What’s in Niaz’s lunch box?Three year old Niaz wants a glass of water. When the teacher asks him if he had one at home this makes him think about what he's brought today in his lunch box. How many things does he have and can he remember them all?
Good for looking at
- Mathematical development
- Finger counting
- Effective practice
Three year old Niaz wants a glass of water. When the teacher asks him if he had one at home this makes him think about what he’s brought today in his lunch box. How many things does he have and can he remember them all?
- What cues can you see that show what Niaz is interested in? (Look out for gestures as well as spoken language)
- How is Niaz learning? Which areas of development, engagement and characteristics of learning can you observe?
- In what ways does the adult support Niaz’s learning?
What are your thoughts about:
- How Niaz was trying to communicate?
- What and how he is learning?
- The role of the adult in this interaction – how did she support Niaz (and the other children)?
- The value of this type of interaction for Niaz?
What would you do to:
- Support Niaz’s development of strategies for remembering?
- Use Niaz’s nterest in things he’s brought from home (the packed lunch) to support his learning?
- Extend Niaz’s visual way of learning number and very simple addition? What other counting and finger games could you show the children?
- Model behaviours for young children and show how useful they are?
- Do you need to encourage more of the use of fingers for counting with the children in your setting?
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