professionaldevelopmentshaimaa.files.wordpress.com.… · Web viewSultan Qabooss University. College of Education. Department of Early Childhood Education. Course / Assessment and

Sultan Qabooss University

College of Education

Department of Early Childhood Education

Course / Assessment and evaluation of the young child ECED2030

Final project portfolio:

Mathematical thinking domain

Name: Shaima AL-Rawass

ID:93865

Submit to: Dr. Ali Tekin

Date: 20/5/2014

1

Index :

Introduction 2

Purposes of the portfolio 3

The activities 4-6

The children 7

Checklists 8-10

Sample of children work 11-13

Rubrics 14-16

Anecdotal records 17-19

Results 20-22

Summary report 23

Suggestions 24-25

References 26

Appendix

2

Introduction :

Mathematics Knowledge & Skills refers to the conceptual understanding of numbers,

their relationships, combinations, and operations. Mathematics also includes shapes and

their structure; reasoning; measurement; classification; and patterns. Because math is also

about generalizations and abstractions, math skills during the early years help children to

connect ideas, develop logical and abstract thinking, and to question, analyze, and

understand the world around them. Math knowledge, interest, and skills are basic to

children's success in school and later life. (Eclkc,2014), That is why Improving

mathematic thinking is a great concern of educators and policymakers , because early

experience affect later education outcomes ,providing young children with research –

based mathematic learning opportunities is likely to pay off with increased a

achievement literacy , and work skills in these critical areas(Freed,2009).

Early math skills are highly predictive of later academic achievement in multiple subject

areas. In the domain of Mathematics Knowledge & Skills, programs need to ensure that

children who are dual language learners can demonstrate their abilities, skills, and

knowledge in any language, including their home language.(Eclkc,2014).

3

Purpose of the portfolio:

The purpose of the portfolio is to assess children on their knowledge about shapes, and I

made activities that will help me to assess the children and know in which level they are

about shapes knowledge , and to provide suggestion and evaluation after making

checklist and rubric for the children .there are sample of the children activities it will be

useful for the parents to understand their children and know how is there progress about

shapes knowledge . The portfolio will help the parents to know their children at what

level they are and the teachers will confident when they show they parents because they

have child work

We believe that children learn through interactive activity and things that include and

involve them in the process, so I did activity for children from 4-5 age.

The activities:

I made two activities for children the first one is about shapes and to classifying them

according to different attributes and this activity include 3 steps. The second activity is to

produce shapes in the geo board by using rubber band .

1- Classifying shapes :

First step

The children have to identify the basic shapes at first then they have to classify shapes

( to put each shape in the correct place ).

Second step :

4

The children have to classify shapes by colors ( to put each shape that is colored under

the same color , so no matter that all the shapes are different put all of them have the

same color)

Third step :

Is to classify the shapes according to the external form ( dose the shape have a curved

line or a straight line). That’s all about the first activity which is classifying the shapes

according to different attributes .

The purposes of the activity:

- The child ability to identify the shapes .

- The child ability to classify the shapes and differentiates between them .

- The child ability to classify the shapes by their colors .

- The child ability to classify the shapes according to the external form (curved line,

straight line ).

- The child ability to differentiates between the shapes that have curved line and the

shapes that have straight line .

2- Producing shapes :

in these activity children are going to use the rubber in the geo board to produce

the shapes that they have learned at first I show them an example , I show for

them how to hold the rubber band and then to produce a square . Then I should

start to ask them to produce the shapes one by one .

The purposes of the activity:

5

- Child ability to use the rubber band to produce a circle .

- Child ability to use the rubber band to produce a square .

- Child ability to use the rubber band to produce a rectangle .

- Child ability to use the rubber band to produce a triangle .

- Child ability to use the rubber band to produce an oval .

- Child ability to use the rubber band to produce a diamond .

6

I did the activities of my project with three children their age from four to five years and

they were:

Abdullah

5 years 3 months

Tarf

4years and 8 months

Ryman

4 years and 9 months

Checklists:

7

Child name:Abdullah Gender: male

Age: 5 years 3 months Date:9/5/2014

Skills Observed Level of mastery Able Not able

1. Knowledge of shapes 1.1. Able to Identify the circle √1.2. Able to Identify the square √1.3. Able to Identify the rectangle √1.4. Able to Identify the triangle √1.5. Able to Identify the oval √1.6. Able to Identify the diamond (rhombus ) √2. Classifying shapes

2.1. Classifying ( to put each shapes under the same shape or the correct category )

√

2.2. Classifies shapes by colors √2.3. Classifies shape according to the external form (straight

lines )√

2.4. Classifies shape according to the external form (curved line)

√

3. Producing shapes √3.1. Able to use the rubber band to produce the circle. √3.2. Able to use the rubber band produce the square √3.3. Able to use the rubber band to produce the rectangle √3.4. Able to use the rubber band to produce the triangle √3.5. Able to use the rubber band to produce the oval √3.6. Able to use the rubber band to produce the diamond

(rhombus )√

Checklists:

8

Child name:TarfGender:female

Age:4 years 8 months Date:10/5/2014




√


lines )√


√

5. Producing shapes 5.1. Able to use the rubber band to produce the circle. √5.2. Able to use the rubber band to produce the square √5.3. Able to use the rubber band to produce the rectangle √5.4. Able to use the rubber band to produce the triangle √5.5. Able to use the rubber band to produce the oval √5.6. Able to use the rubber band to produce the diamond

(rhombus )√

9

Checklists:

Child name: Ryman Gender: female

Age: 4 years 9 months Date:8/5/2014




√


lines )√


√

7. Producing shapes 7.1. Able to use the rubber band to produce the circle. √7.2. Able to use the rubber band to produce the square √7.3. Able to use the rubber band to produce the rectangle √7.4. Able to use the rubber band to produce the triangle √7.5. Able to use the rubber band to produce the oval √7.6. Able to use the rubber band to produce the diamond

(rhombus )√

Sample of children work :

10

Abdullah :

11


Tarf :

12


Ryman :

Rubric : Abdullah

Required Target Acceptable Unacceptable

13

Shapes knowledge Child can name all

the basic

shapes(Circle,

square, rectangle ,

triangle, oval, and

the diamond

) and able to

differentiates and

distinguish b/w

them .

Child can name 3 of

the shapes , and

able to name the rest

of them with help of

the teacher ( first

sound , three

choices ).

Child can not name

the shapes even with

the help of the

teacher ( first

sound , three

choices ).

Classification Child can classifies

shapes according to

different attributes (

at first to place each

shape in the right

category , classify

them according to

their colors ,finally

classify them

according to their

forms )

Child is able to

classifies shapes

according to two

attributes , and he

couldn’t

Child cannot

classifies shapes

according to

different attributes.

Producing shapesChild is able to

produce and make

the shape is asked

from him to do it ,

in the geo board

Child is able to

produce and make

most of shape is

asked from him to

do , but he couldn’t

do 1of them .

Child is unable to

able to produce and

make the shape is

sked from him to do

it in the geo board.

Rubric : Tarf

14

Required Target Acceptable Unacceptable Shapes knowledge Child can name all

the basic

shapes(Circle,

square, rectangle ,

triangle, oval, and

the diamond

) and able to

differentiates and

distinguish b/w

them .

Child can name 3 of

the shapes , and



the teacher ( first

sound , three

choices ).

Child can not name


the help of the

teacher ( first

sound , three

choices ).


shapes according to



shape in the right

category , classify

them according to


classify them

according to their

forms )

Child is able to

classifies shapes

according to two

attributes , and he

couldn’t

Child cannot

classifies shapes

according to



produce and make

the shape is sked

from him to do it ,

in the geo board

Child is able to

produce and make

most of shape is

asked from him to


do 1of them.

Child is unable to

able to produce

most of the shape is

asked from him to

do it in the geo

board.

Rubric : Ryman

15

Required Target Acceptable Unacceptable Shapes knowledge Child can name all

the basic

shapes(Circle,

square, rectangle ,

triangle, oval, and

the diamond

) and able to

differentiates and

distinguish b/w

them .

Child can name 3 of

the shapes , and



the teacher ( first

sound , three

choices ).

Child can not name


the help of the

teacher ( first

sound , three

choices ).


shapes according to



shape in the right

category , classify

them according to


classify them

according to their

forms )

Child is able to

classifies shapes

according to two

attributes , and he

couldn’t.

Child cannot

classifies shapes

according to



produce and make

the shape is sked

from him to do it ,

in the geo board

Child is able to

produce and make

most of shape is

asked from him to


do 1of them

Child is unable to

able to produce

most of the shape is

asked from him to,

do it in the geo

board

Anecdotal Records:

16

Child's Name: Abdullah

Date & Time: 9/5/2014 - 12:10 p.m. classifying shapes

Place : home

Observed Event & Behaviors:

When Abdullah was classify the shapes He was confuse between the diamond and the

square ,he put the one diamond with squares,but when I start reviewing the activity

with him he found out his mistake by himself and said “ oh this is not a square this

should be in with diamond “.

Child's Name: Abdullah

Date & Time10/5/2013 - 12;30 a.m. producing shapes.

Place : home


While making the shapes Abdullah had a straggle to make oval , he had a

conversation with Tarf about how to make the oval Abdullah said “ it’s difficult I

can’t do it “ and Tarf answer him “ you should pull the rubber like this “ .Abdullah said “

but , still I can’t “.

Anecdotal Records:Tarf

17

Date & Time: 10/5/2014 - 5:10 p.m. classifying shapes

Place : home


While classify the shapesTarf didn’t knew the oval , so I told her the shape , after

that I asked her later about all the shapes and when it was the turn to says the

oval she said “I know now that is an oval “.

18

Anecdotal Records:Ryman

Date & Time: 8/5/2014 - 11:10 a.m. classifying shapes according to colors

Place : home


Ryman put a green oval under the red oval , Abdullah told her “ look it’s not red

you should put red things “. Then Ryman said “ but it is not same shape “.

19

Results:

Abdullah :

From the activities that I did ,I assess Abdullah by check list and I found that he did

know about all the shapes that I show it to him by himself he didn’t need me to tell him

about the name of those shapes .Also he was able to classify the shapes he put each shape

under the correct category , but he had a little confuse about the one card of diamond he

put it under the squares and the good thing the he found out his mistake by himself and

took it to the correct category of diamonds. His confuse was not about the name of the

shapes but it was about the structure of it , because they are similar , but at the end he

knew the different. About classifying according to the colors he also knew it also he was

able to classify the shapes by colors and he knew that the structure is not base of the

classifying and he have to look to the colors and he got the idea of the activity

immediately. About the third step of the activity , he knew the different between the

straight line and the curved line and was able to classify them according to this .Finally

the last thing was making the shapes by using the rubber band , Abdullah did knew how

to use it after showing for him an example .Actually he was able to make all the shapes

easily expat making the oval he really didn’t know the way to make it even he ask me

and ask the other child about the way and I show him a the picture of the oval as way to

help him , but he give up and at the end I show him the way to do it .

20

Tarf:

From theactivities that I did ,I assess Tarfby check list, and I found that Tarf knew only

the square , circle and the rectangle . the rest of the shapes she didn’t know about the

diamond ,triangle and the oval, so I told her about the shapes that she didn’t know it .

Then she start doing the classification activity . she was able to classify the shapes and

she put each shape under the correct category . the second step was to About classifying

according to the colors she also knew it and she was able to classify the shapes by

colors and knew that the structure is not base of the classifying and he have to look to

the colors and he got the idea of the activity immediately, but she have a confuse about

the red and orange because they seem a like . which was common problem even with

the other girl, but she know and she was able to classify all of them correctly. The third

step was classifying according to the external outline ad she did know the different

between the straight line and the curved line and she was able to classify them according

to this.Finally the last thing was making the shapes by using the rubber band , Tarfdid see

me when I show for her who use the rubber band ,but she wasn’t able to make all the

shapes .She did only the rectangle and it was only by coincidence . it was an advance

stage for her may be because her fine- motor skills didn’t develop to . it was hard for here

even by showing for her the shapes .

21

Ryman :

From the activities that I did ,I assess Ryman by check list and I found that Ryman

knew only the square , circle and the triangle . the rest of the shapes she didn’t know

where they are about the diamond ,rectangle and the oval, so I told her about the shapes

that she didn’t know it . Then she start doing the classification activity . she was able to

classify the shapes and she put each shape under the correct category . the second step

was to About classifying according to the colors at the beggingRyman didn’t get the idea

of the activity she put a green oval under the red oval , and the other child talk to her

and try to explain and she said ‘ it not the same shape” . So a try to explain again and

after that she understand the idea of the activity .Also she was confuse between the red

and orange shapes because those colors are similar . The third step was classifying

according to the external outline ad she did know the different between the straight line

and the curved line and she was able to classify them according to this .Finally the last

thing was making the shapes by using the rubber band , Ryman did see me when I show

for her how use the rubber band ,but she wasn’t able to make all the shapes .She did

only the square . she try with rest ,but it was out of her ability it. it was hard for here

even by showing for her the shapes .

22

Summary report:

Children have to learn about the shapes because its important part of the mathematical

learning process which children should develop and improve it. Children develop this

knowledge when they parents give a child opportunities to extend this knowledge through

environment and daily life events where they can ask them about what they are seeing

and also through engaging them in hands on experiences that in include the making of

shapes and its will improve more when they go to the kindergarten and preschools . On

this portfolio I assessed children on the mathematical domain in the child knowledge of

shapes and I found results about their development.

Children level on mathematical domain in the child knowledge of shapes was somehow

equal and they share strengths and weaknesses on the different parts of the activities

except few point.

The similarity between them were about the children ability to classify the shapes

according to the different attributes ,general results of children performance on this

activity were that children on the age of four to five are able to classify because they

understand the concept of classifying .There are some differences on children ability.

child who went kindergarten have more knowledge about shapes and he was able to name

all the shapes without the teacher help because teacher gave them activity about

that ,Also he was able to make the shapes in geo board because he have more knowledge

about the statures of the shapes and his fin-motor skills are well developed . while the

other gilrs couldn’t because they have less knowledge about the shapes and they learn the

name of some of the shapes with me .

23

Suggestions:

From the results that I found from the children performance I suggest:

Parents:

1- parents should introduce shapes for their children indirectly, through things that

available in their daily live experiences through Using a question and focus on

what the child is seeing form books ,TV., paints and even while going to a

mall. .or while being in the road Take a good look at signs when you’re in the car

and ask your children to tell you what shapes they see. Because children need

should understand that shapes are all around us

2- parents and do lots of activities to improve children knowledge of shapes

structures , where the result shows that children have lake in the ability to make

shapes in the geo board. They can use the dough while making cake or pizza for

example to make the shapes and also is way to prepare their hands to understand

the shape properties angles and the mass of the shape ,so the child will develop

the ability it make the shape because the child will understand the this point by

including his/her sense .

Teachers:

1- You can help the children to build their knowledge of shapes by

giving them opportunities to practice by doing shapes games meant

for kindergarten students.

24

2- You can also develop this knowledge by helping them to notice

shapes in the world around them. Point out that the cereal box is a

rectangle and ask if they see any other shapes in the classroom thing

and equipment .

3- You can ask the childrentodraw or make shapes and coloring or put

glow it shapes and then to use wide range of materials such the using

of leaves ,sand ,sticks, pens .

4- Extend the shapes that children can deal with them and do more of

sorting shapes and discarding why they believe that shapes belong to

a group .

25

References:

1-head start.(2014)Mathematics Knowledge & Skills .revised inMay,6,1014,

fromhttp://eclkc.ohs.acf.hhs.gov/hslc/sr/approach/cdelf/mk_skills.html .

2-Frede&Barnett (2009). Math and ScienceinPreschool:Policies and Practice. nieer

organization 2009.http://nieer.org/resources/policybriefs/20.pdf .

26

http://nieer.org/resources/policybriefs/20.pdf

http://eclkc.ohs.acf.hhs.gov/hslc/sr/approach/cdelf/mk_skills.html

The activities :

Geo board

27

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professionaldevelopmentshaimaa.files.wordpress.com.… · Web viewSultan Qabooss University. College of Education. Department of Early Childhood Education. Course / Assessment and