Math Talk with Infants and Toddlers from the National Association for the Education of Young Children (NAEYC) boldly claims “Math Is Everywhere!” The author states, “From the moment they are born, babies begin to form ideas about math through everyday experiences and, most importantly, through interactions with trusted adults.” The article includes a host of examples related to numbers and operations, shapes and spatial concepts, measurement, patterns, and collecting and organizing. Peppering your conversations with “math” words, like “two eyes”; “more crackers”; “third time”; “under, next to, and square”; and “heavy, long, and many” promotes thinking about math concepts and learning to label them in the context of everyday routines. In the beginning, baby steps are the way to go. You’ll hear toddlers using “math” terms before you know it.
The ICC-Recommended Early Start Personnel Manual (ESPM) describes core knowledge and role-specific competencies needed for early intervention service provision, incorporating current research and evidence in the field of early intervention. To access the ESPM, click here.
This resource is related to the following ESPM knowledge-level competencies:
- Individualized Family Service Plan Development and Review (IFSP-DR):
- IFSP-DR5 (EIS): Understands the rationale for the identification and selection of intervention strategies used in everyday routines, relationships, activities, places and partnerships for early intervention activities
- Individualized Family Service Plan Development and Review (IFSP-i):
- IFSP-i2 (EIS): Understands the individual nature of child learning styles and the importance of adapting intervention strategies.
- IFSP-i3 (EIS): Knows generic and specific evidence-based early intervention strategies to support all areas of development.
- IFSP-i6: Understands the need for developmentally appropriate strategies, adaptations, assistive technologies, and other supports that maximize the child’s learning opportunities.