ABSTRACT
Young children are surrounded by mathematical environments filled with geometric concepts. In order to make sense of and problem solve using geometry, young children are expected to begin naming shapes using mathematical vocabulary: squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres. Reading literature not written specifically for mathematics supports integration of other content areas with geometry. In addition to literature connections, classroom centers provide independent and guided practice of geometry concepts while honoring the active and multi-modal nature of young children’s learning. Creating workshops with families helps to highlight their interests and skills, as well as introduce and reinforce vocabulary related to geometry. Most importantly, families should be encouraged to facilitate learning about geometry by using geometric vocabulary and concepts. Families should also be aware of the types of activities they can replicate with resources found in the home.
