ERIC Number: ED180658
Record Type: RIE
Publication Date: 1976
Reference Count: 0
Child Development Associate Training Program. Unit III: Development of Cognitive Skills in Young Children. Module 4: Beginning Math Development with Young Children.
Office of Child Development (DHEW), Washington, DC.; Philadelphia School District, PA.; Research for Better Schools, Inc., Philadelphia, PA.
This Child Development Associate (CDA) training module is intended to teach CDA interns how to provide classroom experiences that promote basic mathematics skills in preschool children. Knowledge of relationships of objects in space, grouping of objects, teaching of number names and counting, and the use of math games are discussed. The trainee is encouraged to learn how to plan and develop lessons, games, activities and environmental conditions to teach about objects and their location in space. Both teacher and trainee materials are provided in the module. Teacher materials consist of directions for pre-testing and field supervision, a resource person activity list and directions for each student activity. Trainee materials include pre- and post-tests, an activity record, a glossary, directions and 17 lessons. (Author/RH)
Descriptors: Basic Skills, Child Caregivers, Classroom Environment, Competency Based Teacher Education, Concept Formation, Early Childhood Education, Educational Games, Mathematical Experience, Mathematics Education, Postsecondary Education, Preschool Teachers, Training
Research for Better Schools, Inc., 444 North Third Street, Philadelphia, PA 19123 (Unit III, PS 011 141-144, $45.75; complete set, PS 011 130-153, $161.50)
Publication Type: Guides - Classroom - Learner; Guides - Classroom - Teacher
Education Level: N/A
Sponsor: Office of Child Development (DHEW), Washington, DC.
Authoring Institution: Office of Child Development (DHEW), Washington, DC.; Philadelphia School District, PA.; Research for Better Schools, Inc., Philadelphia, PA.
Identifiers: CDA; Child Development Associate
Note: For other units/modules, see PS 011 130-153