In the learning process, particular importance should be attached to such an aspect as the stage of development at which the students are. This implies both psychological and physical development since the abilities of children will depend on how they perceive and assimilate the information provided to them. Within the framework of the educational process, there are specific standards that are prescribed for each subject. Teachers should follow them to achieve the most effective and productive outcomes of educational activities. Therefore, the focus of this work becomes the argument that the study of numbers and counting (mathematics) is an appropriate practice in kindergarten.
First of all, it is necessary to gain an understanding of what the concept under research is. Thus, research stated that “developmentally appropriate practice (DAP) describes a research-based approach to teaching young children from infancy through third grade” (“Developmentally appropriate practice and the common core state standards,” n.d., p. 2). Thus, the educational process should be based on the resolution of tasks and goals that will be both challenging and achievable for students. To determine which practices will meet these characteristics, education providers should have a clear understanding of the features and features of each age stage of development.
Of particular importance in the process of teaching standards of any subject is the consideration of core competencies when making a decision. Thus, it is determined that “developmentally appropriate practice requires using three core considerations: commonality in children’s development and learning, individuality, and the context in which development and learning occur” (“Core considerations to inform decision making,” n.d., para. 1). These aspects relate to certain areas the development of children, which determine the effectiveness and success of the process of knowledge transfer. Moreover, the consideration of the cognitive, social, physical, and emotional development of students has a special place (“Principles of child development and learning and implications that inform practice,” n.d., para. 4). This is due to the fact that these indicators are constantly codependent and interact with each other.
The next aspect that needs to be considered is the standards that are assigned for studying mathematics in kindergarten. Research stated that “while early childhood mathematics education did not play an important role for many years, today the necessity to be attentive to children’s early mathematics learning is no longer in doubt” (Gasteiger & Benz, 2018, p. 109). Thus, the states are developing particular educational standards that must be observed when teaching numbers and counting to children in kindergarten. To determine these indicators, the website “Kindergarten Math Common Core State Standards” (n.d.) was studied, which provides common standards for studying, for example, such as counting up to one hundred, “understanding the relationship between numbers and quantities,” “counting to answer “how many?” and comparison of numbers (para. 5). It is worth noting that the basic mathematical standards for children are defined for each state, where educators can supplement them depending on the educational institution.
Further, following these established mathematical standards is appropriate for the level of development of kindergarten students. This is due to the fact that an integral part of this process, or requirement, is the provision of knowledge in a playful way. Teachers must “promote play as a dominant pedagogical approach as research and policies endorse play as an effective teaching strategy for early learners” (Wickstrom et al., 2019, p. 287). Moreover, this approach is the most suitable for the selected level of development. In this process, children will most effectively perceive new computing processes. Moreover, following mathematical standards will contribute to the development of mathematical thinking in young children. This will have a positive impact on the overall development of skills and personal characteristics of students. Another justification for the usefulness of following standards and teaching mathematics in kindergarten is improved academic achievements in the different education process. The last, but no less important aspect, is the training in spatial awareness and the improvement of decision-making and problem-solving skills.
Multiple studies were conducted to confirm the point of view provided in the work. Papadakis et al. (2017) point out that “teaching math in kindergarten facilitates the transition to formal mathematical knowledge by laying cognitive foundations to master the systematic teaching of these concepts in later education” (p. 369). Moreover, it contributes to the formation of mathematical literacy, which contributes to the improvement of the general education of children. It also confirms that the use of mathematics teaching standards is suitable for the developmental level of kindergarten children.
In conclusion, taking into account the level and stage of development of children has a particular criticality in the learning process. This is due to the fact that based on this indicator, education providers can develop certain appropriate educational standards. In addition, core competencies and the principles of child development are of particular importance. Therefore, this work proved that teaching math standards in kindergarten are developmentally appropriate. This is due to the fact that it promotes the development of mathematical thinking, counting skills, and awareness of space and improves the decision-making process in children.
References
Core considerations to inform decision making. (n.d.). Naeyc. Web.
Developmentally appropriate practice and the common core state standards: Framing the issues. (2015). Naeyc. Web.
Gasteiger, H., & Benz, C. (2018). Enhancing and analyzing kindergarten teachers’ professional knowledge for early mathematics education. The Journal of Mathematical Behavior, 51, 109-117. Web.
Kindergarten math common core state standards. (n.d.). Education.com. Web.
Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2017). Improving mathematics teaching in kindergarten with realistic mathematical education. Early Childhood Education Journal, 45(3), 369-378. Web.
Principles of child development and learning and implications that inform practice. (n.d.). Naeyc. Web.
Wickstrom, H., Pyle, A., & DeLuca, C. (2019). Does theory translate into practice? An observational study of current mathematics pedagogies in play-based kindergarten. Early Childhood Education Journal, 47(3), 287-295. Web.