Preschool Learning Activity: Stimulating Children's Minds

It is important for those who work with preschoolers to choose a preschool learning activity carefully. Teaching preschoolers is a rewarding experience and young children are like pliable putty in their preschool teacher's hands. Those who teach children, especially preschoolers, experience one of the finest joys that life has to offer. If you have ever watched a young child's eyes widen in amazement as they see a new creature emerge before their sight - as with a science-based preschool learning activity, then you understand the true rewards of teaching children.
Choosing the best preschool learning activity for young children will enhance their skills, prepare them for kindergarten, and help them develop important emergent skills. Some skills that are critical to early childhood development include:
o Language Arts/ Literacy
o Mathematics
o Science
o Social Studies/ Character Building
o Physical Education/Health
You should make sure that any preschool learning activity that you select will enhance the child's understanding and awareness of these core skills and developmental areas. Language skills are critical for developing an understanding of reading, writing, speaking, listening, and communicating. Some simple Language activities may include listening games, rhyming, and following oral directions.
Mathematics is essential for the early learner's awareness of numbers, spatial concepts, patterns, and how mathematics pertains to their daily environment. Mathematical preschool activities may include counting, estimating, reading books that focus on numbers, and using items such as toy cash registers and number based puzzles.
Science and Social Studies skills are essential for children to develop an understanding and awareness of the world around them. It is important to teach children how to draw conclusion, ask questions, and observe the world that they live in.
Teaching children the importance of health and physical fitness through play is not only fun, but it is also vital to develop their sense of self. Activities should promote safety, hygiene skills, and health through proper nutrition.

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Finding Online Kindergarten Math Games That Can Help Struggling Students.

When a child falls behind in math, it can be a frustrating experience for both kids and parents. This is particularly true during kindergarten classes. Most kindergarten classes introduce base 10 and maybe basic addition skills, but even so, kids can fall behind at this crucial early point. It can be hard for struggling kids to catch up to their classmates.
As a parent, you can help your child by using kindergarten math games and consistent at-home practice. Whether or not your kindergartner has shown specific weaknesses in certain areas or not, practice with an appropriate math program will help your child learn more effectively and can make a huge difference in his or her education.
Why Kindergarten Math Games Work
Kindergarten math games are not a complete substitute for good teaching and a nurturing classroom environment. However, they're an effective way to bridge the gap between a parent and a teacher and can inspire your child to learn while giving you the tools you need to monitor their progress.
Most math games are online, which makes them easy to access from virtually any computer. They have low system requirements, too, despite their bright colors and graphics. The programs lead children through a series of exercises that gradually introduce new math concepts. Older lessons are occasionally re-introduced to make sure that the child hasn't forgotten any important ideas.
The best math games will chart a child's progress and provide this information to teachers and parents. At the kindergarten age, it may be difficult to spot major weak areas, as children will often become bored or distracted during lessons, but online games make it easier to spot these weaknesses, allowing teachers and parents to use differentiated instruction techniques to approach the problem lessons in a different way.
Choosing The Right Games
If you're considering at-home computer math games for your child, it pays to spend some time evaluating your options. Online games need to be age-appropriate, but they should have access to more advanced lessons, as this will allow you to use the program through the crucial first few years of your child's education.
The games should also have ample reporting capabilities. Look for games that were developed with adaptive learning techniques in mind. Any math program can provide a simple list of exercises, but the best games will go above and beyond by offering a complete learning system that adapts to your child's strength and weaknesses.
Remember to practice consistently, but not to the point of frustration. Schedule a regular time for your child to use kindergarten math and stick to your schedule. When a certain lesson seems especially difficult, inform the child's teacher and try different instruction techniques to get the concepts of the material across.
Online games have excellent benefits when used correctly, but ultimately, it's your duty as a parent to make sure that each new concept is firmly understood before the next is introduced. Math games make this process much easier and can be enormously beneficial in the long run, allowing kids to learn lifelong math skills in a fun and engaging way.

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The Magic of Math Nursery Rhymes

Math is an important part of our everyday life. Kids should be well introduced with it from the very early ages. It's not obvious that they learn counting and the math basics only when they get admitted in to schools but you should start teaching them all this stuff even when they have not been admitted in to schools.
This is really going to help your kid afterwards when he grows up and enters into higher levels. Because if the basics are strong only then a kid is going to have interest in this subject and his/her skills are going to be strong at math.
Founders of project on em>moral education

has made an effort to introduce a revolutionary idea of making kids learn math through math stories, math games and math nursery rhymes.
The idea is really great in a sense that it is a really colorful site giving an effective knowledge about how kids can develop more interest in math and have an outstanding skill at counting and math basics like addition, subtraction, multiplication and division. There have been made three sections. Each section has been designed keeping in view the different age groups of kids. In this way you can easily decide which section is appropriate for your kid.
Math nursery rhymes
Math nursery rhymes are a really effective way of learning because kids love those things which have got nice rhyming and are somehow related to music. The learning process has been made easy for the parents too as they can make their kids learn step by step and in a fun way. You don't have to put an extra effort and time to get your kids aware of math and math problems. Through these math nursery rhymes the kids are better going to remember numbers and counting. You can afterwards test them in the similar fun way and find out what their progress is. You in this way can notice the learning capability of your kids and step by step you can move towards the higher levels.
Math nursery rhymes can widen the thinking capability of your kids. They can come to know about new ways to which math can be applied and in this way their vision broadens and they become more witty, skillful and imaginative.
Math nursery rhymes make it more fun for the kids to learn. Math is taken as a dry subject but math nursery rhymes can add more color and attractiveness to this subject so that the kids no longer find it dry and boring. The site with the idea of math stories, math games and math nursery rhymes has been a great success in making kids love math in a way they never did. So, have your kids educated in a better way too - read math stories online, download and enjoy funny animations in Math nursery rhymes!



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What does Primary School Maths Teach?

Students are being taught a wide number of various subjects at primary school level that are all essential in their own way. However, maths has a special purpose in every child’s life and while the subject can be quite demanding at times, it is extremely beneficial in the near future. Primary school maths has been introduced everywhere in the world these days due to the fact that it ensures learning and also gives a child the ability to think on a large scale. Due to the importance of this subject, teachers are always highly recommended to teach it with great care and dedication to the children.

Knowledge of Numbers

Maths contains numbers and these are generally new for a child who has just started to learn maths in school. It does take a lot of time for children to get used to numbers but with the help of primary school maths, it has now become quite possible since it is all about teaching children all there is about maths and how it can be understood. Sometimes children may understand it quickly, but the other times, it may take some time for them to get used to it in the process. However, the results are most definitely positive as the main reason for holding a class dedicated to this subject is to show children how important and fun it can be.

Knowledge of Time

The subject also shows children the many ways through which they can manage time. Time management should be taught to children right from the beginning so that they do not have to face any difficulties during tests and important examinations in the long run. It is through time management that people get ahead in life and it can be taught very well with maths. Therefore, the purpose of teaching this subject is to also teach time management to children in a short period of time.

Enhanced Thinking Power

As far as primary school maths is concerned, it allows children to think of all sorts of possibilities. The best part is the fact that they learn to use their brain for everything and the fact that they learn to properly utilize it is something that cannot be taught easily by another subject in general. This is amongst one of the most significant reasons for teaching mathematics to children in primary as well as later on. A child’s brain has a lot of imagination and creativity hidden in it and in order to bring that out adequately, the learning of maths is definitely required.

CreativeThinking

Moreover, children get the ability to be able to think out of the box by studying the subject right from the beginning. This is due to the fact that maths is a vast and an extremely diverse subject that opens doors to a lot of new opportunities as well as concepts. While children learn all of these concepts, they also see how they can use these in real life. This is only if a teacher pays attention in teaching them about how to do it without making it entirely difficult for them.

Is Teaching Primary School Maths worth it?

A lot of schools these days have introduced this class and the results have been tremendous as many children have learned a lot of things regarding maths. Many studies also show that the activity class for maths is also responsible for making children interested in mathematics right from the beginning, which is definitely a great thing as the subject becomes crucial in their lives later on. The subject is taught on a day to day basis in most primary schools in different parts of the world and has been made a proper part in the routine of all students of this level.   

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Why is Math so Important to Learn?.

Mathematics is usually regarded as a very dry subject and it nothing less than overwhelms the patience level of students in the class room. Constantly looking at the clock as to when the class will be dismissed and impatiently moving the legs is a very normal thing in the class when it comes to this subject. The thing that really turns the mood off the subject is that students think they are never going to go through these things ever again, since they do not even need them after having passed their final exams. This thinking might even be correct in case of some parts of the subject like the usage of linear equations or making parabolas and hyperbolas and what not. They may not even use the factorials, LCMs and HCFs but there are certain things in math that just cannot be excluded from everyday life.

Sitting in the work place, there are a lot of things that come to play even if the duty of the worker is not directly calculation based. For instance, while working in a HR department, making compensation plan for employees. Similarly, in marketing making budget and product pricing involves more than average math skills. Employers these days do not have shortage of human resource and for this reason, they demand workers that have diverse skills and come as a complete package. Having calculation skills is a must even for doing jobs that may seem to have the least to do with it. It is beyond doubt that having calculation skill as a bonus to one’s direct job skills can earn them a pay raise or even a promotion on the later stages of their job since organizations can afford to rely on resourceful people.

Learning math also helps in the daily life. Expenses are made every day, and being good in calculations makes it possible to save a lot on the financial resources. Making quick calculations, one can manage to compare two different products r services to choose from and save a little money that accumulates to become a huge amount over the years. Similarly, when a person decides to save money and let the bank have it for interest purposes, it helps to choose between the investment options by comparing interest rates, deductions, tax considerations and what not.

Most people think that stock and forex trading is all about luck and gambling, but it is in fact a very calculated kind of an investment method. Only those who have good calculation and then brilliant numeric analyses skills can successfully trade in the field. Many people are seen taking maths enrichment classes Singapore just for the matter of getting wittier and cleverer in day to day transactions and for business purposes. Now a day, the math enrichment classes Singapore inhabit professionals and older aged people too since they have realized the need of being good at math as next to oxygen. What actually is taught to these old timers is to solve word problems that are related directly with the day to day phenomenon. Not to mention, for the good price that they pay to learn math, they get excellent value of their money in return as obtained skill.   

Math is not all that difficult and can be rather interesting but it turns into a nightmare for most people to whom no one is willing to explain anything. They get seriously wore down and lose hope that they can ever be good or even okay at math. This subject causes severe frustration for those unable to pick its concepts and hence they should always look for a more dedicated tutor.  

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Pros of Learning Concept Maths

Mathematics is one of those subjects which are tough and also have many advantages to offer in terms of learning in general. The world has progressed immensely over the past couple of years and all of this development has been done through maths, which is precisely why it is so important in the first place. The subject has become the core of many high end fields these days that people can eventually choose if they wish after becoming fully acquainted with maths. Concept mathematics is something allows people to get an insight about the subject and how it can be actually learnt later on.

Critical Thinking

One of the most prominent reasons for studying concept maths is the fact that it enables people to develop a good amount of critical thinking which helps them overcome a lot of obstacles in their daily lives and in the long run as well. With increased critical thinking, people can actually achieve a lot in their lives and this has been fully revealed through different surveys that have shed light on the fact that studying this kind of maths eventually does enhance the critical thinking power so many people wish to achieve in the present times.

Increased Career Choice

On another note, maths is important for anyone who wishes to have a bright future. This is due to the fact that more and more fields these have require maths and those who do not study it or cannot do well in the subject often stay behind as a result. Therefore, having exceptionally good mathematical skills is something that most people need to have if they wish to actually gain success and want to be someone big in a short period of time in the future. For that purpose, high end learning of the subject is required by all costs.

Analysis

Another common reason behind studying concept maths is the fact that it enables people to have enhanced analytical skills. With increased analytical skills, individuals can not only score well in mathematics, but they can also go on to score high in a lot of other subjects in the near future. This is something which cannot be acquired from any other subject and through maths solely can individuals go on to do analysis in different aspects of their lives. Analytical skills can be difficult to achieve but with proper learning and studying of maths, the process is most likely to become easy later on.

Logic & Reasoning

Individuals have also been highly recommended to learn maths due to the fact that it allows them to achieve a higher sense of logic as well as reasoning. These can come in handy in the process of discussing a wide range of different topics and discussions which are crucial in every day’s routine. Hence, mathematics has always been used for the purpose of providing proper base and evidence in matters such as debates and everything as such. With prominent figures that are facts, one can surely use the subject to their advantages at all times and that too, without facing any kind of trouble in the matter.

Concept Maths – Why is it a Requirement?

After all that this kind of mathematics has to offer to people, everyone surely needs to study it in order to enhance their chances of a bright future. Not only is the subject great for studying and increasing thinking skills, but it is also best for anyone who wishes to be able to enter fields that require maths. On the other hand, it gives individuals the ability to have increased reasoning and logic, which is another thing that makes this subject stand out from all the other ones that exist these days and have been since the past few decades.  

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Teaching Primary and Preschool Maths Using Multiple Intelligences (PART 2)

Continue from part 1 over here

Achievement Tests

At the end of the first three-week intervention period, pupils took a 25-item short answer review test on “Fractions”. At the end of every sub-topic on “Decimals” within the second six-weeks’ intervention period, pupils sat for a 25-item short answer review test.

Qualitative Data

Pupils’ interviews and teachers’ observations and reflection journals were also used as instruments for the qualitative data collection.

Procedure

The study was quasi-experimental in design and equivalent group post-test only design was adopted. One teacher taught the comparison classes and another teacher taught the project classes from the low and average-ability groups.

All the pupils and teachers involved in the project underwent MI diagnostic testing. The teachers were briefed on the findings and how it can help them to improve the way they learn and the way they help the pupils to learn. The project group teacher was given her class’s MI profile which showed the detailed intelligence variability within the class. This would help her to design and customize her Mathematics lessons to cater to the dominant multiple intelligences of the pupils in her two project classes.

Table 3 shows the results from the MIDAS Questionnaire which summarizes the MI profile of all the pupils. It indicated that pupils have all the eight multiple intelligences in almost equivalent dominance. The naturalistic intelligence was the strongest intelligence overall. All of the pupils’ intelligences were above the 50^th percentile.

Scale	Natural	Musical	Spatial	Ling	Logical	Kin	Inter	Intra
Mean	55.9	54.1	53.8	53.8	53.1	52.9	52.0	50.8
SD	16.4	14.0	14.7	14.2	13.4	14.7	15.0	14.4

Table 3: Main Scale Means (N= 140)

Ability Group	Low-Ability Group		Average-Ability Group
Multiple Intelligence	Project (N=30)	Comparison (N=32)	Project (N=38)	Comparison (N=40)
Musical	56.4 (12.1)	56.9 (14.7)	54.4 (12.4)	55.7 (16.1)
Kinesthetic	56.8 (11.4)	50.1 (14.2)	52.2 (15.9)	57.5 (14.5)
Logical	56.2 (12.4)	44.6 (13.3)	54.5 (14.0)	56.2 (12.8)
Spatial	58.8 (12.3)	52.6 (15.3)	54.2 (16.2)	56.0 (15.1)
Linguistic	53.3 (13.7)	51.0 (17.0)	54.8 (15.1)	57.2 (13.3)
Interpersonal	54.5 (13.1)	49.4 (16.4)	52.4 (17.0)	54.0 (14.3)
Intrapersonal	52.4 (12.1)	45.0 (12.5)	51.2 (16.1)	54.4 (14.7)
Naturalist	56.4 (16.7)	52.1 (16.4)	58.3 (17.9)	57.3 (15.6)

Table 4: Mean Score and Standard Deviation of Class MI Profile

Table 4 shows the MI profile of each of the project and comparison classes. The comparison group teacher was not given the results of his class’s MI profile. He was to carry out his Mathematics lessons using the traditional method of teaching.

The instruction for the two groups during the three-week treatment, varied in the following ways. The comparison group was taught the traditional method of “drill and practice”. The project group was taught the MI lessons daily where pupils were engaged in activities that encompassed all the eight intelligences. Pupils were taught using colourful and attractive visuals on power-point slides and were engaged in some of the following activities:

·         logic problems, reciting rhymes, raps and jingles

·         singing songs on mathematical concepts, constructing models, posters and number lines,

·         playing board games, “Bingo” and “Uno”

·         handling real life authentic manipulatives

·         working in pairs and groups

·          brainstorming and presenting their project work

·         Reflections on the day’s lesson in their journals.

The MI infused lessons on “Fractions” were crafted by the project group teachers. The comparison group teacher was not involved in the crafting the MI lessons so as to reduce threats to internal validity of the research project. At the end of the three-week treatment sessions, both groups were administered a review test on “Fractions”. The results from this post assessment would determine if the project group achieves a higher mean score than the comparison group. Fifteen pupils were selected at random from the project group to be interviewed to get their feedback on their MI infused lessons.

In the second semester, both the project and comparison groups were taught “Decimals” through MI infused lessons. The comparison group teacher was given his class’s MI profile which showed the detailed intelligence variability within the class prior to the six-week MI intervention. This would help him to design and customize his Mathematics lessons on “Decimals” to cater to the dominant multiple intelligences of the pupils. The pilot group teacher and the comparison group teacher crafted sixteen MI infused lessons on “Decimals”. Both groups were administered a series of four review tests. The results from these review assessments would reveal if the project group achieve a higher mean score than the comparison group due to the longer exposure to MI. Five pupils were selected at random from each class to get their feedback on their MI infused lessons. A focus group discussion among the project teachers was also conducted to get their feedback on the whole project.

PETALS^TM was also administered before and after the intervention period. Post-test results of the project group would reveal if there is an increase in the level of engagement among pupils who are taught Mathematics using the MI strategies and if the longer exposure to MI has a positive impact on pupils’ engagement, motivation and attitude in the learning of Mathematics.

Results

Measure	Mean (SD)		Effect Size
	Pretest	Post-test
PETALSTM Scale
Pedagogy	69.6 (16.6)	76.1 (15.8)	0.39
Experience of Learning	64.0 (19.3)	68.8 (18.5)	0.25
Tone of Environment	70.7 (13.7)	70.8 (19.5)	0.01
Assessment for Learning	67.1 (15.6)	73.8 (17.7)	0.43
Learning Content	66.3 (19.2)	75.6 (17.7)	0.48
Engagement Scale
Affective Engagement	76.4 (17.7)	81.1 (15.0)	0.31
Behavioural Engagement	75.4 (15.1)	78.1 (18.2)	0.18
Cognitive Engagement	72.4 (16.9)	77.0 (15.8)	0.27

Table 5: Mean comparison on pretest and post-test survey of the project group (N=68)

Table 5 shows results of engagement level among the two project groups. The results revealed a small to moderate effect size for Pedagogy, Experience of Learning, Assessment for Learning and Learning Content. The intervention had a higher impact especially on Assessment for Learning, and Learning Content.

The following graph shows the results from the review test on “Fractions”. There is a difference of 12.0 in favour of the project group. Thus, it may be concluded, with some degree of reservation, the MI intervention has a significant impact on the higher achievement among the project group pupils. Results indicated that the MI intervention seemed to have a greater impact on the low-ability pupils.

 

  

The following graph shows the results from the review tests on “Decimals”. There is a difference of 15.0 in favour of the project group. Thus, it may be concluded that a longer exposure to the MI intervention has a positive impact on the higher achievement among the pupils who were taught through MI strategies for nine weeks as compared to the comparison group pupils who were taught through MI strategies for only six weeks. Results also indicated that the MI intervention has a greater impact on the low-ability pupils.

 

Table 7 shows the motivational and attitudinal levels of the comparison and project groups. For all the ten items, the project group scored higher than the comparison group. This suggests that a longer exposure to the MI intervention has a positive impact on the motivational and attitudinal levels of the project group pupils who were taught through MI strategies for nine weeks as compared to the comparison group pupils who were taught through MI strategies for only six weeks. Results also suggest that the pupils were more influenced by exciting, interesting and challenging lessons.

Table 7: Comparisons on motivational and attitudinal level means

No.	Item	Project group	Comparison group	Effect size
F1	I am excited about learning.	85.8 (17.4)	72.5 (22.1)	0.60
F2	I am interested in what is being taught.	84.1 (20.5)	69.6 (23.2)	0.61
F3	I like the subject.	83.1 (20.0)	74.1 (24.4)	0.37
F4	I like doing the activities.	83.2 (21.7)	75.9 (23.2)	0.31
F5	I want to learn more about this subject.	81.7 (18.0)	73.5 (24.7)	0.33
F6	I look forward to the lesson.	84.9 (22.2)	74.2 (21.1)	0.51
F7	I like learning because what I learn in class is useful.	79.0 (24.3)	70.0 (27.2)	0.33
F8	I will keep on trying even if the task is difficult.	79.8 (20.0)	69.7 (24.2)	0.42
F9	I like the challenging work given to us.	79.6 (22.5)	66.0 (27.5)	0.49
F10	I like learning because I can choose the task that I do best.	77.0 (22.6)	64.3 (25.8)	0.49

In addition to the quantitative data, feedback from the project group affirmed the improvement in attitude and the high motivation experienced by pupils from the MI infused lessons. Below is a blog entry by a pupil:

• “We sang a lot of songs about decimals and fractions. It is very fun and interesting learning decimals and fractions. Our teacher teaches us different types of methods and using [attractive] power point [slides] to teach our class. I love Maths! It is really fun to learn! All the questions [are] like solving mystery cases! We also played Maths games to learn. Our teacher teaches us Maths in very fun ways. I love to play more Maths games and learn more about Maths! The Problem Sums are really challenging! Maths is Fun!”

Feedback from the project teachers further affirmed the improvement in attitude and the high motivation observed in pupils through the MI infused lessons. Below is a teacher’s reflection:

• “I have seen for myself how planning a lesson that involves multiple intelligences actually makes the lessons more exciting for the pupils. Pupils can relate better, recall the learning points better, and on the whole, they are more motivated, even to do homework. By getting pupils involved through activities, songs, stories, and using powerpoint slides packed with cute pictures and animations, pupils actually looked forward to learning. This is true “Teach Less, Learn More” in action.”

Discussion and Conclusion

Based on the analysis of the data presented, it is seen that the MI intervention in the area of Mathematics has made positive contributions for the pupils’ engagement, motivation, attitude and achievement towards the learning of Mathematics. Pupils’ and teachers’ reflections support the statistical findings.

The findings obtained from this study, resembles other studies which evaluate MI instructional approach for the pupil success and attitudes. In a study by Cluck and Hess (2003), results showed improved assignment completion, class participation and engagement of learners using MI. Bednar, Coughlin, Evans and Sievers (2002) showed an increase in pupil motivation and positive attitude through the use of MI. In Douglas, Burton and Reese-Durham (2008), results showed considerable increase in academic performance on pupils taught through MI compared to those taught using the traditional method.   Three of the four improvements were observed: improved academic performance, greater impact on the low-ability pupils and behaviour improvements namely on pupils’ attitude and motivation in learning of Mathematics. Discipline problems tend to disappear, as reflected by the project teachers, when pupils are excited about learning in a fun filled lesson.

The success of the project led to a refinement of the prototype and an emergent model for “Teaching Mathematics through Multiple Intelligences” in West View. By 2010, all teachers were involved in infusing MI strategies in their Mathematics lessons. The significant improvement in the school’s Math PSLE results, an increase in percentage pass from 66.4% in 2009 to 81.1% in 2010, indicates that MI has positive impact in pupils’ academic performance. Pupils who were taught Mathematics through MI over three years (2008-2010) produced better PSLE scores than pupils who have not been taught through MI.

In closing, the most beneficial aspect of our research is that it takes into consideration human differences within the classroom and teaches the subject matter in a variety of ways appealing to all learners.

More preschool, Primary school maths experts on creative maths and Heuristics Maths, click here.

References

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             Intelligences. May 2003

4.    Douglas, O., Burton, K.S., Reese-Durham, N., The Effects of the Multiple Intelligence

Teaching Strategy on the Academic Achievement of Eighth Grade Math Students. Journal of Instructional Psychology; June 2008. Vol.35 Issue 2, p182-187, 6p

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http://www.newhorizons.org/strategies/mi/hoerr2.htm

10.  Ministry of Education (2007), Mathematics Syllabus, Ministry of Education, Singapore.

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