Important Math Skills in Early Childhood
“If
you can’t explain it to a six year old, you don’t understand it well enough
yourself.”

Albert Einstein
One
wonders why would a renowned genius scientist, Albert Einstein need to equate
all the knowledge in the world with the understanding of a six year old child.
Is it because he was prone to his own eccentricities or did he actually have
logic involved in this saying? The answer is simple. Learning occurs step by
step. If the first few rungs are faulty, one cannot hope to climb the ladder
without tripping or imbalance. If the basic fundamentals of the question “What”
are unclear, one may forget the answers to “How” or “Why” of things.
It
is therefore, imperative for the foundation to be strong, the first few steps
to may be slow but to be sure before establishing higher structure, both in
architecture and in learning. Arithmetic, one of the most important skills one
can acquire, requires an early presence in a child’s life. A common
misconception makes one to believe that arithmetic is significant only after
the formative years of one’s life, which is an erroneous belief, since
recognizing patterns and precedents from an early age is also a part of
arithmetic and one of the few ways to instill confidence in young students.
Myriad
experiences in a child’s formative years set the tone for the relationships
that a young being may have, with oneself and the society. Exposing children to
arithmetic patterns may encourage a lifelong friendship between the apparently
difficult subject and the child. Usually, the parents and the teachers put
emphasis on language and motor skills development during the early years, but
studies have shown that putting reasonable weight on arithmetic may have long
term benefits of increased cognitive function in children.
Students
may comprehend the use of numbers, basic geometry, patterns, imitation if they
are revealed the idea of arithmetic from a young age. After all, children are
more perceptive than we believe.
Exposing
children to more relatives than immediate family lets the child decipher that
there are more than two people (parental units) whom they can ask for help by
crying or screaming (as children usually do) In an attempt to let the children
know that they are loved, an opportunity to learn the arithmetic skill of
“more” or “adding” is also put in the consciousness of the child.
In
another instance, asking a toddler to take out toffees from a jar using only
one hand can also have the same result. The child, in an attempt to take as
many toffees, would take more than the mouth of the jar would allow to be taken
out. So, to take at least a few toffees, he/she would have to let go of few
toffees in the jar itself to allow his/her hand to come out. This may also
teach the concept of “less” or “subtraction” to a child in a practical way.
One
may not term these ideas as Arithmetic skills, but in reality, these examples
would teach the toddlers basic arithmetic on its own, without much effort.
Revealing
basic patterns to children too may initiate an ease in handling arithmetic. Allowing
children the sensations of touch through various blocks, moulds and books may
help them decipher shapes and outlines, therefore identifying a triangle as
different from a circle. Also, while learning counting, a general gesture of
putting index finger and middle finger together constitutes the number
recognized as two. Showing them that ring finger and thumb put together also
constitutes two, exposes them to a world of wonder, which is also indicative of
various ways to solve a single problem (a significant part of mathematics).
Using this technique would not only involve the basic thinking skills of
children, but also engage critical thinking skills and breaking pre conceived
notions of monotony ( in this case, index finger and middle finger usage to
indicate the number two). This technique is called Conservation of numbers.
This
exploration may allow a basic concept to be solidified in a very young age. Another
scientifically proven method to increase arithmetic skills exponentially is
through a step by step guide of Basic Thinking Math and Critical Thinking Math,
which is provided extensively by Eye Level Math Program. In a revolutionary
method to evolve Math skills from basic to complex, Eye Level Math deals with
Mathematics in two modules, Basic Thinking Math (BTM) and Critical Thinking
Math (CTM) which as per the convenience of the students, is available in both
online and offline modes. In an effort to merge human intelligence with path
breaking technology, Eye Level Math encourages learning through the best
qualified professionals, wonderful booklets and well adapted technology, suited
to the needs of the pupil’s interest and learning level. The Basic Thinking
Math (BTM) Curriculum has Arithmetic, Variable and Equations, Measurement,
Geometry, Probability and Statistics as its core area of pedagogy (available in
both online and offline mode). The Critical Thinking Math (CTM) Curriculum
(which is only available in the offline mode) lays emphasis on Problem Solving,
Reasoning, Spatial Sense, Relationships and Functions and Reasoning skills to
build confidence in students.
To
ensure that a young child may have all suitable material to engage, play and
learn, Eye Level Math Program uses the best tools such as Thinking Pentos,
Thinking Cubes, Thinking Bricks, Mirrors, Clear paper and various types of
blocks for students of Age 3 14 to connect with various teaching aids
visually, tangibly in an attempt to learn arithmetic in a fun and holistic
manner.
Sounds fun? Enquire about the Program at your nearest Eye Level Learning Centre at the latest!