Match these wooden puzzle pairs to make mastering numbers as easy as 1, 2, 3. Each number puzzle consists of two pieces: The first part shows a group of objects illustrating the numbers 1-10, and on the other piece the numbers 1 to 10 are displayed. The puzzles are self-correcting each piece has only one match that fits, so children can play independently and learn all the while. 20 Pieces + Wooden Box. Puzzles fit together only if placed correctly. Helps children recognise numbers from a young age which is a good base for logical/mathematical intelligence. Made of high quality natural wood with non-toxic paints conforming to European toy safety standards. Suitable from 3 yrs+.
EYLF Learning Outcomes:
- Outcome 1 Children use their home language to construct meaning
- Outcome 1 Strong foundations in culture and language/s of their family
- Outcome 2 Diversity of culture heritage background and tradition
- Outcome 2 Others ideas and respect different ways of being and doing
- Outcome 5 Measurement and number
- Outcome 5 Key literacy and numeracy concepts
- Outcome 5 Explore texts from a range of different perspectives
- Outcome 5 Enjoyable interactions with verbal and non-verbal language
- Outcome 5 Independent communicators home language conversations
- 3 to 5 years Has a longer attention span
- 3 to 5 years Understanding the relationship between numbers and objects
Links to Theorists:
- This learning experience can be linked to Vygotsky’s theories. He believes that children in different cultures, learn ways of thinking that are necessary to live in their own culture and community. Children in different cultures learn different cognitive abilities and strengths to be an active participant within their communities.
- This learning experience can be linked to Vygotsky’s theories. He believes that language, literacy and numeracy skills should be ‘scaffolded’ by adults or more skilled peers. Their understandings in these areas were deepened and enriched.
- This learning experience can be linked to Rogoff’s theories. She believes that adults have a role in guiding children’s learning and that language is important for children’s learning.