ACKNOWLEDGE

A project of this magnitude, as for me for the first time would not be possible without the
help of many people. So, I would like to extend my heartfelt gratitude to everyone who assisted
in any way with this assignment.

Miss Dayangku Amanina Binti Awangku Omarali, for her unfailing and enthusiastic support
of all my ideas and especially for this assignment. My friends that never-ending support and
encouragement in fulfilling this work. Lastly to my family who have to cope with the irritability
and stress attendant on producing this assignment. Thank you.

Regards,
Elissia Valerie anak Lisen.
INTRODUCTION.

Parents send their children to school for them to learn varying levels of Math, Science
and English. Academic subjects compose what is called cognitive education. Eventually,
educators and psychologists realized that teaching students about these subjects alone is not
enough for them to appreciate education and perform well in school. Many students can't focus
on their studies because they were troubled by school bullying and problems at home. While
some may be tagged as brilliant, they might still be flunking their classes because of lack of
discipline.

Affective education is concerned with the beliefs, feelings and attitudes of students.
Proponents of affective education believe that academic teaching should go hand in hand with
personal and social education. For a student to perform well, he has to have a sound mind and
sound environment. There are many ways by which affective education can be done in a school.

Affective education is necessary for effective student learning. A student who has no self-
esteem issues fosters good group relationships and good group relationships translate to a
community of people who are concerned with one another.

While students are growing up, they encounter many personal problems that they might
think their parents and school mentors won't be receptive to. The guidance staff of a school
should at least be open-minded and friendly enough for students to approach them without
hesitating.
The appropriateness of the activities based on children age (refer to the children
developmental milestone emotional/social development)

Based on the two activity that I choose in tutorial 1 that is Learn Number 1 until 5 and Let
us add and Subtract. Below the explanation of the activity 1 and 2:

First Activity.

Learn Number 1 until 5.

An understanding of numbers is crucial in our daily lives. By kindergarten, most children can
learn to count and develop a basic sense of how numbers function. This work is important, it
prepares them for the more complex mathematical tasks they will face in the coming school
years. Teach children to count from one to five, most can remember the ten numbers fairly easily
and learn to recite them, like a song or rhyme. Practice this basic skill at every opportunity.

Explanation about teaching aid.

First, we can introduce topics using multiple representation. The more types of representations
that you can present to students addressing their different learning styles, the more likely they
will truly understand the concept being presented. Different representations could include using
manipulatives, showing a picture, drawing out the problem, and offering a symbolic
representation.For example, we can use object in the class to represent number 1 until 5.

Secondly is use mathematic talk. Initiating conversations about math and numbers can happen
anywhere. Engaging with a child in mathematical talk is simple using number or quantity words
to talk about everyday things. For example, two toys represent number 2.

This activity can increase a social interaction between children and others. They know how to
used the number 1 until 5 in their daily life. For example, Experts in early childhood education
developments believe that play stimulate brain function that occur nurture the cognitive, social,
emotional and physical development of a child. During play, children interact with peers and
adult through discussion and questioning. The social skills can be improves through this
discussion. For example, children use a number in discussing in the classroom with peers or
adults or teacher.
Second Activity.

Let us add and subtract.

Addition is a mathematical operation that explains the total amount of objects when they are put
together in a collection. For example, lets say that Ali has 2 apples and Laura has 3 apples, and
that we want to find out how many apples they have together. By adding them together, we see
that both of them combined have 5 apples (2 Ali apples + 3 Lauras apples = 5 apples in total).

Subtraction is the arithmetic operation that is the opposite of addition. Subtraction is used when
you want to know how many objects are left in the group after you take away a certain amount of
objects from that group. For example, Maggie has 5 apples and she gives 2 apples to her friend
Paul. She has 3 apples (5 apples that she had 2 apples that she gave to Paul = 3 apples that are
left to her).

Explanation about teaching aid.

Childrens early experience of addition and subtraction may include an understanding that when
I add, I get more and when I subtract, I have less than what I started with. Later, when they
have some experience with negative numbers, they will learn that this is not always true. When
we combine two or more disjoint collections of objects, the total number of objects is the sum of
the numbers in each of the collections. For example, 4 + 2 = 6. But its different with subtraction
activity. Word sum always dominant with subtract. Use a teaching aid and represent the object
in class to do a subtraction activity. For example, 3 chairs 1 chair = 2 chairs.

This add and subtract activity can be relate with cognitive development. As children develop
cognitively from pre-lingual and pre-symbolic stages to the use of language and symbols to
manipulate concepts, their abilities related to later mathematics learning are also developing.
Some of the most critical cognitive abilities for mathematics learning are memory, language
skills, and the ability to make mental representations of number.

With formal schooling, memory tasks become more challenging. Children must recall the written
character for letters, numbers, and other symbols used in writing and mathematics. They are
required to remember math facts and the sequences for performing operations with numbers. In
problem solving, children are encouraged to recall a similar problem type or situation. Memory
tasks are more successful when children learn through concept understanding rather than by rote
memorization. New concepts should be connected to real-life experiences of children so that
cognitive structures are formed in long-term memory.
Why Im choose 5 years old children for that activity?

Children who are 5-6 years of age are counting 1 to 5 or 1 to 10 and able to represent
numbers to 20. This means that they can link the number of objects to the numeral. Children are
grouping objects into sets and learning to count by ones to determine the size of each set. At the
beginning of the year a small number of children may still be figuring out how to accurately
determine the number of items but most can work out sets (groups) of ten. Children of this age
can commonly model subtraction by moving groups apart. They can use ordinal numbers and
identify which object is first, second, last and second last in a race or diagram. Children at this
stage of development are modelling multiplication and division by manipulating concrete
materials to form equal groups as well as dividing amounts fairly. Children can recognise coins
and notes and understand their purpose. Children are increasingly using mathematical language
and linking their mathematical ideas. At this stage numeracy is very closely linked to
measurement tasks. Children can commonly count backwards from 10 in the second half of the
year. When recording counting children may begin to use tallies. Children will begin to start to
solve simple everyday problems using number symbols. For example if you had two blue
balloons and two red balloons there would be 4 balloons all together which you could write
2+2=4. They are able to use comparative language such as greater than, less than to describe
groups of objects. Children of this age are now able to understand the concept of less with
numbers lower than ten.

Math has become an inseparable part of our lives and whether we work in an office or
spend most of our time at home, each one of us uses math as a part of our everyday life. No
matter where we are as well as whatever we are doing, math is always there whether you notice
it or not. For those of you who feel anxious about using mathematics, here is a list of daily
activities that involve the use of this universal subject. This improved our social development.
This activity can increase a social interaction between children and others. They know how to
used the number 1 until 5 in their daily life. For example, Experts in early childhood education
developments believe that play stimulate brain function that occur nurture the cognitive, social,
emotional and physical development of a child. During play, children interact with peers and
adult through discussion and questioning. The social skills can be improves through this
discussion. For example, children use a number in discussing in the classroom with peers or
adults or teacher.
The appropriateness of the activities as referred to Dokumen Standard dan Kurikulum
Pentaksiran (DSKP) document.
K.D 3.2.2 Berkongsi alat dan bahan dengan orang lain semasa mengadakan aktiviti.

This we can relate with emotional and communication. Social-emotional development

includes the childs experience, expression, and management of emotions and the ability to
establish positive and rewarding relationships with others. The core features of emotional
development include the ability to identify and understand ones own feelings, to accurately read
and comprehend emotional states in others, to manage strong emotions and their expression in a
constructive manner, to regulate ones own behavior, to develop empathy for others, and to
establish and maintain relationships.

Infants experience, express, and perceive emotions before they fully understand them. In
learning to recognize, label, manage, and communicate their emotions and to perceive and
attempt to understand the emotions of others, children build skills that connect them with family,
peers, teachers, and the community. These growing capacities help young children to become
competent in negotiating increasingly complex social interactions, to participate effectively in
relationships and group activities, and to reap the benefits of social support crucial to healthy
human development and functioning.
The appropriateness of the teaching material created and reason for both activity.

Overall Im satisfy with my teaching aid to both activity. This is because preschool
classroom is filled with opportunities to learn and practice number and counting skills. Be sure to
talk to your childs teacher about structured teaching activities to develop skills. Encourage your
child to talk about school and whether she finds numbers and counting interesting (or difficult).

Young children are drawn to things that are colourful and interactive. Parents should
make full use of such instincts to push math-related games to them. To your kids, math games
are games, not math. There are plenty of free math games and apps available to let your kids
enjoy the fun of math, and a good math game will layer in incentives and different levels of
difficulty to attract the child.

If traditional assessment books are not working for your child, it is time to consider using
math games. While games may seem less educational, they will be much more effective for your
childs learning because they arouse an interest in the subject which is the first step towards
independent and active learning.

Making math enjoyable help kids grow to associate math with fun, pleasure and parental
love and attention. Instead of being afraid, the kids will be excited about the subject throughout
their school years. The secret to successful math education is to make it so much fun that
children dont even realize they are learning something that will help them later in life.
CONCLUSION

In brief, most children enter preschool knowing a lot about math. In a safe and supportive
classroom they will feel comfortable taking risks and engaging in self-directed problem solving.
Weaving math into all areas of the curriculum will heighten childrens play experiences and
allow all learners to experience success. Children will soon see themselves as capable
mathematicians who apply their skills in a number of ways. Their growing math skills,
confidence, and interests will serve them well in school and life.