The next learning expectations for the component, Patterns and Algebra, is: Identifies, describes, and extends patterns. The performance indicator for this one is: Copies repeating patterns and begins to construct own patterns. Many four year old children have not had enough experience with patterns to copy repeating patterns much less construct their own patterns. Many children walking into four-year-old programs have never even attempted a pattern before in their life. This one must definitely be taught. Most of the time I will talk them through the pattern using rhythm to help them to pick up on the basic pattern. Even if the pattern uses different color blocks, I will give the pattern a basic rhythm. Somehow the combination of musical concepts and math helps struggling students to grasp the concept quicker. Also, be patient. You will have to repeat the pattern over and over the first several times before the child will understand what is expected. Do not even expect the child to be able to create their own patterns until you have exposed the child to the concept for at least 3 months. Even then, it will take children that struggle with math concepts longer than 3 months to be able to reach that level of competency.
Now we will move on to the component - Measurement. The learning expectation for this one is: Begins to demonstrate understanding of time, length, weight, capacity, and temperature. The first performance indicator for this one is: Constructs a sense of time as it relates to his daily life. This one only develops for children with a structured lifestyle. It does not have to be rigid, but their day must proceed in a predictable way. Nap comes after lunch. Snack comes after nap. Etc, etc. When a child's day is utter chaos from start to finish, they will not develop a sense of time. Small children need structure so much more than most people even realize. This particular performance indicator is one of those reasons.
The next performance indicator for this learning expectation is: Participates in measuring activities using conventional and nonconventional measuring tools. This has to be adult-directed to be accomplished. Most children never see this at home unless their father is a builder or their mother is a baker. Therefore, they will not participate in this on their own until they see it modeled over and over again. Children in high-quality programs will get exposed to these types of activities, but this is not true for many, many children. Adults must demonstrate the use of measuring tools at least once per week to give children the exposure they need for this performance indicator.
The last performance indicator for this learning expectation is: Uses conventional measurement, time, and money terms with some accuracy. This one very much depends on the child's exposure to these concepts. Those with a rich exposure will conquer this one easily. Those with poor exposure will not. Children need the adults in their life to expose them to as many concepts as possible before they enter formal schooling. Our crazy hectic lifestyles leave us at a disadvantage in this department compared to our more laid-back ancestors. The slow-pace of their lifestyle lent itself to a lot more of this exposure. We must be purposeful in this to make up for our lack of opportunity on this front. Make time to talk to the children about measurement, time, and money as much as possible.
Now we will move on to the component - Spatial Sense and Geometry. The first learning expectation for this one is: Becomes aware of personal space during active exploration of physical environment. The performance indicator for this one is: Builds an increasing understanding of directionality, order, and positions of objects, and words such as up, down, over, under, top, bottom, inside, outside, in front, and behind. Years of teaching preschool has taught me to never assume a four year old knows any of these concepts. It takes exposure to these concepts to develop an understanding for them. Exposure these days seems to be a rare commodity. No matter what age a child is when they walk through my door, I start with these concepts. Many, many four year olds had no clue about top, middle, bottom or even over and under. They must be directly taught in today's society, but all it takes is deliberate demonstrations over a few days for the children to comprehend each concept.
I hope you have enjoyed this post. Goodbye and God bless!!
https://linktr.ee/natawade
