| -- End Ad Box ---> | | | | warn children about what's too hot to touch or eat! |
| My preschooler can count twice as high as your | | | | Managing money -- Children can start knowing |
| preschooler -- but does that mean she really | | | | about money even before elementary tutoring. You |
| understands number concepts? In truth, she has | | | | can start letting your child touch, count, save, sort, and |
| memorized a sequence of words. Although children | | | | spend money. What better way to teach children |
| can't learn math unless they know how to count, | | | | about the value of money than by taking them |
| counting is only one aspect of math. | | | | shopping and showing them how much they must pay |
| Children begin to count on their own as they grow, and | | | | for items -- and how much they will save with |
| they learn from everyday experiences with length, | | | | coupons! |
| quantity, time, temperature, money, and more. Through | | | | Around the house -- Household repairs offer |
| Preschool program, children expand their true | | | | children excellent opportunities to practice math skills. |
| understanding of math. Adults should recognize that | | | | Let children watch as you measure a door frame, or |
| games such as sorting and putting objects in sequence | | | | hang a picture in the center of a wall. Children can help |
| are actually early experiments in math, even if they | | | | you make a list of items you will need to complete a |
| don't look much like geometry! | | | | project, including the number of tools. Everyday |
| Here are some everyday opportunities for children to | | | | activities like setting the timer on the VCR or setting |
| begin thinking about numbers: | | | | the dinner table are opportunities for children to count |
| All about me - Teach children their own address | | | | and work with numbers. |
| and phone number as well as their age. Also, record | | | | Play -- Children may also race against the clock or |
| their height — in centimeters and metres. Putting | | | | measure the distance they can hit or throw a ball. Help |
| a child on a scale represents an opportunity to | | | | children make neighborhood activities and sports more |
| compare pounds and Kg, and heavy versus light. | | | | than just good exercise. |
| Children can also learn what size clothes they wear, | | | | When children pretend, they often create lifelike |
| and be able to judge what will fit and what | | | | situations in which they may check a bus schedule, or |
| won’t. | | | | gauge how much gas is needed for a long car trip. |
| Cooking -- Adults pour, measure, divide, estimate | | | | Travelling -- Even a short car trip offers children |
| time, and read labels every time they prepare a meal. | | | | experiences with math. Ask children to identify the |
| Why not include young children in on the activities? | | | | speed limit on a passing sign. Estimate the number of |
| Before he can pour pancake batter or read recipes, a | | | | minutes it takes to get to a relative's house. |
| child can stir with a wooden spoon in a plastic bowl. | | | | Remember games you played in the back seat of the |
| Show a child how you follow a recipe step by step, | | | | car, like counting yellow school buses and adding up |
| and how you set the oven temperature. Remember to | | | | the numbers on license plates. |