Early Number Counting

Question: Discuss about theEarly Numberfor Counting. Answer: Introduction Counting an object twice: many times when children begin to learn counting, it is possible that they often name one object more than once. As a result, one object can be counted more than once. It takes time for children to learn the art of saying one word and pointing at one object and then repeating the same object and says a different number name. as stated in the Australian Curriculum, each other must be counted only once and the order of arrangement does not affect how many they are (ACARA, 2013). Given that the items were not placed in some patterns, a possibility of mixed up can make a child to count one item twice. This could have been one of the mistakes that Lizzie made in the process of counting the plastic dinosaurs. She did not establish one-to-one correspondence. Lizzie must have had momentary lack of attention to note the dinosaurs that she already counted (Reys et al 2009, pg 151). Non-convectional sequencing: In this case, a child begins to count number and skips the correct sequence. For example, counting up to ten then move to twelve then fourteen and skips 15 and 16 and says 17. This is a common error for many children in counting numbers beyond 10. The unique sequence in the teens poses a challenge of counting (ACARA, 2013). Lizzie must have missed the sequences in the teens and thus got 17 instead of 13 that was there. With non-convectional sequencing, children often count numbers that are easy for them to pronounce and ignore others that appear difficult to pronounce. It is common for children to say non-convectional number names. This also reflects the struggle that children go through to remember the number names and the order (Reys et al 2009, pg 148). Rote counting: in this case, a child knows the correct counting sequence but is unable to maintain the correct correspondence between the number names and the objects being counted. As a result, the counter will often say the number names faster than he or she points the actual objects so that the numbers names are not in coordination with the dinosaurs that are being counted. Rote counters may also point faster than they say the number names. In this case, Lizzie must have committed the first error. That is, she said the number names faster than she was pointing to the dinosaurs thus counted four extra. Rote counting affects many children in the elementary stage. Encouraging them to slow down would help improve counting skills (Reys et al 2009, pg 151). Coordination error: In this case, a child continues to count even after touching the last item or not counting until the first item is touched. In either case, there will be an undercount or over-count. In the case of Lizzie, she did an over-count. The problem could have resulted from coordination of the items and the names way after the items are over. Sometimes, children also do repeat counting till they fill they have counted all the items. After counting up to thirteen, Lizzie could have repeated counting four more objects resulting into 17 dinosaurs. The problem could have also been escalated by the fact that the dinosaurs were randomly scattered before so the possibility of repetition was very high (Reys et al 2009, pg 148). Reference List ACARA. (2013). The Australian Curriculum | Version 4.2 dated Thursday, Reys et al, 2009. Counting and number sense in early childhood andprimary years.NY: John Wesley Sons, pg 139-164.