UNIT 10 TASK 4

UNIT 10 TASK 4

Getting you ready to become a mathematical LEGEND!

Draw

Welcome to the course's. How are you feeling?

Complete the emoji.

Poll

Ready for the last task of this unit?

• Absolutely!

• I was born ready!

• Let's do this!

• So ready that I'm already finished!

Match

Match the criteria for task 4:

• Analyse reasons for valuing individual interests when supporting children’s emergent mathematical development

• Evaluate opportunities indoors and outdoors which support children’s understanding of different mathematical concepts.

• Evaluate the role of the EYP when supporting individual needs in relation to emergent mathematics.

• Critically Evaluate the benefits to children of working in partnership with parents and carers to support children’s emergent mathematics from birth to 7 years.

B1

B2

A1

A1*

• B1

• B2

• A1

• A1*

B1

Analyse reasons for valuing individual interests when supporting children’s emergent mathematical development.

You told me THAT CHILDREN LEARN BEST WHEN...

​activities are scaffolded

All physiological needs are met (Maslow)

activities have been tailored to their needs

Not hungry or tired
​they are engaged via interesting activities

An activity is fun

They are interacting

​their needs have been met

there is an enabling environment

it is a challenge

Playing with other children

using the correct mathematical language

Engaged and interested

Playing

​experimenting methods

Activities planned for them are developmentally appropriate

Children learn best when they feel as comfortable within a setting and who they surround themselves with

in an environment they are comfortable in

they have activities based on what they like and at their own level.

​Remember planning for Adam, Theo and Phoebe?
Why was it important that you valued their individual interests?

​Your answers...

​Your answers...

​Your answers...

​Your answers...

Individual interests of a child can impact understanding, motivation, interest willing to try if something is challenging amongst other things.

How can planning for Math related topics using interests to help with activity ideas help the child with Math development?

Does it make the planning easier? Will it always be a benefit? Is it always easy to take an individual interest and link it to maths topics?

PLACEMENT EXAMPLES

B2

Evaluate opportunities indoors and outdoors which support children’s understanding of different mathematical concepts. 

Remember your pitch?

Remember your pitch?

​What mathematical concepts can you develop with it?
What mathematical vocabulary can you introduce or work with it?
How can it meet children's individual needs?
Is it user-friendly?
Will it be used indoors and/or outdoors?
What are its strengths?
What are its downsides?
What difficulties may arise when working with it?

​1 indoor / 1 outdoor

A1

Evaluate the role of the EYP when supporting individual needs in relation to emergent mathematics.

You were asked to share a time when knowing something about a child's needs, helped you support their mathematical development.

Dropdown

Evaluation must cover the role of the early years practitioner when supporting children’s individual needs in relation to emergent mathematics to include:

•tracking and ​

Select answer

progress in relation to development in ​

Select answer

learning

•sharing information and ​

Select answer

record keeping

•current ​

Select answer

requirements and guidance

•​

Select answer

learning opportunities.

​Remember you can always find your answers on the Teams chat.

​Remember you can always find your answers on the Teams chat.

​Remember you can always find your answers on the Teams chat.

​Remember you can always find your answers on the Teams chat.

A1*

Critically Evaluate the benefits to children of working in partnership with parents and carers to support children’s emergent mathematics from birth to 7 years. 

A1*

Aim to cover 3 age groups - babies, toddlers and pre-schoolers
(or 3 other age distinctive age groups that you have seen in placement).

How do placement settings engage with parents to get them involved? You must show evidence of research with using references for the A*.

Can you show the point of view of the parent VS the point of view of the EYP?
As a conclusion, what overall impact will it have on the support offered to the child?

Multiple Choice

In which criteria should you use placement examples?

• None of them

• B2 maybe?

• A*

• All of them, all of the time - placement examples EVERYWHERE!

Open Ended

Any questions about task 4?

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