapes and recognizing how figures are composed of different shapes. 2.F.08 Children are provided varied opportunities and materials that help them recognize and name repeating patterns. 2.F.11 Kindergartners are provided varied opportunities and materials that encourage them to use written mathematical representations in everyday experiences. 2.F.12 Kindergartners are provided varied opportunities and materials to use numerical symbols and to explore operations on quantities, such as adding, taking away, and dividing into equal and unequal subsets

IPC 2011 FOR INTERNAL USE ONLY. NOT FOR DISSEMINATION.

IPC Alignment with NAEYC & VPK Standards

LEARNING OBJECTIVE   

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Estimate quantities fewer than or equal to 10. Recognize equivalence in sets and numbers 1-10. Identify groups that show one to one correspondence with objects. Count understanding and recognizing “how many” in a set. Learner will make comparisons of quantities using words such as: more, less, the same.

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Count groups and compare quantity using words of less, more or equal.

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Learner will develop value of money and trade. Develop and compare quantities for shopping.

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Learners classify sets of objects that belong together using size, color and or characteristics as guides. Explores quantity and number. Understanding that numbers represent quantity. Learners identify attributes of basic shapes.

SPECIFIC SKILLSET Sorting Charting Counting Ordering by Size Counting Backwards Tally Marks

IPC THEMATIC UNIT Environments

Graphing Sorting Patterns Measurements

Food & Nutrition

Sorting Number Recognition and Counting Comparing Quantities Quantity Measurement Classifying Properties Graphing and Patterns Shapes Distance Number Recognition Comparing Quantities Coin Recognition Prediction/Estimation Counting Number Geometry Counting Patterns Measurements

Air Travel

Geometry 1 Geometry 2

Olympics

Money, Shops & Jobs

Under The Sea

IPC 2011 FOR INTERNAL USE ONLY. NOT FOR DISSEMINATION.  

Recognize numbers up to 25. Listening skills are developed for following simple instructions.

Geometry 3 Counting Graphing Classifying and Sorting Measurements

IPC 2011 FOR INTERNAL USE ONLY. NOT FOR DISSEMINATION.

IPC Alignment with NAEYC & VPK Standards Cont’d

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Learners identify the characteristics of different countries. Utilize listening skills.

The learner will model simple patterns and sort objects. Recognition of difference between letters, numbers and words. Identify comparative words, most, least and same quantity.

Count to 10 in Spanish, Chinese, and English Identify Spanish numbers to numerical flashcards Count beads for South African bracelet Make patterns for South African flag Count stars and stripes on American flag Cut out shapes for South African and American flag Identify and name shapes for African and American flag Geometry (Part 1 & 2) Patterns (Part 1 & 2) Reasoning Data Analysis and Graphing Phonological Awareness

Around The World

Shapes & Patterns

IPC 2011 FOR INTERNAL USE ONLY. NOT FOR DISSEMINATION.

References Clements, D. H., & Sarama, J. (2007). Effects of a preschool mathematics curriculum: Summative research on the Building Blocks project. Journal for Research in Mathematics Education, 38(2), 136â&#x20AC;&#x201C;163. Copley, J.V. 2004. Showcasing mathematics for the young child: Activities for three-, four-, and five-year-olds. Washington, DC: NAEYC; Reston, VA: National Council of Teachers of Mathematics Copple, C., & S. Bredekamp. 2009. Developmentally appropriate practice in early childhood programs serving children from birth through age 8. 3rd ed. Washington, DC: NAEYC. Geist, E. (2009). Children are born mathematicians: Supporting mathematical development, birth to age 8. Upper Saddle River, N.J: Merrill/Pearson. NCTM Position Statement Early Childhood Mathematics: Promoting Good Beginnings. (January 01, 2002). Teaching Children Mathematics, 9, 24-25. One Set of Standards for Four-Year-Olds. Section V. Cognitive Development and General Knowledge Domain. A. Mathematical Thinking. DRAFT â&#x20AC;&#x201C; March 2011 79. http://www.fldoe.org/earlylearning/pdf/Standards-Survey.pdf Piaget, J. (1970). Genetic epistemology. New York: Columbia University Press. Sparks, S.D. (16, May 2011). Researchers Probe Causes of Math Anxiety: It's more than just disliking math, according to scholars. Vol. 30, Issue 31, Pages 1,16 United States. (1997). Individuals with Disabilities Education Act (IDEA). Horsham, Pa: LRP Publications.

IPC 2011 FOR INTERNAL USE ONLY. NOT FOR DISSEMINATION. Waldfogel, J., & Zhai, F. (February 01, 2008). Effects of public preschool expenditures on the test scores of fourth graders: Evidence from TIMSS. Educational Research and Evaluation, 14, 1, 9-28.