Encourage children to self-correct their counts.If children count incor-rectly (e.g., skip a number or double count an object), invite them to count again: “Let’s count again. More slowly, one . . .” and give them the opportunity to correct themselves
Children should be given the opportunity to catch their own mistakes before they are immediately corrected by the teacher or should actively correct it with the teacher.
Foster one-to-one correspondence within the context of daily routines.Preschool children practice one-to-one correspondence as they gather and distribute materials, such as placing one shovel in each bucket, giving one paper to every child, or as they help to set the table. Lunch helpers, for example, count out and distribute dishes, napkins, or fruit. The following dialogue between the teacher and the child helping to set the table before mealtime serves as an example
This might seems like a small thing but this makes a huge difference in their understanding of numbers. They will be handed a physical object and are being told how many they are getting every time and repetition can only do good.
Rather than telling children which one of them has more cars, she asks them for a solution (e.g., “How do you think we can find out who has more?”) and lets them come up with a strategy to find out the answer (i.e., counting). She models for the children the use of counting. She also facilitates correct counting by putting the cars in each set in a row and by pointing to each car while counting. These strategies help children keep track of which cars were already counted and which cars are yet to be counted.
This is a great way to get the children to really understand why one has more cars than the other. Just telling them the answer without any explanation will not help them apply their counting skills when they need them.
“Teacher, I am three,” shares a child and counts, “One, two, three,” showing three fingers. Preschool children’s spontaneous counting and use of number words present teachers with wonderful opportunities to assess what children know and to facilitate their skill
I am an Assistant Teacher at a preschool and I see this everyday! It is awesome to see children use their math knowledge in their every day activities and to find it fun to use their skills.
The Number Sense strand refers to concepts of numbers and their rela-tionships. It includes the development of counting skills, the understanding of quantities, recognizing ordering rela-tions (which has more, fewer, or less), part-whole relationships, and a basic understanding of “adding to“ and “taking away” operations.
As I read this, a thought popped up in my head that Montessori techniques and tools such as the Spindle Box would be really effective in this area.