In Kindergarten, instructional time should focus on two critical areas: (1) representing and comparing whole numbers, initially with sets of objects; (2) describing shapes and space. More learning time in Kindergarten should be devoted to number than to other topics.

• 1. Students use numbers, including written numerals, to represent quantities and to solve quantitative problems, such as counting objects in a set; counting out a given number of objects; comparing sets or numerals; and modeling simple joining and separating situations with sets of objects, or eventually with equations such as 5 + 2 = 7 and 7 – 2 = 5. (Kindergarten students should see addition and subtraction equations, and student writing of equations in kindergarten is encouraged, but it is not required.) Students choose, combine, and apply effective strategies for answering quantitative questions, including quickly recognizing the cardinalities of small sets of objects, counting and producing sets of given sizes, counting the number of objects in combined sets, or counting the number of objects that remain in a set after some are taken away.
• 2. Students describe their physical world using geometric ideas (e.g., shape, orientation, spatial relations) and vocabulary. They identify, name, and describe basic two-dimensional shapes, such as squares, triangles, circles, rectangles, and hexagons, presented in a variety of ways (e.g., with different sizes and orientations), as well as three-dimensional shapes such as cubes, cones, cylinders, and spheres. They use basic shapes and spatial reasoning to model objects in their environment and to construct more complex shapes.

So, although there are clear expectations for each area, teachers are expected to spend more time focusing on number than on any other area. This expectation reinforces the idea that number sense is the foundational skill on which all other mathematical skills are built.  That means that we too, should focus on number.

Next week I am going to explore the first area of the mathematics Core – Counting and Cardinality.  Can’t wait!

According to the Core Standards website:

The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.

The standards are designed for children in K-12 and as of today’s date, 45 of the United States (Illinois included), 4 territories and the District of Columba have adopted the Core as  the newest means of delineating what children should be learning, what they need to know, and ways of assessing whether or not this learning is happening.

What does this mean for Home Child Care Providers, Preschool Teachers, and Infant and Toddler Specialists? For starters, the early childhood years are still defined as 0-8, so the Core includes the K-3 grades, which are clearly still in our wheelhouse.  Since Early Childhood Educators have studied education and development through age 8, we have a vested interest in closely examining the Core for developmental appropriateness since it is us who will be preparing the youngest children to eventually live out the Core in their school years.

Over the next couple of weeks, I am going to unpack the Mathematics Standards for kindergarten in the Core.  This will provide us with the much-needed background to think about the mathematics education we are providing to our children in order to ready them for kindergarten.

In the meantime, NAEYC has prepared a statement about the Core entitled, “The Common Core State Standards: Caution and Opportunity for Early Childhood Education”.  Take a look at what it means to us through the eyes of NAEYC.

Reference for the Core:

Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers

Title: Common Core State Standards (insert specific content area if you are using only one)

Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C.

Copyright Date: 2010