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Charter Oak State College *
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Mathematics
Date
Jan 9, 2024
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Part 1
Promoting mathematical thinking should be woven throughout the day in preschool to
provide children with engaging opportunities to build critical math skills. Sets, counting, and
number sense are foundations for math success, and thoughtfully incorporating them into
routines taps into children's natural curiosity while avoiding an academic, worksheet-driven
approach.
For example, regarding sets, when playing with blocks during free choice time, teachers
can provide collections of containers and items for sorting and categorizing (NAEYC, 2022). As
children group objects by color, shape, size, or other attributes, they grow their understanding of
sets and classification systems. Songs with sets of objects – like "The Wheels on the Bus"
showing a set of bus wheels – invite counting while cleaning up (Erikson Institute, 2023). Asking
a child to bring 5 napkins to set the table turns a rote task into a chance to think mathematically
about number relationships (NAEYC Position Statement, n.d.).
Likewise, various transitions offer organic opportunities to integrate counting, such as
tallying steps, walking in line, or reciting number sequences while riding the elevator. Singing
songs like "10 Little Monkeys Jumping on the Bed" builds familiarity with the counting
sequence while occupying wait time (NAEYC, 2022). A classroom job like a snack helper lets
children count plates for the quantity needed for their peers, reinforcing the connection between
numbers, sets, and concrete objects in their world (Erikson Institute, 2023). Responsibilities
allow for the purposeful practice of emerging math abilities.
Understanding quantities, symbols, and their relationships supports number sense
development. Games that ask “How many do you see?” or “Which is more?” encourage number
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sense development using everyday situations (NAEYC Position Statement, 2002). Putting
numerals around the room for identification checks reinforces number recognition tied to the
quantities represented by those symbols (CT ELDS, 2022). Asking open questions like "Who has
more crackers?" during lunch elicits mathematical thinking and explanations from children about
comparative relationships between sets (NAEYC, 2022).
References
Connecticut Office of Early Childhood (2022). Connecticut early learning and development
standards: A guide to domains and strands.
pp. 79-126
NAEYC Position Statement. (n.d.). Early childhood mathematics: Promoting good beginnings.
Pp. 4-10.
National Association for the Education of Young Children (2022). NAEYC early learning
program accreditation standards and assessment items.
https://www.naeyc.org/sites/default/files/globally-
shared/downloads/PDFs/accreditation/early-
learning/standards_and_assessment_web_0.pdf
The Erikson Institute Early Math Collaborative (2023). Big ideas of early mathematics.
https://earlymath.erikson.edu/why-early-math-everyday-math/big-ideas-learning-early-
mathematics/
Part 2
In his TED Talk, Dr. Stuart Brown argues that play is essential for human development
and intelligence. He shares research showing that violent offenders often lack opportunities for
play in childhood. He describes an encounter between a wild polar bear and sled dog entering an
unexpected “play ballet” that defied their usual “carnivorous nature” (Brown, n.d., 2:25). This
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illustrates how play can override innate behaviors and spur novel possibilities between two
creatures. Additionally, animal studies demonstrate that play deprivation impairs brain
development and the ability to respond adaptively to stress.
Dr. Brown theorizes that through signals facilitating a mutually trusting “state of play,”
new worlds emerge (Brown, n.d., 3:13). Similarly, when caregivers attune playfully with infants,
Dr. Brown notes an “eruption of joy” sparking right-brain activation in both (Brown, n.d., 4:29).
He believes this foundational play scaffolds complex play and social-emotional capacities
fundamental to human intelligence. However, Dr. Brown warns that play deprivation can
severely impact development, referencing studies linking suppressed play to violent criminality
(Brown, n.d., 3:58). Data shows play fires up the cerebellum and frontal lobe, suggesting play
enables adaptive stress responses.
Essentially, Dr. Brown's theory aligns with research in The Cambridge Handbook of Play,
showing play facilitates cognitive, social-emotional, and motor development (Brookshire &
Howard, 2019). Children with disabilities affecting these areas are especially likely to experience
play deprivation due to physical, social, or learning challenges. However, they have the same
developmental need for play.
Through thoughtful planning and support, teachers can facilitate more inclusive play for
children with special needs. Creating adaptable spaces conducive to varied sensory-motor play
accommodates more ability levels (Brookshire & Howard, 2019). Most powerfully, an attitude
valuing each child's contributions makes play spaces more inclusive. Dr. Brown emphasizes such
acceptance allows the "joyful emergence" of deep developmental gains (Brown, n.d.).
Committing to modifications ensuring play opportunities for all children, especially those facing
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barriers, conveys every child matters. The creative possibilities emerging from neurodiverse play
can catalyze learning on an individual and classroom level.
Lastly, inclusive play opportunities benefit all children by promoting diversity awareness
and social skills (Brookshire & Howard, 2019). Strategies to facilitate play for children with
special needs include environmental adaptations, assistive technology, adult facilitation, peer
support, and thoughtful activity planning considering various ability levels. Additionally,
unstructured outdoor play and movement activities have therapeutic benefits.
References
Brookshire, R. G., & Howard, J. A. (Eds.). (2019). Cambridge handbook of play: Developmental
and disciplinary perspectives. Cambridge University Press.
Brown, S. (n.d.). Play is more than just fun [Video]. TED Talks.
https://www.ted.com/talks/stuart_brown_play_is_more_than_just_fun?language=en