And you can count, just remember the order of the numbers, for example, knowing that 1 is followed by 2 and 2 is followed by 3. If children can count from 1 fluently to 10, but don't know how many objects 1, 2 and 3 correspond to, it doesn't mean they understand the concept of numbers.
From the above explanation, I believe you can see that if a child understands the concept of number and knows that "3" can represent three oranges, three grapes and three cups, it means that his abstract thinking has begun to develop.
As early as 1 year old, children began to show "the bowl I want more" and "the pile I like more" about their favorite foods and toys.
Whether they use actions or words to achieve their goals, it shows that they already have the concept of "more and less"
That is, the number of meetings is 1, 2, 3, 4, 5, until 10, 20, or until 100.
Two to three years old is the key period for children to calculate orally. The ability of "verbal arithmetic" is closely related to children's language development and family education. Under the guidance of parents, many children can easily learn to count by using the rhythm of counting and the sense of repetition.
Generally speaking, most children can count to 100 when they are 5-6 years old.
Relying on the bridge function of "mouth number" in the second stage, on the basis that children can "distinguish between more and less", you can do some question-and-answer guidance, or do some transformation and interaction with objects like "1" and "1", and children will develop rapidly to the third stage.
"Counting by intuition" usually means that for numbers below 5, children can tell the number of objects instantly by intuition.
That is to say, when pointing to an object, I verbally say some points. Most children can refer to two or three when they are two and a half years old.
That is, tell the child the numbers and ask him to take out the corresponding number of objects. This stage is actually the reverse process of the fourth stage of "referring to things and saying numbers".
Mastering the fourth and fifth stages, children have basically established a clear understanding of the concept of logarithm.
Most children can count to 100 when they are five or six years old, and master the numbers and do things right according to the numbers close to 100.
But the whole learning rhythm of children is not uniform. Generally, 1, 2, 3, 4, 5 is relatively easy to master, and 6, 7, 8, 9, 10 is relatively difficult.
And 1- 10 has mastered it, and then learn the numbers above 10. Because of the rhythmic repetition and regularity of numbers, larger numbers will not cost children more energy, so they can be mastered quickly.
Therefore, to let children understand the concept of numbers, you should focus on the number 1- 10.
How to teach children to understand the concept of numbers?
First of all, you should remember that you should enlighten your children in mathematics. Don't sit down and teach him seriously, just like we have math class. Or after a few exercises, I hope he can count with you.
Don't do any of this, then what should you do?
The best way to enlighten children in mathematics is to skillfully integrate mathematical concepts and mathematical thinking into life and games, and then practice with children repeatedly, imperceptibly, and never be greedy for more and faster.
This applies to teaching children to understand the concept of numbers today, and it also applies to later courses.
When talking to children, you can consciously add numbers. For example:
"There are two shoes at the door. How about you put them on? "
"What is just gone with the wind? Is it 1 red balloon and 3 yellow balloons? "
"Oh, dad took all the balls. See how many you can get back? "
At one year and six months, children can try to understand and think about such a language. Moreover, the early stage of language development is the age when children are very willing to imitate.
If what you just said is accompanied by emotional changes such as happiness and surprise, the child will be more interested, and he will be happy to improve his expressive force and understanding ability of numbers in such communication and imitation.
Almost all children will have the stage of breaking the index number, which is actually the easiest way to "count things". The choice of decimal system in human mathematics has a lot to do with our 10 fingers.
Therefore, it is a very intuitive and acceptable method for children to let both hands participate in every stage of the development of digital concepts. For example, a set of easy-to-learn finger exercises can make children's hands, mouth and eyes work together to understand the number 1-5:
Finger exercise
A puppy barks,
Two little rabbits jump and jump,
The three peacocks are very proud.
Four kittens meow meow,
Five birds fly high.
"One" thumbs up, this is the puppy's ear;
At the time of "two", the index finger and middle finger stand up, which is the rabbit's ear;
"3" When picking up the thumb and forefinger, this is the peacock's mouth;
"Four" When four fingers bend, this is the cat's paw;
The five fingers are spread out, which are the wings of birds.
1-5 is proficient, and the second hand can be dialed 6- 10, such as "10 brothers can queue up".
If you add your own big hands, use your brains and create more interesting games, you can let your children have the most intuitive feeling about numbers over 20.
In short, everyone can bring their own fingers and play anytime and anywhere without other tools. It is a very useful teaching aid for learning mathematics.
In the later courses, the role of hands can also run through, and I will teach you more about the wonderful use of hands.
Teach you to play wild games, these two games are very flexible and open, and can be used in the five stages we talked about earlier.
Game 1: Help mom divide the beans. Of course, dad can also play.
Take two bowls, one is empty and the other is black beans and soybeans. You can first give your child a task to start the enlightenment of digital concepts, such as "take all black beans to another bowl."
After the child has finished speaking, you can ask different questions at different stages of the development of mathematical concepts.
For example, ask him, "Which bowl has more beans?" You can test your child's awareness of how much to distinguish;
Ask him again: "How many soybeans are there in this bowl?" "Baby, count for mom, is it 4?" Can exercise children's ability to "point to things and say numbers";
If you say to him again, "Give mom three soybeans and six black beans." It can train children's ability to "take things by number".
Game 2: Building blocks
The second game is very common. Like the last game, it can also help children develop the concept of numbers according to the number and points (shǔ) of building blocks.
In addition, "oral calculation" can also run through the whole process of children building blocks. The more blocks there are, the more interesting and interactive the game will be.
You can say to your children:
"Let's build a tall tower!"
"Here you are, 1, 2, 3, 4, 5, 6, OK, 6 yuan!"
"wow! 1, 2, 3, 4, 5, 6, you actually built a six-story tower! "
Keep repeating this process, and children will naturally begin to imitate your verbal calculations.
Children's nursery rhymes are full of rhythm and sense of rhythm, and children often love to listen and learn to sing along with them. Many nursery rhymes contain numbers and are repetitive, which is very effective for children to develop the concept of numbers and remember them.
For example: "sour strawberry 1, 2, 3; Long banana 1, 2, 3; Red apple 1, 2, 3. "
After listening to this nursery rhyme several times, children will naturally count 123 without your teaching.
Similarly:
Clapping song
You shoot one, I shoot one, and the child flies the plane;
You shoot two, I shoot two, and two children braid their hair;
You shoot three, I shoot three, and three children climb the mountain;
You shoot four, I shoot four, and four children write big characters;
You clap five, I clap five, five children beat drums;
You shoot six, I shoot six, and six children eat pomegranate;
You shoot seven, I shoot seven, and seven children wear new clothes;
You shoot eight, I shoot eight, and eight children eat watermelon;
You shoot nine, I shoot nine, and nine children March quickly;
You shoot ten, I shoot ten, and ten children eat candy.
Here, with the increase of numbers and actions, children will like it very much.
Recommend two picture books that are very useful for enlightening digital concepts.
The hungry caterpillar, the wolf and seven lambs.
Generally speaking, the writing and application of Arabic numeral symbols should be introduced after children have mastered the actual meaning of numbers.
Teaching children to know or write Arabic numerals is not only unnecessary, but also may interfere with their understanding of the concept of numbers.