What truths can you read from a "sugar cane"? Tell us about them?

"How tall is the sugar cane?" From the perspective of adults, this is a very simple question. However, for a group of five and six-year-old children, it is not easy to solve this problem. It took them five months, which can be described as a long and difficult exploration mileage.

This book describes in detail the process of young children learning measurement concepts. The children were studying rice in the field and saw the sugar cane on the edge of the field, which aroused the children's motivation to measure whether the sugar cane has grown taller. According to the constructivist point of view, various number-related problems encountered by children in daily life situations stimulate the natural process of children's numerical thinking and effectively promote the construction of number concepts in the interaction between children and the environment. That is to say, daily life situations provide opportunities for children to construct the concept of number. When children are in a state of autonomy and initiative, the construction of the concept of number is possible.

In early childhood mathematics education, the role of teachers is not just to create an environment for children's learning and exploration activities. Teachers should also seize the opportunity to give children appropriate guidance, especially in the "zone of proximal development". Teaching allows children to "learn with the help of more knowledgeable adults", thereby effectively improving their mastery of number concepts.

In this book, teachers have been teaching with an open and respectful attitude toward children. At every turn, although teachers have planned courses, they can make flexible adjustments according to children's interests and support children to take risks and give it a try.

This book allows us to see that children’s learning can be so exciting, and that the curriculum can be so rich and in-depth.