1. By: Afnan Es-sayyid, Aisha Afzal, Angela
Ma, Jeraldi James and Sarah La
Date: Wednesday, April 18th, 2012

2.  Physical Development
 Cognitive Development
 Social Development
 Emotional Development
 Language Development
EXPERIENCE
FOR
PRESCHOOLERS!
!!

3.  Afnan implemented a math counting experience for the children using
Easter eggs that were already provided in the room. The children had a
lot of Easter materials in the room and they were playing with it. They
seemed to enjoy playing with the eggs and tell each other how many
eggs they hand in their hand. So then, based on that cue Afnan
encouraged the children to select a colour and count how many they
had. After, her experience she asked the children to walk around the
room and collect eggs while counting how many are in their basket.
However, the older toddlers counted till eight. Then Jeraldi, implemented
an abacus experience that she built from home based on the children is
cues which was, one child was playing with a loop abacus and the other
child was counting from a book. The children at her center used it by
pushing the colors back and forth, up and down, and one child counted
till three. Based on these two experiences we formed a type of abacus
with an open end that allows the children to put foam of different
shapes, sizes and colours through the rod instead of Easter eggs. We
also, created one abacus that has Velcro and the children could place
different coloured fruits on it. This encourages the children to count the
objects while placing them through the rods.

4.  Counting
 Foam
 Colours
 Sizes
 Eggs
 Abacus

5. Big and Shape a
small body Choo-choo
mode Train
Fingers Cloth pins
songs with paper
dolls
Jar Make a
Filling
Collection
POTENTIAL Count
Hopscotch objects in
EXPERIENCES the room
Worms in
Red Rover Apples
Abacus Counting
Waffles Lids & body parts
Containers

6.  “According to Piaget, the only way that they can learn social-
arbitrary knowledge is from adults or more competent peers.”
 “An effective problem solver perseveres, focuses his attention, tests
hypotheses, takes reasonable risks, remains flexible, tries
alternatives, and exhibits self-regulation” (Copley, 2000, p. 31).”
(Bullard, p. 188)
 “It is easier for children to use materials that are less abstract for
one-to-one correspondence. Therefore, teachers should first
provide real objects, then cut outs, then pictures, and finally
symbols and patterns (Charlesworth, 2005).” (Bullard, p. 192)
 “Objects from songs, finger plays, or books that stress addition or
subtraction. Teachers can introduce these activities during circle
time and then place the props in the math area for children to use.”
(Bullard, p. 194)
 “The amount of teacher talk about math is significantly related to
children’s achievement in math, with those teachers who use the
math talk having children with the highest math skills at the end of
the year (Klibanoff, Levine, Huttenlocher, Vasilyeva, &
Hedges, 2006). “ (Bullard, p. 201)

7.  Introduce experience prior to
implementation
 Lure children by:
◦ Laying out materials for the experience
 Guidance Strategy:
◦ Ask open-ended questions
◦ Incorporate and promote motor skills
◦ Use manipulative materials

8.  Abacus (base & rods)
 Foam of different shapes
 Fruits (red & green apple, lemon, & orange)

9.  Bullard, J. (2011). Creating environments for
learning: Birth to age eight. Toronto: Pearson
Education, Inc.
 All pictures in this PowerPoint presentation
have been taken from Microsoft Office Clipart
Collection.