Baby Development

Number Concept and Numerical Intelligence in Kindergarten Children

Number Concept and Numerical Intelligence in Kindergarten Children

We are searching data for your request:

Forums and discussions:
Manuals and reference books:
Data from registers:
Wait the end of the search in all databases.
Upon completion, a link will appear to access the found materials.

Number concept it is very difficult to gain in kindergarten, because children in the younger age group have more difficulty in understanding an abstract concept, such as numbers, because they are more likely to understand concrete concepts. In order to teach this concept to children, we should use concrete works in all activities that we organize so that children can learn the concept of number at the desired level.

Parents often fail to address this issue by saying ”my child knows how to count”. There are parents who have seen their children count to 10, 50, or even 100, and I can hear you ask them, orsa If my child doesn't know the concept of numbers enough, how can he count them?? But you should remember that the child's counting will never show that he has correctly learned the concept of number. In kindergarten years, many children can count not because they really learn to count, but because they memorize the order of numbers very well.

In order for the child to learn the concept of number, it is necessary to be able to perform activities such as matching, classification and sorting. Therefore, while teaching the concept of number to kindergarten children, these three skills are given priority and the child is given the opportunity to develop these skills. Children who develop these skills are then able to learn the concept of number by doing number studies.

Studies on the concept of number

• Finding the matched figure as a model from 1 to 10 mixed numbers
• Finding a number from 1 to 10 mixed numbers
• Find the number shown from 1 to 10 mixed numbers
• Asking the child to count from 1 to 10 with verbal directions
• Counting the given digits (such as 5-9)
• Counting backwards from the given number
• Matching different numbers of objects
• Say which of the two written numbers (such as 5 and 9) is less or more
• Sequence, read, and request a set of numbers to display the desired number
• Count the two given groups of objects and determine if they match the given number
• Count the two given groups of objects and tell them which is more or less
• Do not tell which number is greater than the number given by a group of objects
• Ask for matching by giving groups of objects and numbers
• Say the least (maximum) of the three object groups by counting the objects
• Request a number to display the appropriate number of objects

• Find more of the two given groups of objects, then subtract as many objects from the group of more
• When rhythmic counting from 1 to 10, do not say which number is skipped
• Showing the said next object from ordered object images
• Find the skipped number from sorted number cards
• Counting sorted objects by number of rows (first, second, third üçüncü)
• Require them to create clusters of the same, fewer, more numbers as the given set

Source: Assoc. Dr. Yaşare Aktaş Arnas's article ası Gaining the Concept of Number in Preschool Children ”(Çoluk Çocuk Dergisi, May-2002)

Video, Sitemap-Video, Sitemap-Videos