This post will continue the discussion of cognitive development in the area of learning - Math. We will cover the components: Patterns, Spatial Sense, and Problem Solving with their learning expectations and performance indicators. Remember I am taking my information from the Tennessee Early Learning Developmental Standards (TN-ELDS).
First we will finish up the component - Patterns with the learning expectation: Continues to understand the relationship between objects, solving simple jigsaw puzzles, and matching similar shapes. The last performance indicator for this component is: Matches more complex shapes such as hexagon, trapezoid, etc. This performance indicator really assumes a great deal of previous knowledge. I have had 4 year olds that struggled with basic shapes. It also assumes a much greater level of ability to notice details that many children today exhibit. My biological children could match at this level at this age, but they are now in their 20s. These standards were created nearly a decade ago, and children at that time also could match close to this level at that age. However, now, the ability to really match is not kicking in with a lot of children until 3 and 1/2 or 4 years of age. The top 1/4 of this age group still can meet this performance indicator by age 3, but the rest just cannot focus enough on detail or they are so immature that this performance indicator is beyond them. I really do not know what education officials will do in the next 5 years. The expectations for academic matters is going up, and children's abilities have gone way down. Kindergarten teachers may find it more and more difficult with every passing year to bring their classes up to the standards expected of them. For those of us on the front lines in the early childhood field, we are presented with the same difficult task as kindergarten teachers. The expectations and standards go up, while the level of maturity goes down. This is a train wreck in slow motion. For the children in your care, do not ever assume a skill just because of age. I have matching in my rotation regularly because I found my 3 and 4 year olds to be abysmal at it. However, they have gotten much better with practice.
The next component on our list is - Spatial Sense with the learning expectation: Explores world and understands position in space and how to get around. The performance indicator for this learning expectation is: Responds with accuracy most of the time when asked to put blocks "on" the table, or to go "under" the table. Conquering this performance indicator very much depends on a child's level of oral language skills. Children that are barely talking by 3 years old will not be to this point. Whereas, children that have good language skills will understand what those types of words mean. This performance indicator falls in the category that I call "position and direction" words, and it is where I start every child that walks through my door regardless of age. I have been absolutely amazed at the 3 year olds that really did not understand "on" and "off" until we covered it. Thanks to helicopter parenting, children do not explore their world anything like they used to do. This has made the job of early childhood teachers that much more difficult because what once was learned through everyday experience now has to be outright taught.
The last component for the math area of learning is Problem Solving. The learning expectation is: Explores materials and understands simple acts of cause and effect. The performance indicator for this one is: Builds simple block designs with some understanding of larger, heavier blocks go on the bottom and smaller light-weight blocks go on top. Every time you see the word "explore" in a learning expectation, you can just about immediately assume today's children will lag or be completely clueless. I have heard countless childcare providers complain about lack of interest in the block area. When children do go in the block area, the blocks become projectiles instead of tools used for building. I understand. When children start at my childcare, I have to sit with them in many of the areas and show them how to play. It has become so sad. Many children only know how to destroy and have no concept of building. They will go through the centers dumping out toys because they do not understand how to play. They make wonderful messes that they will through an enormous hissy fit about picking up, but no constructive play is to be found. If they do not "explore," they will never learn many, many concepts absolutely necessary for development. However, like everything else these days, we have to teach them to explore. Eventually the curiosity of childhood will take over and children will begin to blossom in the right environments, but you will probably have to help the process along in the beginning. American children are pacified not prodded into exploration. True childhood exploration has been deemed too dangerous by the "helicopters" that make up much of the childhood officials, experts, and parents. No wonder the children have been continuously losing ground since "helicopter" parenting became the norm. Again I say, this is a train wreck in slow motion.
I hope you have enjoyed this post. Goodbye and God bless!!
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