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Provide AG with access to various mathematical concepts whilst playing hopscotch and other games alike. For example, display and provide visual numerical numbers as part of AG’s daily experiences (Björklund, 2008). Encouraging various counting styles, starting at the other end of the layout. Allow time for AG to expresses her thoughts and recall numbers recited as she reverses in the opposite direction. This will further merge her personal autonomy (DEEWR, 2009). The process will allow opportunity to compare, predict and solve mathematical concepts (Macmillan, 2009).

Further, by providing numerical number symbols will extend AG’s familiarity with number concepts, in particular numeral symbolic representations. Encountering this dimension allows AG to psychically control as well as remove numerals from the games (Meiers, 2010). This places greater emphasis of learning cardinal numbers, adding and attempting to subtract or represent number forming in the reverse manner from ten to one (Macmillan, 2009, p. 117).

AG waits for the other child to complete their turn and shares their success. She eagerly observes her younger peer modelling her actions with hopscotch. AG is able to allow TG the opportunity to conscientiously model her actions. AG is developing cooperative skills and has grasped aspects of social play with her younger sister. This aligns with Mildred B. Parten stages of play (Parten, 1932), AG is observed to follow established rules and guidelines when it comes to waiting her turn with her sister (Tomlin, 2008).

Links to EYF:
Learning Outcome 5: CHILDREN ARE EFFECTIVE COMMUNICATORS
AG demonstrates an understanding of reciting number sequence; she keeps track of mathematical concepts when progressing through the hopscotch (DEEWR, 2009). AG uses her understanding of symbols and patterns to work out various shapes on the hopscotch (LO 5.4). AG will flourish on mathematical understanding, drawing on her attention to patterns, symbols and rich mathematical vocabulary support (DEEWR, 2009). Once confidently supported it can draw to everyday material, for example, letters, numbers, time, nature and personal belongings.

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