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Project on Early Childhood Care and Teaching with Integration of Science Maths and Technology Language

Table of Contents


Experience: Wind and objects in the playground.


Key Objectives of Experience.

Session Notes: Innovative Teaching Strategy associated with this Experience.

Explore the world outside Classrooms: Door Busting Activities.

Developing a rationale mind: Props and Tasks.

Experience: Geometry and 3D Toys in Classroom and Children.


Key Objectives of Experience.

Session Note: Teaching Strategy to cultivate this experience.

Interactive Classes with children.

Incorporation of Maths like Algebra in Classroom..

Experience: Technology capturing the tender minds.


Key objectives of Experience.

Session Notes: Innovative Teaching Strategy to implement this experience.

Setting up technology-based educational devices in the classroom..

Experience: Stress and tensions in the classroom..


Key objectives of Experience.

Session Note: Teaching Strategy to counter the stress of children.

Leisure Time Activities.



Introduction to Early Childhood Social-Emotional Learning

The early childhood is the most innocent phase where the children do not only develop understanding and skills of social, emotional, cognitive and physical skills and needs but is an approach to develop an adult with a solid foundation of learning and well being (UNESCO 2020). The early childhood education has a great impact on the social-emotional development of the children along with improvising their interaction skills with the other people in society and their peers as well (Moreno 2017). Integration of science, technology and maths technique in the conceptual understanding of the early childhood can provide them access to a better world of understanding eventually allowing them to be more thoughtful, skilled in their decisions, life and career. In this present work, the emphasis on conceptualization and integration of science, maths and technology language in the early childhood care and teaching is analysed with the real-life experiences in the preschool classrooms. These experiences will enrich the strategies for early childhood care and teaching in this domain to enhance the curricula and syllabi of the students with a remarkable and positive impact on the children. The recommendations will be framed and scrutinized with the ending of the project.

Experience: Wind and Objects in The Playground

This is one of such experience of the preschool classroom where the curiosity of the innocent minds counters the natural phenomena occurring in the environment collaborating with maths and technology. The most impactful thing about this experience is to understand the fact that the children are curious and interested in understanding all the concepts of nature, science and technology even when they are doing nothing but just staring in a playground.


Finding the children sitting in the playground and staring the falling leaves from the trees give an idea to let them explore the impact and force of winds on the objects. This will involve not only nature, science and maths but will also trigger the cognitive thinking in the child.

Key Objectives of Experience

As per Cantor et al. (2018), “Development of the brain is an experience-dependent process" and insight to the Science and learning development suggest that the brain capacity and development of intelligence are inclusive and correlated. The experiment following this experience allows the children of preschool to understand the concept of nature, science and maths in a playful manner which is more impactful for the growth of their mind. These experiences when executed with experiments allow the children to engage and associate with the foundations of science and maths resulting in forming a strong foundation for the children (Brenneman, Judi and Frede 2016).

Session Notes: Innovative Teaching Strategy associated with this Experience

Explore the world outside Classrooms: Door Busting Activities

The teaching strategy which can be best applicable for improvising the understanding and nurturing the curiosity of early childhood with such experience is to allow children to explore the outer world and assign tasks like tossing leaves in the air and throw scarves in the sky to measure the wind force and the wind direction on that particular day in the city.

Developing a rationale mind: Props and Tasks

The other teaching strategy developed as an outcome of this experience is to provide an environment and props to the classroom which envisage a rational mind to children in their early childhood. The students can be further assigned with the task of developing a car to sail in the water against the wind and its force. The props given to them will include disposable glasses, cups and other waste products. This will act as an initiative to bring innovation along with rationality in the work of the children of such tender ages. The students of this particular age of birth to 8 years have a tremendous skill to capture and decode the things of environment and they can be further assisted with these explorations and experiments.

Experience: Geometry and 3D Toys in Classroom and Children

One of the experiences which can contribute to teaching skill and strategy development for a pre-school classroom full of children is to observe the children playing with 2D and 3D toys. The 2D and 3D toys are the geometric presentations of many shapes and sizes. The concern of students about the shape, discussing its effectiveness while pushing them on the floor as a sport is an effective tool to devise teaching strategy.


This regular day of the classroom with 2D and 3D toys in the hands of children allow an experience towards the gravity and significance of each and every small talk of the children.

The experience can be framed into a strategy where Geometry and Algebra can be introduced in preschool classrooms to provide the base in the career of mathematics for children.

Key Objectives of Experience

Close observation of this whole view of playing and discussing toys and their pattern evoked the idea of familiarizing them with new geometric shapes in 3D format. Even the study of Clement et al. (2015) advocated that the young minds appreciate and explore the spatial positions, relationships and properties of geometric shapes more often. The children start interpreting the geometric shapes and manipulating the 2D and 3D shaped toys like puzzles before getting a formal introduction to the same. This is a remarkable step towards cognitive development in early childhood. The act of children noticing the different geometric shapes, sizes and comparing their design, height with a rough estimate suggest a strong foundation of algebra here which suggest science, maths and technology are quite addressable to these minds before getting familiar to them in formal education (Lee, Collins, and Melton 2016).

As considered by Langrall and Swafford, algebra, in simple terms, is a way of thinking and reasoning over the relationship (Lundberg and Kilhamn 2018). This clearly provides an idea of the behaviour and development of children in their early childhood where they can effectively manage the patterns and blocks in the games or their daily lives.

Session Note: Teaching Strategy to Cultivate This Experience

Interactive Classes with children

Considering the analysis of Smidt and Lehrl (2018), the interactive classes with the children function as a primary engine initiating and founding base for their development. One of the strategies to successfully creating awareness for algebra and geometry among students is to talk to them about their observation, reasoning and thoughts over the objects which have been acting as stimuli to them.

Incorporation of Maths like Algebra in Classroom

As proposed by Lee, Collins and Melton (2016), the study of algebra should be incorporated in the early childhood classroom as it may appear to other educators a way to advanced ideas, but the skill and, minds of the children need to be nourished in a systematic manner to build greater minds for the nation. 

This experience along with the earlier experience mentioned of wind and students are quite related to each other as both of them have ultimately curiosity and interest as the base. Also, both these experiences suggest that this tender age has the willingness and dare to understand the complicated science maths and technology language. The children with their skill are even interpreting these in their days to day complex activities or surroundings before a teacher or parent can observe the same.

Although, it is notable that the competency of children in doing mathematical equations and application is influenced by the home environment as well (Sonnenschein and Galindo 2015). Thus, this experience suggests cooperation with parents as well to enhance and expand the mental ability of the children in early childhood to base a better career and living in future.

Experience: Technology Capturing the Tender Minds

This third experiences in the preschool classroom is another milestone which may ignite a teaching strategy beyond the traditional one in the context of technology and early childhood minds. This experience can be used to provide a strong foundation for integrating technology in the curriculum and syllabi of preschool to nourish their hunger and curiosity in technology. Almost every other child is techno-friendly in this silicon era and spends quality time looking into science and technology one way or another (Anderson and Rainie 2018).


The observation reflects students in preschool classroom peeping into a mobile phone and paying full attention to any concern related to the phone. Handing over the phone to the group of toddlers instantly turn into amusement and fun for them with the flow of discussions over the games, pictures in the phone which is no less than one of serious adult talk. This act of the children can be used to explore their skill and understanding in technology such as mobile phones, computers and tablets.

Key Objectives of Experience

The prominent conclusion of this experience was the integration of technology language in the pre-school classroom is as effective as developing a strong base for future techno-friendly minds. 

A research conducted by Kermani and Aldemir (2015) has also provided that the awareness and interest of the children in science and technology are materialistic and increases as they are at liberty in an experimental group rather than being in a control group with the traditional education system. The result of this research clearly provided the better performance of the children of the experimental group over the control group. 

Also, the American Association for the Advancement of Science report on science, maths and technology have emphasised on the prioritization of funding in the preschool education over the access to quality education in early childhood of the toddlers (Brenneman, Judi and Frede 2016).

Setting up Technology-Based Educational Devices in The Classroom

One of the significant steps in this regard is the installation of technology-based devices in the classroom. This teaching strategy will enhance the skills, curiosity and interest of the students along with a boost to grasp the knowledge with motion pictures and technically advanced devices. Although, as per Jabbar et al. (2019), this methodology of teaching requires the educator to have control, cautions and alertness but ultimately it is good to feed the growing minds with technology as base particularly when they are having interest and willingness to learn. Learning will be fun with this teaching strategy. This can also lead to the social-emotional development of children when they participate in such technology-based activities and have it integrated into their curricula (Lexia 2020). 

The inclusion of technology in the teaching strategy developed with the earlier above-mentioned teaching experiences can also play a crucial role and help the children learn science and maths with the visual representation. These representations have a remarkable mark on the minds and allow them to explore their mental ability and expand their vision and imagination in this regard (Jankowska, Gajda and Karwowski 2019).

Experience: Stress and Tensions in The Classroom

The last experience to be shared in this project is the stress and tension that have been experienced among children in the preschool classrooms with respect to the behaviour of the teacher, the curricula and syllabi of the class.


This present tension is greatly notable as it can affect the mental growth and development of the toddler to a great extent leading to scarcity and hindrance in the social-emotional development and cognitive development of the student with respect to science maths and technology languages.

Key Objectives of Experience

All the innovative teaching strategies can not be successful and impactful until and unless it has been executed without eradicating the stress and tension in the environment for the preschool classroom children. The care in this regard is as significant as developing any strategy for cognitive development among children in early childhood days.

As a result of industrialisation, women's emancipation and urbanisation, the care in the early childhood has been given significance as it has an adverse impact on the overall development of the children (Löfgren and Manni 2020). The various researchers have considered care to be one of the basic of early childhood care and education which were incorporated in the guiding principles in the formation of ECE (Lindgren and Söderlind 2019). The reasons for childhood stress can be many different sources straight from schedules, syllabi, world news to new experiences (Patton and Brown 2017). This stress is likely to affect the performance and behaviour of the children and thus has got attention not only from educators but parents as well.

The studies conducted by Wo et al. (2020) also suggested that children of early childhood are mostly like to cope with their stress with a negative attitude leading to destruction in their behaviour and mental ability. This can significantly affect their mental growth and learning in early childhood days.

Session Note: Teaching Strategy To Counter the Stress of Children

Leisure Time Activities

One of the teaching strategies which can reduce the stress and anxiety in early childhood care can be providing activities in leisure time in the schedule of the preschool. This period will allow them to explore things and cope up the stress developed either through surrounding or family.

The significance of this leisure period and activities are to be highlighted to ensure that the child is engrossed in the learning of science, maths and technology in the early childhood without stress else the whole purpose of introducing noble innovative strategies and linking them to the education of preschool children will be defeated undoubtedly.

Conclusion on Early Childhood Social-Emotional Learning

Early childhood education is the most significant and crucial form of education which forms the basis for the entire life and well-being of the child. The teaching strategy and the experience of the teachers can lead to the formation of a much better education system for preschool classrooms. Education policy well incorporated with experiments and experiences can lead to the framing of teaching strategies which will be helping in the cognitive development of children's mind with respect to science, maths and technology languages. Every teacher experiences various situation while encountering the toddlers in the Play School classrooms and preschool classrooms and if close observation and analysis are approached, an innovative teaching strategy can be developed and incorporated in the education policy. The early childhood care and education is the base of development for every nation and proper attention and care must be paid to such a delicate and productive gesture for the well-being of the society's future.

References for Early Childhood Social-Emotional Learning

Anderson, J and Rainie, L. 2018. Stories from experts about the impact of digital life. Pew Research Centre. [Online]. Available at: 202.419.4372 [Accessed on August 22. 2020].

Brenneman, K., Stevenson-Boyd, J. and Frede, E. 2016. Mathematics and science in preschool: Policy and practice. [Online]. Available at: http://nieer.org/wp-content/uploads/2016/08/MathSciencePolicyBrief0309.pdf

Clements, D. et al. 2015. The building blocks of mathematics for infants and toddlers: an annotated bibliography for course developers. Early Educator Central. [Online]. Available at: https://learningtrajectories.org/documents/1571675220586.pdf [Accessed on August 22. 2020].

Jabbar, S., Al-Shboul, M., Tannous, A., Banat, S., and Aldreabi, H. 2019. Young Children’s Use of Technological Devices: Parents’ Views. Modern Applied Science, 13, p. 66. DOI: 10.5539/mas.v13n2p66.

Jankowska, D., Gajda, A. and Karwowski, M. 2019. How children's creative visual imagination and creative thinking relate to their representation of space, International Journal of Science Education, 41 (8), pp. 1096-1117. DOI: 10.1080/09500693.2019.1594441

Kermani, H. and Aldemir, J. 2015. Preparing children for success: Integrating science, math, and technology in early childhood classroom, Early Child Development and Care, 185(9), pp. 1504-1527,

Lee, J., Collins, D. and Melton, J. 2016. What does algebra look like in early childhood?, Childhood Education, 92 (4), pp. 305-310.

Lexia. 2020. Technology integration guidance for early childhood education. [Online]. Available at: https://www.lexialearning.com/blog/technology-integration-guidance-early-childhood-education [Accessed on August 22. 2020].

Lindgren, A. and Soderlind, I. 2019. Förskolans historia: Förskolepolitik, barn och barndom. Sweden: Glerup Utbildning AB.

Löfgren, H. and Manni, A. 2020. Valuable everyday encounters in early childhood education: narratives from professionals. Early Years. [Online]. Available at: 10.1080/09575146.2020.1759028 [Accessed on August 22. 2020].

Lundberg, A. and Kilhamn, C. 2018. Transposition of knowledge: Encountering proportionality in an algebra task. International Journal of Science and Mathematics Education, 16, pp. 559–579. DOI: https://doi.org/10.1007/s10763-016-9781-3

Moreno, M. 2018. Preschool and Early Education Experiences. JAMA Pediatr, 172 (3), p. 303. DOI:10.1001/jamapediatrics.2017.5277

Patton, B. and Brown, K. 2017. Early childhood: Motivation and Stress, International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), 8 (4), pp. 3242.

Smidt, W. and Lehrl, S. 2018. Teacher–child interactions in early childhood education and care classrooms: Characteristics, predictivity, dependency and methodological issues, Research Papers in Education, 33 (4), pp. 411-413, DOI: 10.1080/02671522.2017.1353677

Sonnenschein, S., and Galindo, C. 2015. Race/ethnicity and early mathematics skills: relations between home, classroom, and mathematics achievement. Journal of Educational Research, 108 (4), pp. 261–277. DOI: 10.1080/00220671.2014.880394

UNESCO. 2020. Early childhood care and education. [Online]. Available at: https://en.unesco.org/themes/early-childhood-care-and-education#:~:text=Early%20childhood%20care%20and%20education%20(ECCE)%20is%20more%20than%20preparation,for%20lifelong%20learning%20and%20wellbeing [Accessed on August 22. 2020].

Wu, M., Alexander, M., Frydenberg, M., and Deans, J. 2020. Early childhood social-emotional learning based on the Cope-Resilience program: Impact of teacher experience. Issues in Educational Research, 30 (2), pp. 1-10.

Remember, at the center of any academic work, lies clarity and evidence. Should you need further assistance, do look up to our Early Childhood Assignment Help

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