As educators we know the importance of literacy and embedding language or new vocabulary into our lessons or everyday interactions with young children. We tend to focus on this in the early years of life, sometimes very naturally! So why does it differ when it comes to mathematics? Why don’t we as naturally draw out […]
Traditionally small group learning takes place with a group of 3-5 students and an educator. Often times the small group is focused on a very specific academic based skill and takes place at a table in the classroom. Sometimes, it is the things that “don’t work” that teach you how to develop a system that […]
Developing and playing games with young children allows educators to naturally embed concepts, methods, build developing skills, and new vocabulary of mathematics into the play. Playing, creating, and adapting games that involve mathematics has grown to be a valuable part of our practice, especially since we know that all learners need different things from us in terms […]
Over the past year, we have been reflecting a lot on co-constructed alphabets and number lines. Cheryl and I have had rich conversations about their benefits, how they are approached, how they are used, and what their purpose is in a classroom. All over social media, you will see absolutely stunning alphabets, number lines and […]
Today during our Summer Academy course, we had a conversation with educators about the importance of slow transitions built into their days. When transitioning (e.g., from whole group to lunch) it is helpful for young children when we slowly filter them from one area to the other. This supports self regulation by providing them with […]
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