Introduction Comment by Ann Reich: Title page and page header missing Use the template for the final Title the essay, but don’t use subtitles or divide the paper into sections. Papers over 8 or so pages may have subsections; always check with the prof During their early years, children can develop a large web of skills. One of these many skills is math skill. The others are social skills, physical skills and language skills. These different skills depend on one another. They also influence each other. This paper is going to highlight how math skill can be developed during early child development. It is going to address the topic using an example followed by analysis and plan of developing the skill (McGinnis & Goldstein, 2003). Comment by Ann Reich: Is “web” used in the ECE language? How about “set”? This is off topic; you are to focus on the teacher’s skills not the child’s In our example, Triza is going to be our child. She is aged eighteen months. As one of her daily plays, she is stacking blocks. Triza has placed 2 square bricks on top of each other. On top of these bricks, she has put a triangular brick. After doing this, she realize she could no longer balance another brick on top of the triangular brick. She approached her dad to help her figure out what she could not do. Her father’s suggestion was that she had to remove the triangular brick and replace it with a square one. This way she could continue stacking more on top (Sinno, et al., 2013). From this example, it becomes very clear that the areas of development in Triza work together. She is using the physical skills to manipulate the bricks. In order to carry out the plan of making a tower, she is using her thinking skills. Her social and language skills are applied when she is asking help from her father. Because of her good communication skills, he dad manages to respond. After looking at this example, we can bring out what one can do to help a child develop math skills. A child can develop early math skills by improving on their natural curiosity apart from having fun. For younger children, math skills can be developed through the use of songs and stories using numbers, rhymes and repetition. For those who are 2-3 years, their math skills can be developed using a variety of ways (Gartrell, 2004). Shaping up Comment by Ann Reich: Do not use subsections You can take this info and show HOW a good teacher teachers the child Get in some terms about these various types of lessons In this case, a child is helped to develop math skills while playing with shape-sorters.the teacher has to talk to the child regarding each shape, describe the colors of the shapes and count the sides. The teacher can come up with his or her own shapes with different colors then asking the child to jump either on the blue shape or the circle (Sinno, et al., 2013). Counting and Sorting In this case, the teacher has to collect together a bag full of buttons, pebbles, shells or small toys. Then.

1. Introduction Comment by Ann Reich: Title page and page
header missing
Use the template for the final
Title the essay, but don’t use subtitles or divide the paper into
sections.
Papers over 8 or so pages may have subsections; always check
with the prof
During their early years, children can develop a large web of
skills. One of these many skills is math skill. The others are
social skills, physical skills and language skills. These different
skills depend on one another. They also influence each other.
This paper is going to highlight how math skill can be
developed during early child development. It is going to address
the topic using an example followed by analysis and plan of
developing the skill (McGinnis & Goldstein, 2003).
Comment by Ann Reich: Is “web” used in the ECE
language? How about “set”?
This is off topic; you are to focus on the teacher’s skills not the
child’s
In our example, Triza is going to be our child. She is aged
eighteen months. As one of her daily plays, she is stacking
blocks. Triza has placed 2 square bricks on top of each other.
On top of these bricks, she has put a triangular brick. After
doing this, she realize she could no longer balance another brick
on top of the triangular brick. She approached her dad to help
her figure out what she could not do. Her father’s suggestion
was that she had to remove the triangular brick and replace it

2. with a square one. This way she could continue stacking more
on top (Sinno, et al., 2013).
From this example, it becomes very clear that the areas of
development in Triza work together. She is using the physical
skills to manipulate the bricks. In order to carry out the plan of
making a tower, she is using her thinking skills. Her social and
language skills are applied when she is asking help from her
father. Because of her good communication skills, he dad
manages to respond. After looking at this example, we can bring
out what one can do to help a child develop math skills. A child
can develop early math skills by improving on their natural
curiosity apart from having fun. For younger children, math
skills can be developed through the use of songs and stories
using numbers, rhymes and repetition. For those who are 2-3
years, their math skills can be developed using a variety of
ways (Gartrell, 2004).
Shaping up Comment by Ann Reich: Do not use subsections
You can take this info and show HOW a good teacher teachers
the child
Get in some terms about these various types of lessons
In this case, a child is helped to develop math skills while
playing with shape-sorters.the teacher has to talk to the child
regarding each shape, describe the colors of the shapes and
count the sides. The teacher can come up with his or her own
shapes with different colors then asking the child to jump either
on the blue shape or the circle (Sinno, et al., 2013).
Counting and Sorting
In this case, the teacher has to collect together a bag full of
buttons, pebbles, shells or small toys. Then he or she counts
each of this with the child. Next is the process of sorting them
based on what they do, color or size (Wu, et al., 2012).

3. Comment by Ann Reich: Yes, but these are tasks, not skills
Comparing
The teacher has to see the sizes of items in the house then find
out these sizes from the child. For instance by telling the child
that the green notebook is the smallest while the pink notebook
is the largest. Then the child is asked to make his comparison
himself or herself.
Walking
While taking a walk the child get many opportunities to make
comparison. Therefore, the teacher can walk around and ask the
child, which stone is the biggest? He or she can also have many
chances of assessing. For instance, the teacher can ask him or
her, how many birds did we find? The child can also have the
chance of noting differences and similarities. For instance, the
teacher can ask him or her; does a dove have fur just like the
bunny? Another math skill that a child can develop during this
walks is that of categorizing things. Here, the teacher asks her
if she can find some purple leaves, he or she is asked to talk
about their sizes for instance by taking little and big steps.
Estimation is also another math skill that a child can learn. In
this case, he or she can be taught how to estimate distance by
being asked such a question as, does the river far away or close
to our house? Last, he or she can be taught tp develop the math
skill of practicing. For instance, he or she can be asked to count
the number of steps he or she and the teacher can take until they
get to the corner (Sinno, et al., 2013).
Passing it around
In this case, a child can develop some math skills if a teacher
engages him or her in some activities. One of these activities is
that of asking him or her to help in the distribution of such
items as snacks. In this case, he or she is given crackers and
asked to give one to each child. This activity enables the
children to know the one-to-one correspondence. During the
distribution of items, it is important to emphasize the counting

4. or number concept like one for daddy, one for mummy, one for
you (Gartrell, 2004).
Unit 6 Project: 150 points
Hi Alesia,
Some of this can be part of a revision. The assignment is about
a person or group going into one field. Focus on the skills
needed by a preschool teacher or other ECD professional. You
can add in some of the lessons, but focus on the adults. You
can send me a revision before Unit 9 starts.
Look at ECE books and articles. Our libe must have a ton!
Use some short quotations, examples, and expert views on the
educators of young people!
-----------------------
For this draft, APA formatting, internal citation ( ), and the
References page must be HERE, but they can all be in rough
form at this stage. Use the template, model in our Doc
Sharing, and advice in the handbook and at the KU Writing
Center for the final essay. Allow 48+ hours for the paper-
reviewing service for the final; B Track is a large track, and the
tutors need the window.
75 for now; feel free to do more research. I have highlighted
the qualities of your project below. Feel free to email me any
concerns or questions.
Unit 6 Rubric
A (135-150 points)
Outline is in appropriate sentence format and is detailed .
Draft has a clear main point or thesis.
Paragraphs are effectively organized with clear transitions.
Ideas are developed well but may still need some additional
clarification or research information before the Final Project
submission.
Sentence structure is effective and sentences have complexity
and variety.
Grammar and mechanics are effective, although some minor

5. errors may be present.
Meets source requirements and incorporates relevant source
information effectively.
All source information is given credit through both in text
citations and an appropriately formatted reference page.
Demonstrates APA formatting.
Meets length requirements.
B (120-134.99)
Outline is in appropriate sentence format and is detailed.
Draft has a clear main point or thesis.
Paragraphs are organized with clear transitions.
Ideas are generally well-developed but may still need some
additional clarification or research information before the final
Project submission.
Sentence structure is clear and sentences have some complexity
and variety
Grammar and mechanics are generally correct, although minor
errors that do not affect meaning may be present.
Meets source requirements and incorporates relevant source
information.
All source information is given credit through both in text
citations and an appropriately formatted reference page
Demonstrates APA formatting, with some minor errors.
Meets length requirements.
C (105-119.99)
Outline is in appropriate sentence format but may be missing
details .
Draft has a main point or thesis but it may need revision.
Paragraphs are organized but may be missing some transitions.
Ideas are somewhat developed and will need some additional
clarification or research information before the final Project
submission.
Sentence structure is adequate, with little variety or complexity.
Grammar and mechanics are adequate, but several errors may be
present, including some that affect meaning.
May be ½ page short of the length requirement or may use only

6. one source or may not incorporate relevant source information
effectively. May rely too heavily on source information or
quotes.
Source information is given credit through both in text citations
and reference page, but some errors are present.
Demonstrates some APA formatting skills but multiple errors
may be present.
D (90-104.99 points)
F (0-90.99 points)
Outline is included but it may not be in sentence format or may
be brief and lacking details.
Main point or thesis is unclear and needs substantial revision.
Paragraphs are poorly organized or may be missing transitions.
Ideas are lacking in adequate development and will need to be
substantially revised .
Sentence structure is weak or unclear.
Multiple errors grammar and mechanics are present, including
errors that affect meaning.
Does not meet source requirements. May use unreliable sources
like Wikipedia.com [or may rely entirely on quotes or over rely
on sources in general.
Source information not given appropriate credit although some
in text citations may be present .
Contains multiple errors in APA formatting.
1 page or more short of the length requirement.
Outline may be missing.
Main point or thesis is missing or unclear and will need to be
completely revised before final Project submission.
Development is missing or details may be inappropriate to the
thesis or main point.
Project is disorganized.
Contains frequent and pervasive errors in grammar and
mechanics that affect meaning or create incoherence.
Project is 2 or more pages short of the required length.
Demonstrates no attempt at APA format.
Does not use or cite sources in text or is otherwise plagiarized.

7. Revision Option: You may revise this project; the deadline is
two weeks past the date the draft is returned to the Dropbox.
Note: No revised Unit 6 projects will be accepted past the
Tuesday of Unit 8. If you revise this Unit 6 project, the Unit 9
final paper must feature even more changes and improvements.
A Unit 6 project or revision that is exactly the same as the Unit
9 final will receive a “C” level of points. Note that I have not
“cleaned up” this paper for you; students are expected to revise
carefully, including reading aloud. See the KU Writing Center
for information on their paper reviewing service. Email any
concerns. Prof Ann