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Profiles

Designing inviting math experiences for early learners


Event Description

The purpose of this session is to explore ways to enhance mathematical thinking by designing interesting experiences for children. The theory of loose parts will be discusses. Participants will have the opportunity to explore loose parts and discuss how these items can be used to incorporate mathematical thinking. We will also explore ways to design invitations or provocations that will make the children excited to explore the math activities. We will then look at how we can use observational information to plan math opportunities for children that meet their interests and developmental needs. Finally we will look at 10 DAP strategies you can use when enhancing mathematical thinking.


Sessions / Training Location Info


Session Being Hosted At:
Virtual Training - Virtual Dayton 45404 Montgomery (directions)

Instructor(s)

Jacqueline Leader

Event Information

Contact Hours 3.00
Training approved for OA-L3
Registration deadline Aug 21, 2020
Number of open seats 31
Event Owner 4C Miami Valley
Sponsor Phone (937) 220-9660 x1301

Topic Areas

Target Audience Classroom Staff / Teacher,Family Child Care
Age Groups related to content Preschoolers
Core Knowledge Area N/A
Child Development Associate Area
Early Learning and Development Standards Cognitive Development and General Knowledge
Assessment Type Reflection
Small group activity
Presentation
Demonstration

Objectives

Objective: The participants will learn the concept of loose parts and how to use loose parts to enhance math concepts.
 
Core Knowledge Document: Ohio's Early Childhood Core Knowledge and Competencies
 
Area: Learning Environments and Experiences
 
Subgroup: Learning Experiences
 
Competency: 3.4 Plans, implements and uses a variety of open-ended materials*, activities and strategies in an integrated curriculum*.
Objective: The participants will explore ways to design the classroom experiences to encourage mathematical thinking.
 
Core Knowledge Document: Ohio's Early Childhood Core Knowledge and Competencies
 
Area: Learning Environments and Experiences
 
Subgroup: Physical Environments
 
Competency: 3.3 Evaluates the learning environment, teaching strategies and materials to maximize the learning potential for individual children.
Objective: The participants will learn how to use observational assessment to plan the math curriculum.
 
Core Knowledge Document: Ohio's Early Childhood Core Knowledge and Competencies
 
Area: Child Observation and Assessment
 
Subgroup: Summarizing and Interpreting
 
Competency: 2.1 Interprets and analyzes assessment data to identify children's areas of strengths and those needing improvement and uses this information to develop more responsive and appropriate programs for individual children.
Objective: The participants will learn ways to interact with children to encourage mathematical thinking.
 
Core Knowledge Document: Ohio's Early Childhood Core Knowledge and Competencies
 
Area: Learning Environments and Experiences
 
Subgroup: Interactions and Relationships
 
Competency: 3.2 Moderates interactions with each child based on that child's specific characteristics, strengths, interests and needs.

Training Organization


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