Introduction
Mathematical abilities are first and foremost about problem solving, which is accomplished by interaction with items, plans, and people, and which helps children to gain the capacity to measure, calculate quantity, and act on the basis of facts.
These skills develop when the stimuli linked to dealing with reality from a mathematical standpoint are offered in pleasurable activities, in the form of play, but also with the richness and diversity that allow for a creative rather than schematic approach to issues.
https://drive.google.com/file/d/1wJQWJovI87MET4zgwOqXCLJKlzfGSVj1/view
Task
Activity
Choose a theme, e.g. a fairy tale where the hero faces a problem.
Jack and the Beanstalk
Problem: The only way to get to the castle is to climb the beanstalk.
Challenge: Design an alternative way for Jack to get to the castle in the sky. He must be able to get to the castle without disturbing the giant.
Development Objectives:
Phase 1 Problems and their practical solution (3-4 years old)
- understanding a problematic situation
- analysing a problem
- identify the core of the problem
- experimenting with different solutions
Phase 2: Representation of problems (4-5 years old)
- formulating a problem
- try out visualisation solutions
- making a drawing
- replace drawings with symbols
- find different solutions
Phase 3 Symbols and language for problem solving
- use brainstorming to make a mind map
- verify the correspondence between the story and the mind map
- use the corresponding vocabulary
- discuss possible solutions
- represent the problem with symbols
- describe the steps followed
- represent the solution
- apply the method to another situation
Process
How is problem solving taught in kindergarten?
- We use everyday situations
- We ask open-ended questions
- We focus on emotions
- We read books and tell stories
- We exploit children's natural curiosity and interests
- We model the problem-solving process
- We look for the solution in the child
Evaluation
Diagnostic assessment:
The diagnostic assessment is done at the beginning to measure pre-existing knowledge.
Formative assessment:
Formative assessment is used during a unit to determine students' progress.
Summative assessment :
Summative assessment provides a summative description of student achievement.
Co-constructing learning with children: Assessment for learning and assessment as learning
Through pedagogical documentation (portfolio), teachers connect learning and teaching as they share, review, and interpret evidence of children's learning with children. Children reflect on the documentation with educators and educators provide descriptive feedback that helps children understand what they are learning and provides guidance on where they can go next in their learning. Working with an enquiring attitude, educators engage in questions and dialogue with children to understand what they are thinking and wondering about, and consider possible adjustments to their practice to meet the child's learning needs. Educators and children come to a shared understanding of what they have learned and negotiate next steps in learning - that is, they co-construct children's learning.
Conclusion
With problem-solving activities that are meaningful to children, we achieve development and fostering:
- Lateral thinking
- Creativity
- Developing creative and creative thinking
- Decision making skills
- Initiative
- Logical thinking
- Perseverance
- Communication skills
- Negotiation skills