More on children’s learning
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More on children’s learning book
The quotation reminds us that young children acquire their earliest numerical and mathematical concepts through their spontaneous activity and first-hand experiences. From an early age, most children without disabilities engage in exploration that leads them to discover quantitative features of their environment. For example, actions with building-blocks, construction toys and other materials can lead them to discover spatial relationships and the characteristics of particular objects (Hawthorne 1992). Through meeting more advanced individuals in their social setting they observe and acquire such skills as counting, often through incidental learning and imitation but sometimes as a result of direct teaching. Through play with others they encounter concepts such as shape, relative size, capacity, sharing, sorting and classifying. They begin to compare and contrast groups of objects. Quantitative elements begin to appear in early drawings, suggesting that children are able to invent simple ways of representing number relationships (Pound 1999).