We encounter mathematics every day and in all areas of life: we compare the prices at the grocery store, ask about the time or weigh ourselves in the morning. As the children actively and with great curiosity discover and explore their environment, they learn about mathematical laws in a playful way. They are curious and enjoy expressing their everyday experiences with mathematics and explore mathematical relationships. As early as kindergarten age, they learn without systematic schooling, counting in small numbers and have pleasure in organizing, classifying and comparing. Educators can promote development in the field of education and experiential mathematics by allowing the children intense sensory experiences and give them a variety of game opportunities to make them conscious of every day mathematics. The formation of mathematical competence is closely related to the linguistic and motor development. In the course of language acquisition, children learn to associate things and situations in their environment with terms. Through language, categories can be formed, shapes and patterns can be named, analyzed and compared. The linguistic reflection of sensual experience forms the basis for all cognitive processes and therefore also for the development of mathematical concepts. In turn, children have experiences with movement that are later meaningful for the understanding of geometry: you explore the room, change the perspective by climbing on chairs, and capture space management relationships with terminology such as top, bottom, before, after, next,above ,below. Here you will find an extract of our concept to developing this range: (Please click on the pictures to obtain a larger view)
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