Published at Wednesday, April 10th, 2019 - 03:53:35 AM. Worksheet. By Pascale Marchal.
Problem solving involves an element of risk. If we want children to learn to solve problems we must create safe environments in which they feel confident taking risks, making mistakes, learning from them, and trying again (Fordham & Anderson, 1992). In a play-based curriculum, each day provides opportunities to learn about reading, writing, and math through real, meaningful situations. For instance, children set the table for snack so each child has one napkin, one straw, and one box of milk. Children string beads to match the pattern on a card or wait their turn because there is room for only four children at the art table. Through these meaningful experiences children begin to understand number, quantity, size, and other mathematical concepts. Early childhood education experts agree that the years from birth to age eight are a critical learning time for children (Bee, 1992; Kostelnik, Soderman, & Whiren, 1993; Willis, 1995). During these years, children have many cognitive, emotional, physical, and social tasks to accomplish (Katz, 1989). While children may have the ability to perform a task, that does not mean that the task is appropriate and should be performed. Educators agree that learning to read, write, and compute are undeniably important skills for children to acquire. The question is how and when they should be learned.
Cognitive Development, Most preschool and kindergarten children are in what Piaget described as the preoperational stage of cognitive development. Letters and numerals typically mean little to the three- to six-year-olds in this stage. These children use concrete rather than abstract symbols to represent objects and ideas (Bodrova & Leong, 1996). Through pretending, children develop the ability mentally to represent the world (Bredekamp, 1987; Stone, 1995). Reading requires a child to look at symbols or representations (i.e., letters and words) and extract meaning from them. A play-based curriculum offers children opportunities throughout the day to develop the ability to think abstractly by experiencing real objects using their senses (Bredekamp, 1987; Kostelnik, Soderman, & Whiren, 1993). Blocks can represent an airplane or a train. High heels can transform a preschooler into a mother or princess. Blocks and high heels are three dimensional, tangible objects. Sufficient practice using concrete objects as symbols is a necessary prerequisite to the use and comprehension of print (Stone, 1995).
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