Read:

Chapter 8 (Spatial Relationships: Mapping the World Around Us) and these articles from NAEYC (Toys as Tools: Everyday Science Experiences (Links to an external site.)and Making, Tinkering, and the Toy Store Project(Links to an external site.)). Then, answer the following reflection questions.

Chapter 8 Reflection Questions:

1. Children learn to move through space and handle objects from a very early age. As a teacher, how do you mathematize those daily experiences for children?

2. What kinds of mathematical thinking are supported by block play? What might you say to an administrator or parent who questions or does not see the value of time spent playing in the block corner?

NAEYC Article Reflection Questions:

1. Technology and use of "tools" in an early childhood classroom can sometimes be limited to traditional "computer time" or screen time of some sort. After reading through the NAEYC articles, what are some different definitions and examples of tools and technology suggested?

2. The "Toys as Tools" article describes different ways to utilize different toys and materials in the classroom in order to help children's understanding and exploration of math and science concepts. What toys or materials have you used or are wanting to use in your own classroom to teach about math and science concepts?

3. The "Making, Tinkering..." article described a very different way to use a computer in terms of learning about and utilizing tools and technology. What are your thoughts on play similar to this? Are there other items you can think of that could be used in a similar way?

https://youtu.be/EpP4SZ7xZZU

1. How does the sequence of activities support children to represent their understanding of spatial relationships in more than one way?

2. What evidence do you see that children are engaged and are actively constructing their own understanding of the data?

3. What are ways this teacher supports children's language development in addition to children's understanding of spatial relationships?