Day after day of watching her big brother Bruce sit at the dining room table working on Math Expressions and Right Start, Jenna has now started regularly asking to “do math” too. She is 23 months old now, and I’m still trying to work on visualization with her in addition to counting.
Jenna can count with correspondence from 1-3 and can also rattle off her numbers to 14. However, I’m trying to phase that part out and work on saying “ten and one, ten and two, ten and three etc.” This is what is suggested in the Right Start literature, and is a new idea to me as an educator. I’m really interested in trying it out, so my poor little girl gets to be my experimental guinea pig!
With Bruce at this age, we worked on counting and that was about it. All of his early math skills were learned at Montessori, and I didn’t begin any formal instruction with him until he was four.
Here are some of the difficulties I’ve encountered trying to teach math to an almost two year old. First of all, Jenna keeps trying to eat the math manipulatives! They are all choking hazards, so I really have to watch her and put them away up high when we are done. The other problem is her eternal asking of the question “Why?” Our most recent math session looked like this.
Me: “Can you give me two?”
Me: “Because Mommy wants two squares.”
Me: “Umm… because one square is not enough. Mommy wants two. Can you count out two?”
Jenna: “One’s nough. One’s nough Mama.”
Me: “No, one’s not enough. Mommy wants two. Please give me two.”
Jenna: “Why? Why Mama?”
At this point in the lesson I decided to just switch back to counting with correspondence. I’ve been using the counting song from Sesame Street and Jenna can now sing along. I’m not sure how much she is learning from all of this, but at least it’s a fun activity to do with Mom.