Read Geist (2009) and Greenberg (2012), complete this handout as you read the articles.
Geist (2009)Greenberg (2012)
Find the toy associated with your name
Math Materials OnlineWatch this video:
Review the developmental milestone for an 18-month-old baby
Watch this video of 18-month-old babies (pick 1 child to focus on)
Answer the questions below using information from the readings and handout:
- What specific math skills/concepts from Geist (2009) could a baby develop from your toy?
- How will the toy help the baby develop those math skills?
- What math skills from Geist (2009) are the babies in the video developing? How?
- What can infant teacher do to help babies develop math skills?
- Which 18-month-old did you focus on (indicate the color of their child’s short)? What cognitive, social/emotional, physical/motor, and language/communication developmental milestones is the 18-month-old baby in the video demonstrating? How?
- How is the 18-month-old’s cognitive, social/emotional, physical/motor, and language/communication development different from the 1-year-old baby that you observed in?
Some of the specific math skills that a baby could develop from the stacking rings is comparing and contrasting different objects by size, shape, and color. It can also lead to the understanding of quantification and comparisons.
The stacking rings will help the baby develop these math skills by the baby being able to use their senses and motor skills.
Some of the math skills that the babies are developing are making patterns using either blocks or beads. They are creating relationships with the blocks and the beads.
Infant teachers can play with the children, pay attention to what they are doing and record observations, and interact with the children about what they are doing.
The 18-month old child that I focused on was the child wearing the baby blue shirt with short dark blue sleeves. The cognitive milestones that this baby was demonstrating were exploring the blocks and learning about patterns and relationships through the blocks. The social/emotional milestones that the child was demonstrating was that he was playing with the child that was sitting across from him. Some physical/motor skills that the child demonstrated were being able to hold on to the blocks. Some language/communication skills that the child demonstrated were responding to the person recording by using words or sounds.
The 18-month-old developmental skills were different from the 1-year old that I observed in the last module is the 18-month-old would respond to the teachers with sounds while the 1-year-old would just shake his head. The 1-year-old was shyer with the other children around him while the 18-month-old was more comfortable.
Diamunique — Thanks for your comment in this activity. By using a ring stacking toy, babies can develop the math skills or comparing, contrasting, and quantities. I wonder, what could the teacher do or say to help the baby to develop these skills? Thinking about the video with the boy playing with the container & the baby with the rattle; I wonder, what math skills are they using. I wonder, how do your ideas connect to the Geist (2009) and Greenburg (2012) readings? For the 18-month-old baby; I wonder are there any other specific cognitive, physical/motor, social/emotional, or language/ communication milestones that you noticed?
1.- What specific math skills/concepts from Geist (2009) could a baby develop from your toy?
-Geist states “Their ability of compare and contrast the attributes of objects is the basis of many future math concepts” (40). In the song “The wheels on the bus” we can observe examples of contrasting actions.
The children on the bus go Up and down
The doors on the bus go Open and shut
The lights on the bus go On and off
-Geist argues “Infants and toddlers use their whole bodies to explore and learn. Being in different positions lets children pay attention to where things and space are in relation to one another…Physical activities introduce spatial relationships and set the stage for understanding geometry and numbers” (41). When singing “Five little monkeys jumping on the bed”, children can understand about spatial relationships. There were 5 little monkeys jumping on the bed, one of them fell off the bed, consequently there were only 4 monkeys left on the bed. Children are learning about numbers and at the same time subtracting.
In addition, the song introduces a math concept “no more”, no more monkeys jumping on the bed, which represent 0.
-Geist proclaims, “Perform a dance that repeats a movement; or repeat a song with a specific rhythmic pattern” (41). In the song “The wheels on the bus” we can observe repeated rhythmic patterns such as “Round and round”, which children usually sing by performing hand motions.
The wheels on the bus go
Round and round
Round and round
Round and round
The wheels on the bus go
Round and round
All through the town
2.- The songs “The Wheels on the Bus” and “5 little monkeys jumping on the bed” can help babies to develop math skills in many ways:
– When singing “The Wheels on the bus”, children can learn about contrasting actions such as “Up and Down;” for example, the song says “the children on the bus go up and down, up and down”
-When singing “5 little monkeys jumping on the bed” children are being introduce to spatial relationships that set the stage for understanding numbers. For example. “5 little monkeys were jumping on the bed”, one of them fell off the bed, consequently there were only 4 monkeys left on the bed. Children are learning about numbers, counting and at the same time subtracting.
-In addition the song introduce the math concept “no more” when singing “no more monkeys jumping on the bed”.
– When singing “The Wheels on the Bus”, children are exposed to repeated rhythmic patterns such as “Round and round, Round and round, Round and round,”, which children usually sing by performing hand motions.
-When singing “the Wheels on the bus,” children are exposed to math concepts “up and down”, that children perform putting his arms up and down. For example, the children on the bus go up and down.
3.- What math skills from Geist (2009) are the babies in the video developing? How?
-Baby #1 is playing with a rattle, by shaking the rattle this produce a sound, the baby can experiment and experience rhythm and steady beat.
-Baby #2 is exploring how his body fits in space and seeing things from different perspectives (inside and outside) When the baby got inside the box, the caregiver said “You got in the box,” when the baby was getting out the box she said “let me see you get out by yourself” Geist states, “Talk about what children are doing so they begin to learn the words that describe math concepts”(41) In this case the math concepts were “get in and get out”
-Baby #3 when playing with blocks she is participating in a patterning activity, the caregiver is placing one block on top of another block, the baby observed, the first tries she dumped the blocks but finally she accomplished to place the red block on top of the blue block, she created repetitions of objects. The caregiver said “Yeah Maria you did”
4.- What can infant teacher do to help babies develop math skills?
-Greenberg states “As a teacher or caregiver, you likely play games and sing songs that use numbers and counting. Use comparison words such as big and little (measurement) and explain the order of everyday routines and experiences(patterns)” (62).
-Introduce math concepts such as “more, all gone, no more.” For example, after feeding the baby, we can ask him Do you want more?
-Geist states “Talk about what children are doing so they can begin to learn the words that describe math concepts. you climbed up on the pillows, then you jumped down” (41).
-Geist “Encourage children to explore how their own bodies fit in space and see things from different perspectives” (41). For example, we can tell the baby “look the car is outside the house and we are inside the house”
5.- In the video the 18-month-old baby wearing the blue shirt presented the next milestones:
-Cognitive, he knew how ordinary things work, he used the spoon and took the grains in the bowl with it.
-Social/emotional, He pointed to show her caregiver something interesting in this case when he was done with activity, he pointed at his caregiver with the empty wood stick.
-Physical/motor, fine motor skills, he knew how to hold a spoon. In addition, He returned the tray to the shelve by himself.
-Language/communication, he said several single words such as: ohh ohh, done, and yeah.
6.- How is the 18-month-old’s development different from the 1-year -old baby that you observed in?
-Cognitive. – The one-year-old baby put the ball into the hole when he was playing in the ball pull, the 18-month-old baby knew how ordinary things work, he used the spoon and took the grains in the bowl with it.
-Social/emotional. – The one-year-old baby interacted with an adult by handing a necklace to a lady who was sitting next to him. The 18-month-old baby interacted with his caregiver, He pointed with the stick to show her caregiver that he was done with activity.
-Physical/ motor. – The one-year-old baby was able to sit down without help, he stood alone holding on furniture. The 18-month-old baby walked with no support; he knew how to hold a spoon. In addition, He returned the tray to the shelve by himself.
-Language/ communication. – The one-year-old baby shook his head no when the lady sitting next to him asked him if can say something. The 18-month-old baby said several single words such as: ohh ohh, done, yeah.
Marcela — Thanks for your comment in this activity. You wove insights from the reading into your comment. In the videos of babies playing in relation to math skills, I wonder, could the baby climbing in and out of the box also be learning about spatial relationships? Math talk is a powerful tool to help babies “learn math”; I wonder, how could infant teacher embed math talk into their daily routines with babies? Thanks for your thoughtful comparison of the 12-month old baby’s and the 18-month-old baby’s developmental milestones!
1. What specific math skills/concepts from Geist (2009) could a baby develop from your toy?
-The baby could develop recognition, classification, strengthen hand-eye coordination, name shapes. Geist (2009) states “Classification skills will one day be used for the math content areas of measurement, patterning/algebra, geometry/spatial”.
2. How will the toy help the baby develop those math skills?
-The toy will help the baby develop those math skills by the baby being able to understand and recognize the geometric appearance. Geist (2009) states “Infants and toddlers look for exact matches because that is the label of classifying they can handle”
3. What math skills from Geist (2009) are the babies in the video developing? How?
-The first baby is shaking her to toy so the baby is able to made her own music and experience rhythm
-The second baby is using his whole body to explore how his body fit inside of the box and outside of the box
-The third baby is playing with blocks trying to place one on top of the other.
4. What can infant teacher do to help babies develop math skills?
-Make a list of math talk words and phrases
-Identify opportunities to use math talk
-Reflect on your daily routines
-Provide a variety of toys
-Provide a plenty of blocks and other toys and items of different shapes, color, and sizes
5. Which 18-month-old did you focus on (indicate the color of their child’s short)? What cognitive, social/emotional, physical/motor, and language/communication developmental milestones is the 18-month-old baby in the video demonstrating? How?
I observed the baby with the blue shirt
-Cognitive He knows what ordinary things are used for, so he knows that he can use the spoon to move items from one plate to another.
-Social/emotional He points to show others something interesting.
-Physical/motor He walks alone.
-Language/communication He said several single words.
6. How is the 18-month-old’s cognitive, social/emotional, physical/motor, and language/communication development different from the 1-year-old baby that you observed in?
-Cognitive the 18 month old baby knows he can use the spoon to move items from one plate to another, while the 1 year old baby explore throwing balls.
-Social/emotional the 18 month old baby points to show others something interesting, while the 1 year old baby was playing independently.
-Physical/motor the 18 month old baby walks alone, while the 1 year old baby take a few steps without holding on.
Language/communication the 18 month old baby said several single words, while the 1 year old baby makes “no” gestures with the head.
Daniela, Thanks for your comment in this activity. You wove the readings into your comment. By using a shape sorter, babies learn relationships between concrete objects & classification. Thinking of what math talk you will use as an infant teacher — and how to embed math talk into the day/ routines — is intentional which ensures the teacher is more likely to do it. As you describe in your comment, the play & actions of the 18-month-old baby are more purposeful & planned compared to the 12-month-old. In addition to walking alone, I wonder, what else did the 18-month-old do while walking in the video?
1)Some specific math skills/concepts from Geist (2009) could a baby develop from my toy which is a “Laundry Basket” they’ll be able to tell the differences in sizes, uses their senes and motor skills.
2)The “Laundry Basket” toy help the baby develop those math skills is it leads children to an understanding of quantification (how much and how many) and comparisons ( more and less )
3)The type of math skills the babies are developing from Geist (2009) in the
1st video the baby is laying down playing with the rattle listening to the sound it makes every time she shakes it.
2nd baby is going in and out the clear container while they’re talking to him saying “He was able to go in”
3rd baby just playing with the blocks, they tell her ” You did it” and she gets excited.
4)Some things infants teachers can do to help develop math skills would be
-Give options of toys
-Pattern of colors, sizes,
-Musical objects
5)BLUE SHIRT
Cognitive: The ball falls off and he’s able to reach back for it and place it back into the stick,
Social/Emotional: Got excited when got the ball back and said “hellooooo”
Physical/Motor: he is able to walk and put the tray and take it back to the table.
Language/Communication: Said “Hello” and “Play”
6)
Cognitive:The 18 month old would be able to use the spoon while the 1 year old was more active like throwing balls.
Social/Emotional:18 month old was be amazed and the 1 year old was able to be able to play on his own.
Physical/Motor:The 18 month old would walk alone, and the 1 year old took couple of steps.
Language/Communication: The 18 month old said very short words while the 1 year one would say a solid “no” and nods.
Lesly, Thanks for your comment in this activity. The laundry basket helps babies understand the differences in sizes & shapes, as well as relationships between concrete objects; I wonder, how does the laundry basket help a baby to under stand “how many’ or “more”? In the video, the 1st baby is making sounds, I wonder, what other math skills is the baby using? I wonder, what math skills are the 2nd baby (playing in the box) and 3rd baby (playing with blocks) learning/ using? Thinking about the development of the boy in the blue shirt, I wonder, what other cognitive, social/ emotional, physical/ motor, and language/ communication milestones did the baby demonstrate? How?
1- The baby can develop classification skills they will also use there motor skills . They are using there ability to compare size and shape and see which shape will fit into the right hole.“Infants and toddlers look for exact matches because that is the label of classifying they can handle” (geist 2009)
2-The toy will help the child to strengthen their hand and eye coordination and problem solving skills.
3-The child in the video climbed into the container this is how children become more aware of their bodies and the objects around them being in different positions lets children pay attention to where things and spaces are in relation to one another (geist 2009)
4-Teachers can encourage children to explore how their own bodies fit in spaces. They can also use math words. Teachers can use instruments in class and focus on children songs that are based on repeating rhythmic patterns.
5- The child with the blue shirt.
cognitive- He was able to put the beads on to the stick
social / emotional- He is playing with another child even though they are not playing together they are playing side by side.
physical/motor- He was able to put the items back on the tray and carry the tray to the shelf and put it back.
language-He says a few words like uh-oh
6-
1.What specific math skills/concepts from Geist (2009) could a baby develop from your toy?
The child could create acknowledgment, order, reinforce deftness, name shapes. Geist (2009) states “Order abilities will one day be utilized for the numerical substance spaces of estimation, designing/variable based math, calculation/spatial”.
2.How will the toy help the baby develop those math skills?
The toy will assist the child with building up those numerical abilities by the infant having the option to comprehend and perceive the mathematical appearance. Geist (2009) states “Babies and little children search for accurate matches since that is the mark of grouping they can deal with
3.What math skills from Geist (2009) are the babies in the video developing? How?
– The first baby is shaking her toy making her own music and experience beat
– The second infant is utilizing his entire body to investigate how his body would fit within the crate and outside of the crate
– The third infant is playing with blocks attempting to put one on top of the other.
4.What can infant teacher do to help babies develop math skills?
– Reflect on your every day schedules
– Provide an assortment of toys
5.Which 18-month-old did you focus on (indicate the color of their child’s short)? What cognitive, social/emotional, physical/motor, and language/communication developmental milestones is the 18-month-old baby in the video demonstrating? How? I focused on the child with the blue shirt
Cognitive: he utilized the spoon and took the grains in the bowl with it.
Social/Emotional: Got energized when got the ball back and said “hellooooo”
Physical/Motor He walks by himself .
language-He says a few words like uh-oh, hello and other singular words.
6.How is the 18-month-old’s cognitive, social/emotional, physical/motor, and language/communication development different from the 1-year-old baby that you observed in?
Cognitive:The 18 month old would have the option to utilize the spoon while the 1 year old was more dynamic like tossing balls.
Social/Emotional:The 18 month old was be astounded and the 1 year old had the option to have the option to play all alone.
Physical/Motor:The 18 month old would walk alone, and the 1 year old a few strides.
Language/Communication: The 18 month old said exceptionally short words while the 1 year one would say a strong “no” and gestures.
Thanks for your comment in this activity Selanie! You describe the actions of the babies in the videos; I wonder, how do those actions connect to math concepts? I wonder, how can the daily schedule and the toys in the classroom specifically support math concepts, and which math concepts?
1.What specific math skills/concepts from Geist (2009) could a baby develop from your toy?
According to Geist (2009), a baby could develop the concept of conservation. The toy is a laundry basket. The infant can fill and empty the basket, while learning about varied sizes and capacities. Conservation can be used in the future for numbers and classifications as well.
2. How will the toy help the baby develop those math skills?
The laundry basket can be used to determine different shapes and sizes as its used as a container. This can be used to count objects and classify them.
3. What math skills from Geist (2009) are the babies in the video developing? How?
The babies are learning about patterning in the video with the beads. The babies also learning about conservation when switching the beads from plate to plate.
4. What can infant teacher do to help babies develop math skills?
Infant teachers can encourage their curiosity by exposing them repeatedly to those toys and through verbal cues.
5. Which 18-month-old did you focus on (indicate the color of their child’s short?) What cognitive, social, emotional, physical/motor and language/communication developmental milestones in the 18-month-old baby in the video demonstrating? How?
I focus on the child with the blue and white shorts. He was continually active. The 18-month-old demonstrated his cognitive/social skills and language/communication skills by picking up a bead on the floor after his teacher told him it fell. The child demonstrated his physical/motor skills by getting up and putting his toy away in exchange for another.
6. How is the 18-month-old cognitive, social/emotional, physical/motor and language/communication development different from the 1-year-old baby that you observed in?
The 18-month-old’ s actions are more purposeful. His intentions are clear as he has more developmental milestones.