Color is one of the first ways your preschooler makes distinctions among things she sees; color words are some of the first words she uses to describe these things. You have probably heard the pride in your child’s voice as she names the colors of the balloons at the store checkout, or her delight when she realizes that a banana and pear are different shades of yellow. Helping you fold the laundry, she may naturally start sorting the socks into piles of different colors while exclaiming, «Look what I did!» These are all perfect examples of how children (and adults!) use color as a means for defining and organizing the world.
MEASUREMENTS
When teaching measurement skills to young children provide lots of opportunities for the students to order objects by size. Incorporating everyday activities and experimenting with real objects help children understand measurement concepts. Measuring with non-standard units means measuring things with blocks, pencils, hands, feet, etc. As long as the items used to measure with are all the same size, e.g. identical blocks or brand new pencils, they are suitable to use. Measuring with standard units means measuring with inches, feet, yards, centimeters or meters, using rulers and other measuring devices.
SORTING AND COMPARISON
Children are also introduced to sorting and classifying in preschool or kindergarten math lessons. These activities provide children with opportunities to develop logical reasoning skills as well as demonstrate divergent (independent) thinking.For example, three different children will likely sort a pile of buttons of varying shapes, sizes, colors, and materials in three different ways. One child may put all the round buttons in one group and all the odd shaped buttons in a different group. A second child might put all the metal buttons in one group and all the plastic button in a different group. And a third child might sort the buttons according to color or size. The particular organizational system is not important. What is important is that each child accurately sorts according to his organization system and is able to explain his thought process.
(http://www.schoolsparks.com/early-childhood-development/math-number-awareness)
PROBLEM SOLVING
Problem solving in children is a critical survival skill. Problem solving skills are necessary to resolve conflicts that arise on almost every day. Problem solving skills are necessary to solve children’s own problems, which eventually will assist them to build self composure, as well as self esteem and self confidence. Problem solving skills assist children solve their own problems, big or small, with a sense of immense confidence. Whether your children are already attending their school today or whether they are still at home, teaching problem solving skills will help them develop a dynamic personality and smart mind. When your children know to how to solve problems, they can flourish very well in their classroom by scoring better grades and marks.
(http://www.brainy-child.com/articles/teach-problem-solving-skills.shtml)
PATTERNS
Understanding patterns is an underlying theme in preschool and kindergarten math lessons. A pattern is defined as any sequence that repeats at least twice. The ability to recognize, identify and create patterns not only supports learning in math but it also contributes to broader social development. Through an understanding of patterns, children are able to make predictions about what comes next. Just as a child can predict that a red bead will come next after seeing a string with a red bead, blue bead, green bead, red bead, blue bead, green bead pattern, a child will be able to make accurate predictions about other things or events that occur with regularity. For example, predicting what comes next after eating lunch (cleaning up) or after taking a bath (putting on clean clothes) will help a child maneuver more confidently in his environment.
(http://www.schoolsparks.com/early-childhood-development/math-number-awareness)
TIME
“Time is a hard concept for preschoolers. It isn’t something that they can touch, feel and explore. Without the ability to tangibly interact with time, children need adults who understand the concept to help them learn about time,” says Sheri Stults. “Learning a song with the days of the week is one way. Children love to sing! Learning becomes fun and easy through music and rhyme. Children soon learn, when noted on a calendar, that Mondays are the days we go to the library. Tuesdays are the days that grandma picks me up and Saturdays and Sundays are the days I stay home and don’t go to school.”
(https://www.education.com/magazine/article/teaching-preschoolers-time/)
NUMBERS
Number concepts utilized in a preschool or kindergarten classroom set the foundation for learning more advanced math concepts. Early exposure to number activities will promote your child’s comfort with these skills. Also, additional opportunities to practice these skills will increase your child’s confidence when working with math and number concepts and will lead him to believe he is “good at math.” If your child does not become comfortable with math and number at a young age, he will lack confidence in his abilities and may become hesitant as more advanced math concepts are introduced. When this happens, he may default to believing he is “bad at math” and he risks beginning a self-fulfilling cycle of failure.
(http://www.schoolsparks.com/early-childhood-development/math-number-awareness)
GEOMETRY
From an early age, kids notice different shapes even if they don’t yet know that the shapes have names. It takes longer for young children to learn the specific properties of each shape, such as the number of sides or how the shape looks. Giving preschoolers lots of practice with shapes helps them solidify their understanding of the two-dimensional structures. That knowledge of shapes gives the young children an advantage in many areas of learning.
(http://classroom.synonym.com/importance-shapes-early-childhood-education-6587413.html)
Guiding our children 