CHAPTER 1:
LESSON 1.2 THE IMPORTANCE OF EARLY CHILDHOOD MATHEMATICS
Objectives
At the end of the lesson, the learners should be able to:
1. Define early mathematics and identify basic concepts such as counting, shapes, and
patterns.
2. Demonstrate simple math skills like counting and recognizing numbers.
3. Explain the importance of early mathematics in everyday life.
Introduction
Early mathematics play a vital role in a child’s overall development. It introduces
young learners to basic concepts such as counting, shapes, patterns, and numbers,
which serve as the foundation for more advanced mathematical skills. Through
engaging activities like games, songs, and everyday experiences, children begin to
understand how math is connected to real life. Early exposure to mathematics not only
improves problem-solving and logical thinking but also supports language and
cognitive development. By learning math at an early age, children build confidence
and develop a positive attitude toward learning.
Content
Builds a strong foundation for future math learning
➢ Helps learners understand basic concepts like counting, patterns, and shapes,
which are essential for more advanced topics such as addition, subtraction, and
problem-solving.
Enhances logical thinking and problem-solving
➢ Encourages children to think step-by-step, recognize relationships, and make
decisions, which are important skills not only in math but also in everyday
situations.
Supports language and cognitive development
➢ Introduces mathematical vocabulary (e.g., more, less, equal, before, after) and
improves memory, attention, and understanding.
Boosts confidence in using numbers
➢ Gives learners a sense of achievement when they solve problems correctly,
helping them feel more confident and less anxious about math.
Develops real-life application skills
➢ Helps learners use math in daily activities such as telling time, counting money,
measuring, and organizing objects.
Encourages independence and critical thinking
➢ Allows learners to explore, ask questions, and find solutions on their own,
building independence and deeper understanding.
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Assessment
1. What is number sense?
2. Why is recognizing shapes important for children?
3. What is sorting in early mathematics?
4. How do patterns help children learn math?
5. What is comparing in early math?
Answers Key
1. Number sense is the understanding of numbers and how they work. It helps children
recognize numbers, count correctly, and solve simple problems.
2. Recognizing shapes helps children understand their environment and improves their
visual and spatial skills.
3. Sorting is grouping objects based on their similarities, such as color, size, or shape.
4. Patterns help children predict what comes next and develop logical thinking skills.
5. Comparing is identifying differences and similarities between objects, such as bigger
or smaller, more or less.
Reference
Website:[Link]
learning/professional-learning/numeracy-in-early-childhood
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CHAPTER 3
LESSON 3.4 JEROME BRUNER
Objectives
At the end of the lesson, the students will be able to:
1. Explain the main ideas of Jerome Bruner’s theory in their own words.
2. Analyze how scaffolding and spiral curriculum support learning.
3. Differentiate the three modes of cognitive development with examples.
4. Apply Bruner’s concepts to real classroom situations.
5. Evaluate the importance of active learning in constructing knowledge.
Introduction
Learning is not just about memorizing facts—it is about understanding and
discovering ideas. Jerome Bruner believed that students learn best when they are
actively involved in the learning process. Instead of simply receiving information,
learners build their own understanding through experience, interaction, and reflection.
Bruner introduced important concepts like scaffolding, where teachers guide students
step-by-step, and the spiral curriculum, where topics are revisited and deepened over
time. He also explained that learners develop thinking through different stages: action
(enactive),images (iconic), and language (symbolic). Understanding Bruner’s ideas
helps us create meaningful and engaging learning experiences.
Content
Jerome Bruner is…
• Born: October 1, 1915, New York
• Education: BA, Duke University (1937)
• PhD in Psychology, Harvard University (1941)
• Affiliations: APA, Law & Society Association, Society for Research in Child
Development
Key Publications:
• The Process of Education (1960)
• Actual Minds, Possible Worlds (1987)
• Acts of Meaning (1991)
• The Culture of Education (1996)
• Known for: Cognitive psychology, educational psychology, Scaffolding Theory, Spiral
Curriculum
CORE PRINCIPLES OF BRUNER'S THEORY
1. Readiness – Instruction should connect to students’ experiences and motivation.
2. Spiral Organization – Knowledge should be structured so learners can grasp it easily
and revisit it at deeper levels.
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3. Going Beyond Information – Teaching should encourage learners to extrapolate and
fill gaps independently.
FEATURES OF INSTRUCTION
• Focus on active learning: learners construct new ideas based on prior knowledge.
➢ Instruction involves:
▪ Selecting and transforming information
▪ Decision-making
▪ Generating hypotheses
▪ Making meaning from experiences
• Effective teaching considers:
▪ Learner’s tendency toward learning
• How knowledge is structured
▪ Best sequence for presenting material
▪ Nature and pacing of rewards/punishments
Modes of Cognitive Development
• Enactive (0–3 years) – Learning through action (e.g., building models).
• Iconic (3–8 years) – Learning through images and visuals (e.g., watching films).
• Symbolic (8+ years) – Learning through language and symbols (e.g., reading texts,
discussions).
CLASSROOM APPLICATIONS
Provide varied study materials and activities: Example (learning about dinosaurs):
• Enactive: Construct a model
• Iconic: Watch a film -
• Symbolic: Read reference texts and discuss findings -
• Use technology:
➢ Manipulatives for enactive stage
➢ Videos for iconic stage
➢ Simulations for symbolic stage
KEY THEORIES
➢ Scaffolding Theory
• Support provided by adults or peers to help learners accomplish tasks they cannot yet
do alone.
Examples: Bedtime stories, read-alouds, guided dialogue.
➢ Spiral Curriculum
• Learners revisit topics repeatedly, each time at a deeper level.
• Encourages continuous building of knowledge and skills.
CONSTRUCTIVIST LEARNING ENVIRONMENT
• Multiple representations of reality
• Authentic tasks in meaningful contexts
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• Real-world or case-based learning
• Reflection on experiences
• Collaborative construction of knowledge through social negotiation
Assessment
1. It is when a teacher gives support to help a student learn something they cannot do
yet.
2. This means going back to a lesson again and again to understand it better.
3. This mode of learning happens when a child learns by doing or using actions.
4. This mode of learning uses pictures, images, or videos.
5. This mode of learning uses words, language, and thinking.
Answers Key
1. Scaffolding
2. Spiral Curriculum
3. Enactive
4. Iconic
5. Symbolic
References
Bruner, Jerome. Retrieved June 3, 2008. NYU Department of Psychology. - Flores,
Nicole. Jerome Bruner’s Educational Theory. New Foundations. Retrieved June 3,
2008. - Hollyman, David. Jerome Bruner: A Web Overview. Retrieved June 3, 2008.
- Learning and Teaching. Retrieved from:
[Link] - Learning Theories.
Retrieved from: [Link] - [Link].
Learning Theory of Gestalt. Retrieved from: [Link]
[Link] - A2Z Psychology. Gestalt Theory. Retrieved from:
[Link]