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WORKSHEETS MATHEMATICAL ACTIVITY SIX YEAR OLD CHILD

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Principle	Suggested Practice	Inappropriate Practice	Suggested Strategies
Social relationships are an important context for learning.
All participants consider and contribute to each other's well-being. Each child is valued; children learn to respect and acknowledge differences in abilities and talents and value each person for their strengths.	Children allowed to work together. Alone and group time allowed. Involvement and fairness are emphasized.	Children punished for comparing solutions. Adult uses power to reward acceptable behavior.	Use a rotational buddy learning system. Allow trading. Recognize kids who praise each other. Cross-age partnering.
The adult develops children's interests by introducing ideas, problems, experiences, or hypotheses while increasing difficulty or challenge as children develop new skill and understanding.	Adult plans environment with enough materials and activities for the children in the group. Activities to allow independence planned.	Expect children to work silently.	Build knowledge in small steps. Plan out learning environment in advance of children's arrival. Plan multiple activities using a variety of skills: tapes, visual, matching pictures, puzzles, building, acting, creating, manipulating...
Adults help children build their knowledge with many different learning strategies including but not limited to modeling, collaborating, co-constructing, mentoring, coaching, instructing, observing, experimenting, and cooperating with peers.	Adults guide youth in choosing, deciding. Child models adult enthusiasm.	Adults use adult directed activities only. Group size too large for adult ratio.	Maintain low adult: child ratio. Optimum in group learning is 1:8. When children are with animals, a much lower ratio is necessary, particularly for safety!
Children learn in an organized environment that is dynamic, but predictable and comprehensible from a child's point of view.	A range of activities planned.	Chaotic environment.	Identify suitable meeting location with adequate space, child sized, room to move around. Use clinics, petting zoo, dress-up gaming with no particular winner.

Curriculum

Principle	Suggested Practice	Inappropriate Practice	Suggested Strategies
Curriculum enables children to develop strategies for constructing and representing knowledge and supports the child in making meaning out of their experiences.	Children work in small flexible groups. Whole group time used to build a sense of community and shared purpose.	Child's work is measured by their conformity to rigid standards.	Encourage small groups of 2-4 to work together. Organize concrete learning activities. Build learning upon what is already known.
Curriculum strengthens children's sense of competence and enjoyment of learning by providing experiences for children to succeed from their point of view.	Positive feelings toward learning nurtured. Adults alert to over stimulation, excitement, fear. Manageable schedule with learning reinforced in several ways.	Children's first effort perceived as their best effort. Pre-mature expectations of skill level. "Placings" have much less importance to younger children.	Be flexible enough to change plans if energy level is not as expected. Explain schedule for meeting/time together so children know what to expect. Involve group in making rules, plans, schedules. Allow curriculum to evolve out of own curiosity.
Child-centered environments are planned so children can learn through exploration and interaction with materials, adults and other children.	Use of redirection and clear limits and modeling to guide behavior. Talk about reasonable expectations for the child so as not to overwhelm. Physical safety and emotional safety are most important to these children.	Passive, sitting, listening, waiting activities. Demeaning children who misbehave. Boring, uninteresting, unchallenging experiences lower internal motivation to learn.	Use storytelling, photos, posters. Use learning centers. Explain what is expected. Transition from one activity to another can cause chaos. Be creative with lighting, music, movement, warning of changes. Consider range of development. Use puppets to talk about feelings about activities.
A wide range (at least 12 months) of developmental interests, with a variety of challenging levels, is considered when planning for learning.	Social interaction of children to develop understanding of concepts. Plan for whole child (social, physical, cognitive).	Adults underestimate children's attention spans. Overuse of time out.	Consider the social child, the active child, small motor, large motor. Remember cognitive principles. Keep "group" teaching in minimum.
Adults function as facilitators interacting through questioning, suggesting, adding more complex materials, listening, and observing.	Youth select from among an array of activities available. Adult moves among groups and individuals to facilitate questions, offers suggestion, add more complex materials or ideas. Judges are seen as helpers of learning.	Adult dominated environment, or passive adult with no assistance. Rote memorization and drill emphasized.	Learn to move within the group, rather than just using lecture mode. Think mind, body, self, emotions when planning. Design a choice board for each child to work through options over time at their own pace. Youth recognize judges and thank them for assisting.

Partnerships between the Home and the Early Childhood Environment

Principle	Appropriate Practice	Inappropriate Practice	Suggested Strategies
Parents share in decisions about their child's care and education.	Parents counsel sought regularly.	Parents involved only when there is a conflict, or group needs money and resources.	Develop a parent committee just for 5-8 year-old planning. Parents are valued, recognized.
Adults share observations, resources, and insights as a part of regular communication with family members.	Adults who interact with child discuss his/her interests, skills, needs.	Little knowledge of child outside of one environment.	Schedule family outings, field trips to child's home if invited. Create family album of project.
Parents have opportunities to be included in the educational program to the extent possible.	Partnerships built with parents. Involve parent in positive ways.	Blame parent when child has difficulty.	Parents can benefit from program too. Have parents involved in learning centers/stations.

Assessment of the Child

Principle	Appropriate Practice	Inappropriate Practice	Suggested Strategies
Many pieces of information are used before making teaching decisions.	Parents, teachers, child are sources of information to use in planned learning.	A systematic scale or test is sole criterion for decisions. A culminating judging event used to evaluate child's progress.	Ask colleague to observe and give feedback. Involve parents as partners of a child other than own - rotate kids.
Observation of the child is used in making decisions about aptitudes and abilities; standardized tests alone are not the only determining placement factors for a child.	Multiple methods are used to praise child. Intermittent use of outside observation. Children learn to understand and correct errors. Children allowed to progress at their own rate.	Participation in activities obtained by extrinsic reward or threat of punishment. Child's progress compared to peer group; not to child's previous work. Children are expected to change to fit program.	Keep index card file or computer disk of child's learning. Allow them to do narrative input. Display work without reward for parents, in store windows, bulletin boards. Provide means to learn from errors.
Gender, culture, and socioeconomic standards are taken into consideration when finding out the developmental expectations of the child.	Creative solutions sought to create opportunities for involvement. Build on strengths each person offers.	Exclude some from activities due to gender, class or culture. See different as negative, nonconformity.	Seek ways to be inclusive. Learn about all children. Learn new ways from building on strengths. Be sensitive to language for gender sensitivity. Build a group history chart, showing knowledge gained as a group over time. Watch children for ideas for activities.

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