Learning is an endless process since human beings continue to acquire knowledge on their daily interactions with various phenomenon in their surrounding. This also implies that there I no given amount of learning beyond which an individual can not continue to gain new ideas (Kuhl 2000). However, human beings limit their learning abilities depending on their goals, social and economic expectations and the availability of learning opportunities in their surrounding.
One of the obvious factors that are common in all learning institutions is counting. Children get first hand experience of learning through counting. This makes then to identify the difference between an object and objects (Blithe 2006). This is a necessary aspect of learning as it helps children memorize and grasp the fundamentals of mathematics to be used in future learning.
After they are able to count, children get a chance to substitute what they have learnt with actual aspects of life. Therefore, they integrate their learning with real life situations. This is common by use of real life situations to make children integrate their learning with their surrounding. For instance, this aspect enables them to know how much change they expect when being food from other related stores. It also enables them to know how many years old they will be after completing their studies (Sarama 2009). Thirdly, summation is also a vital aspect of learning that gives students opportunities to develop their summation and multiplication skills.
Therefore, children are able to know a figure that will represent a general population of the object used for studying like toys. This means that they develop their generalization and counting skills. This helps them know the final results of a sample population. The use of learning objects in mathematics like dolls and balls makes students conserve early knowledge derived from using practical objects in learning.
Therefore, mathematics and science subjects are not only meant for theoretical aspects of life, but also for instilling and developing their intellect in memorization by students (Priddy 2007). In addition, students are able to estimate values and figures with regard to various happenings around them. They develop proxy skills that enable them to assess situations that can not be accurately estimated. These classifications enable students to know objects that share characteristics like color, shape, size, texture and materials (Maxwell 2012). This aspect enables students to develop their intellectual skills and know the differences between objects.
Blithe, S. (2006). The Well Balanced Child: Movements and Early Learning. California: Hawthorne Press.
Kuhl, P. (2000). The Scientist in the Crib. What Early Learning Tells Us about the Child. New York: William Marrow Paperbacks.
Maxwell, J. (2012). Sticker Activity Numbers: Early Learning. New York: Delmar Cengage Learning.
Priddy, R. (2007). Wipe Clean: Early Learning Activity Book. New York: Priddy Books.
Sarama, J. (2009). Teaching and Learning Early Mathematics. New York: Routledge Publishing.