The baby can't count at the age of four. We all know that parents are most concerned about their children's health, especially when their children lose at the starting line. I hope that children will become more and more intelligent, get good grades and study hard. Let's take a look at the situation that the baby can't count when he is four years old. I hope it will help everyone.

The baby is four years old and can't count 1 the math level that the baby should reach.

According to the visual information such as shape, color, size, length, height and quantity, it can be simply classified.

Be able to remember some commonly used numbers, such as house number, telephone number, age, etc.

In terms of counting and reading ability, you can recognize numbers within 10 and learn to sort things with numerical symbols.

You can add and subtract within 10 with the help of physical objects, such as two apples, and one is left after eating one.

How do babies perceive numbers?

1, you must have a foundation of language development.

When the baby learns to speak at the age of/kloc-0, he is actually developing the concept of numbers, and his computing ability is also developing simultaneously.

From being able to accurately point out your mouth, eyes, nose, ears, hands and other parts, to distinguishing information such as color, shape, size and quantity.

All these provide preparation for basic digital processing. Without these basic understandings, it will be difficult to associate digital symbols with things in the future, and the logic and reasoning of numbers will also be affected.

2, will certainly follow the law of mathematical development.

From counting to mental arithmetic, to written arithmetic, to complex logical operation, these are all developed according to the law. And it is developing very rapidly. From the age of three, I can only learn the operation within 10. At the age of six, I can understand all kinds of operation symbols and complete digital operations within 100.

3. The cognition of numbers needs the help of objects.

For babies, the early learning and understanding of numbers depends more on the processing of spatial and visual information. They don't know how to add and subtract these abstract operation symbols. They need to use physical objects to complete the calculation, because with the changes of physical objects as a reference, they can know that there is one more and one less.

The baby's math ability is not good, not necessarily developmental retardation.

Not every child is interested in numbers, because numbers are abstract symbols. Some babies have a poor sense of numbers and are slightly behind their peers. But these are not enough to judge stunting.

Developmental retardation needs to be evaluated from many aspects, such as cognition and understanding. Judging by only one counting ability is too one-sided.

If the baby's computing ability is worse than that of his peers, parents can't improve it no matter how hard they try. Really consider checking and evaluating to see if the baby is mentally or cognitively handicapped.

Even if you don't find any big problems, you should consider whether you have learning disabilities.

Learning disability: Learning skill development disability refers to one or more special disabilities in the psychological process of reading, writing, spelling, expression and calculation of children with normal intelligence. This disorder is not caused by mental retardation, central nervous system diseases, visual, auditory or emotional disorders, but mainly by cognitive impairment, which is based on biological factors in the process of nerve development.

Explore the baby's mathematical potential to do this.

Remind parents that teaching children digital arithmetic should start with cognitive development, and numbers are also part of their mother tongue.

Smart parents should be flexible when exploring their baby's mathematical ability. Don't rush for success and don't go beyond the outline. Just rely on the Arabic numerals in the picture and read them over and over again. The baby can only memorize mechanically, but can't understand deeply.

It's better to teach in kind and use some props to let the baby see, distinguish and remember. It's more interesting to learn numbers, isn't it?

Many babies learn to calculate very early. Although they have understood the basic logic of calculation, they still have to count one by one with their fingers.

With the growth of age, you can deal with some information between abstract and concrete, and then your baby can gradually get rid of the stage of counting and pointing with a wrench.

The baby can't count at the age of four. We often say that no one has taught her, how can children count by themselves? Actually, they found it themselves.

First of all, a two-and-a-half-year-old child will know that an item corresponds to a digital "label". Even if they don't know how to count correctly, they can know that everything can only be counted once. This is the so-called "one-to-one correspondence principle".

Secondly, children will count in their own order, such as "1, 2, 3, 4, 7", which corresponds to each other one by one, so-called "fixed order principle".

Then, children will gradually understand that the last number represents the total number of all items, such as counting three cups, and the last number of three represents the number of all cups, which is the so-called "big principle".

Then, children will verify everything in their lives: counting the number of a pair of shoes, the number of cars running around the window, and even the number of telephone rings ... Everything in the world should be counted. This is the so-called "abstract principle".

Finally, children will find that no matter which one you start with, you will get the same number in the end. This is the so-called "order-independent principle".

"One-to-one correspondence principle", "fixed order principle", "cardinal number principle", "abstraction principle" and "order independence principle", when these five principles are used properly, children will count! These truths do not need the guidance of others, and children can naturally appear in the process of "playing".

As for addition and subtraction, besides numbers, there is another factor involved: "number axis". Children should further judge the size of numbers on the basis of counting, and then understand the concepts of "addition" and "subtraction". At this point, we need to design some games to guide us, such as playing monopoly games with children and letting children share their own food.

Encouraging children to learn from practice is more profound than literacy cards and computer games.