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EARLY LEARNING / Teaching Your Child Math / Re: Difficulty estimating quantity linked to math learning disability
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on: September 28, 2014, 08:09:13 AM
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Hi, My 24mo old son is similar. He can say numbers to 16 with help but doesn't recognize quantities after one. He seems to lack something called "one on one correspondence". Because I have read that some children can see the quantities before age of 12 months, I'm thinking that maybe some children just need more time to connect their brains correctly to understand the concept of a quantity. Matematics have always been very easy for me. Naturally my mom didn't do any early learning with me, so it's very hard to compare . I try to think that this is just a phase for my son and he might grasp the fun of math in few years but I'm afraid he might not love the math the way I do . IXL has great list of other math skills you could learn: http://eu.ixl.com/math/preschoolButterworth has studied this topic and listed milestones for early arithmetic learning. Naturally these ages are not absolutes but more like averages, to give an idea when the learning might happen. I also remember reading a study where it was said that counting with fingers is a normal step in learning to count and understand numbers. http://www.mathematicalbrain.com/pdf/BUTTJCPP05.PDFTable 1 Milestones in the early development of arithmeticAge | Milestones (Typical study) | 0 months | Can discriminate on the basis of small numerosities (Antell & Keating, 1983) | 4 months | Can add and subtract one (Wynn, 1992) | 11 months | Discriminates increasing from decreasing sequences of numerosities (Brannon, 2002) | 2 years | Begins to learn sequence of counting words (Fuson, 1992); can do one-to-one correspondence in a sharing task (Potter & Levy, 1968) | 2 years 6 months | Recognises that number words mean more than one (‘grabber’) (Wynn, 1990) | 3 years | Counts out small numbers of objects (Wynn, 1990) | 3 years 6 months | Can add and subtract one with objects and number words (Starkey & Gelman, 1982); Can use cardinal principle to establish numerosity of set (Gelman & Gallistel, 1978) | 4 years | Can use fingers to aid adding (Fuson & Kwon, 1992) | 5 years | Can add small numbers without being able to count out sum (Starkey & Gelman, 1982) | 5 years 6 months | Understands commutativity of addition and counts on from larger (Carpenter & Moser, 1982); can count correctly to 40 (Fuson, 1988) | 6 years | ‘Conserves’ number (Piaget, 1952) | 6 years 6 months | Understands complementarity of addition and subtraction(Bryant et al, 1999); can count correctly to 80 (Fuson, 1988) | 7 years | Retrieves some arithmetical facts from memory |
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EARLY LEARNING / Teaching Your Child - Other Topics / Re: How to keep languages going when LR curriculum finished?
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on: September 27, 2014, 07:12:58 AM
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Hi, We are also learning Chinese and our situation is similar to yours because we don't know the language by ourselfs. Our journey is just beginning, so we don't have ready answers yet. We are now at the lesson 80 in LittleReader Chinese. After it is completed I'm planning to keep introducing Chinese language at least weekly in the form of DVDs or songs. I'm also thinking of having Skype meetings with someone who would be able to speak Chinese with us. I can tell our little one is learning the language because he showed enthuasm when seeing a Chinese man talking to his son in a mall. My son also tried speaking to me in Chinese and he seems puzzled when I am unable to understand him. I'm thinking you can maybe teach the basic vocabulary and pronounication using software but would need a fluent speaker to really teach using the language and filling in the gaps. Hopefully someone who is further ahead could help us with this topic Kristiina
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EARLY LEARNING / Teaching Your Child Math / Difficulty estimating quantity linked to math learning disability
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on: September 12, 2014, 05:35:54 AM
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I find this article very interesting. It is showing that problems in identifying quantities correctly is often found from students with math learning disability. For me this sounds like a one more article faintly supporting learning math concepts early in life (although more info would be needed to make this assumption ). http://www.nih.gov/news/health/jun2011/nichd-17.htmIn the second series, nine to 15 dots of one color appeared, and the students were asked to say how many dots they saw.
Images similar to those used in the test procedure. To measure children's ability to estimate and compare quantities, the researchers administered two series of tests. In the first, the children viewed groups of dots and were asked to say whether there were more blue or yellow dots. In the second, nine to 15 dots of one color appeared, and the children were asked to say how many dots they saw. Each screen was visible for only one fifth of a second, so the children wouldn't have time to count the dots. Each screen flashed before their eyes for one fifth of a second, so the students did not have time to count the dots before answering. Each series of tests consisted of dozens of screens; the researchers considered the most accurate answers across the two series to indicate a more highly developed approximate number system.
The researchers found that students with math learning disability (math scores at or below the 10th percentile) had the poorest ANS scores. Dr. Mazzocco said that this finding suggests that problems with the ANS underlie math difficulties for children in this group.
However, children in the 11th to 25th percentile, on average, were no more likely to have poor ANS scores than were children in higher percentiles, who had no mathematical difficulties. It seems likely, Dr. Mazzocco said, that math difficulties in this group stem from a cause or causes distinct from the ANS.
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EARLY LEARNING / Early Learning - General Discussions / Re: PokerCub Update
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on: September 21, 2013, 03:45:38 PM
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Thank you for the update! We are already waiting for the next one! We have been following Fowler's advice after first reading about it in your blog. Our baby is now exactly 12 months old and is using just over 10 words with purpose and he seems to be learning one new word each week. We are also in day 144 with Little Reader. I am very excited to wait for the next year if he would show us that he has learnt any English while watching it! Please keep posting to your blog!
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Parents' Lounge / Coffee Corner - General Chat / Re: Why Smart People Do Stupid Things
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on: July 22, 2013, 07:40:56 PM
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Thank you Chris1! This is great article! It totally made sense and I recognized my self from this. I seem to be often making very quick decisions or having quick opinions on different kind of topics (should my dad buy a house? should I buy certain stocks?, you name it) without realizing I don't have enough knowledge on the topic. Rationality would be to NOT choose the instant option that pops-up to my mind as these solution but to think the topic further. Maybe the original problem is that I trust too much on my ability to get the answer right and forget to analyse other options. We once had a test in a project training course where we were supposed to build as long bridge of Lego bricks as possible. As it turned out the optimal way was to turn the bricks 90 degrees so additional weight wouldn't break the bridge (they can bear more weight vertically than horizontally). This was ten years ago, and I still feel angry I didn't get the solution. I can't help thinking rationality could be the reason why so many companies just keep on improving their products when they should be finding better solutions to their customer's problems. I will start working on these topic as a personal development activity. Kristiina
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EARLY LEARNING / Teaching Your Child - Signing, Speaking, Languages / Re: Muzzy Online
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on: July 19, 2013, 05:46:12 PM
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Thank you cattlebaron! This looks great! Only thing I am wondering is the licensing model. I would prefer a licensing model in which I wasn't limited to certain time frame (month/ year) because with a child you might want to try to avoid any pressure and that's why take some time of on the topic. Also choosing age appropriate materials might cause some jumping back and forward with different materials and software. I also prefer investing once on the materials because this seems like something we could use for next ten years. Other that licensing, this looks great! Karma to you!
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EARLY LEARNING / Teaching Your Child to Read / Re: how to teach little reader in dual language
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on: July 19, 2013, 05:20:16 PM
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Hi Seon Hye! Welcome to the forum! Here is how we do this with our 10 month old baby when studying Finnish (native), English (LR), Chinese (LR): We are using LR for daily English lessons (only Session 1) and also for Chinese lessons (Sessions 1 and 2) when ever our LO has enough energy. With English we are doing only Session 1 because our baby got bored with slower pace. I am simultaneously translating the words to our native language as we proceed in LR English. I am only translating multisensory and word split parts because they are slow enough for doing thee translation. I couldn't do the translation with Chinese LR because I don't know the words! I did not translate LR software to Finnish because I thought that he is going to learn it anyway although it might take longer time. We are anyway doing reading, some flashcards and all the everyday communication in his native language. When we have completed LR Chinese, I am planning to show him some Chinese kids tv series weekly to keep the language in active memory. I am also thinking about buying LR French to start learning yet another language! Good luck and please share your progress! Kristiina
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