1. www.CTDInstitute.org Exploration of Apps and other Resources for Supporting Play and Problem Solving in Young Children in UDL Early Learning Environments Beth Poss possbeth@gmail.com @dcmcitp @possbeth

2. www.CTDInstitute.org Which activity is more engaging?

3. www.CTDInstitute.org Which activity supports development of mathematics understanding?

4. www.CTDInstitute.org Which activity encourages problem solving?

5. www.CTDInstitute.org Week 3 Learning Outcomes 1. To explore developmentally appropriate apps and other media resources that support the development of play and problem solving in young children in alignment with best practices in media use of young children. 2. To integrate mobile technology into a Universally Designed for Learning early learning environment.

6. www.CTDInstitute.org The Relationship Between Play, Teacher-Child Interactions, and Math Ability 1.The more you talk about numbers to children, the more they learn numbers. 2.When children talk about math, they talk about the processes, and teachers can facilitate this. 3.When teachers support children’s play, and they support it in a way that really is aligned with what children are currently doing, this is a good fit play reaction. Good-fit play interactions were associated with increases in mathematical thinking.

7. www.CTDInstitute.org Position Statement from NAEYC and NCTM The National Council of Teachers of Mathematics (NCTM) and the National Association for the Education of Young Children (NAEYC) affirm that high-quality, challenging, and accessible mathematics education for 3- to 6-year-old children is a vital foundation for future mathematics learning. In every early childhood setting, children should experience effective, research-based curriculum and teaching practices.

8. www.CTDInstitute.org To achieve high-quality mathematics education for 3- to 6-year-old children, teachers and other key professionals should: Provide ample time, materials, and teacher support for children to engage in play, a context in which they explore and manipulate mathematical ideas with keen interest

9. www.CTDInstitute.org To achieve high-quality mathematics education for 3- to 6-year-old children, teachers and other key professionals should: Enhance children’s natural interest in mathematics and their disposition to use it to make sense of their physical and social worlds

10. www.CTDInstitute.org Foundational Skills for Mathematical Proficiency counting data analysis measurement number operations number sense pattern sets shape spatial relationships

11. www.CTDInstitute.org Big Ideas in Early Mathematics Instruction Sets: Attributes can be used to sort collections into sets The same collection can be sorted in different ways Sets can be compared and ordered

12. www.CTDInstitute.org Number Sense Quantity is an attribute of a set of objects, and we use number to name specific quantities The quantity of a small collection can be intuitively perceived without counting

13. www.CTDInstitute.org Counting Counting can be used to find out how many in a collection Counting has rules that apply to any collection Phase 1: Stable Order Phase 2: One-to-One Correspondence Phase 3: Order Irrelevance Phase 4: Cardinality

14. www.CTDInstitute.org Number Operations Sets can be changed by adding items or taking some away Sets can be compared using the attribute of numerosity and ordered by more than, less than and equal to A quantity (whole) can be decomposed into equal or unequal parts; the parts can be composed to form the whole

15. www.CTDInstitute.org Pattern Patterns are sequences (repeating or growing) governed by a rule; they exist both in the world and in mathematics. Identifying the rule of a pattern brings predictability and allows us to make generalizations. The same pattern can be found in many different forms.

16. www.CTDInstitute.org Shape Shapes can be defined and classified by their attributes Shapes can be combined and separated (composed and decomposed) to make new shapes

17. www.CTDInstitute.org Piaget was Wrong…Piaget was Wrong… (video) Children have an innate number sense Math skills in kindergarten predict third-grade test scores in both reading and math

18. www.CTDInstitute.org Encouraging Mathematical Thinking through Play Recognize and label measurable attributes of objects Notice and copy simple repeating patterns Use shapes to create an object or picture See and label with the correct number patterned collections Compare and sort according to attributes Group objects by amount Differentiate quantity Understand that numbers can be composed and decomposed in a variety of ways Understand that shapes can be composed and decomposed in a variety of ways

19. www.CTDInstitute.org What Makes an Effective Early Childhood App? Open ended to support play and problem solving Promotes concept development, literacy, and language through play and exploration Include rich, engaging activities that invite a high degree of interactivity and control by the user Encourages movement--fine and gross motor Enhances and encourages interactions with adults or peers, rather than promoting solitary exploration Culturally diverse/free of stereotypes Meets a developmental need

20. www.CTDInstitute.org Pattern Blocks Illuminations--Patch Tool (online interactive, not an app)Patch Tool

21. www.CTDInstitute.org Wood Blocks Wood Blocks for Kids App

22. www.CTDInstitute.org Drawing Pad stickers stamps variety of drawing tools and papers vocabulary of math with drawing:long, short, wide, skinny, direction words ability to flip and resize objects import in pictures from camera move objects to create and recreate sets

23. www.CTDInstitute.org Toca Boca Robots--STEM design choices experimentation positional concepts trial and error test hypothesis examine results

24. www.CTDInstitute.org More Toca Boca: Toca Band Let’s brainstorm what skills can be developed or practiced with this app?

25. www.CTDInstitute.org Nothing in this presentation requires technology...almost everything can be done using technology A UDL early learning environment provides opportunity for learning with flexible materials, driven by individual preferences and a wide variety of options with which to engage

26. www.CTDInstitute.org Discussion Questions Participants will answer the following questions and respond to at least 2 of your peers: 1.How can you integrate apps for play and problem solving into your early learning environment? 2.How do you determine what tools and resources are used for enhancement of learning and what tools are required as assistive technology?

27. www.CTDInstitute.org Instructional Activity— What I Want and Why Create a wish list, with justifications for purchase of each item, in relationship to the content of the course and best practices in use of mobile technology with young children, of the technology tools and resources you would like to have in your Universally Designed for Learning early learning environment.

28. www.CTDInstitute.org Resources Erikson Early Math Collaborative Nrichs Maths Early Years NAEYC and NCTM Position Statement Big Ideas of Early Mathematics from The Early Math Collaborative (Pearson, The Erikson Early Math Collaborative) It’s Just Math http://web.media.mit.edu/~stefanm/society/som_final.html The Relationship Between Play, Teacher-Child Interactions, and Math Ability: https://www.youtube.com/watch?v=JEdWdE0I6r8

29. www.CTDInstitute.org “Assistive and Instructional Technology Supporting Learners with Disabilities”