Just Ask Alice

“Do we want our toddlers to learn how to use simple math and language symbols, or do we want them to truly understand mathematical concepts, develop their higher learning skills, be deep thinkers and creative problem solvers…

Any time we interrupt what an infant or toddler might be working on to “teach” him, we discourage focus and attention span. Attempting to plant seeds of knowledge in our babies inadvertently plants seeds of doubt. How can our child believe that the activities he chooses are valuable, when we signal that we want him to do something more…or different?” (How To Help Your Baby Become A Math Genius (Or Not), Janet Lansbury)

I truly appreciate Janet Lansbury‘s work. This one being the most recent I’ve immersed myself in. What stands out to me is the difference between “using a skill” and “UNDERSTANDING a concept.” 

I remember when we paused with our second daughter–considering putting her Kindergarten at age 6, rather than as a brand new 5 (her birthday fell right at the school district’s cut-off date for entering Kindergarten.) With my husband being an elementary teacher, and me being an early child development professional, we both knew in our gut that waiting might be best. Yet we still explored…

And what our elder daughter’s Kindergarten teacher said was something to the effect of second (and third and on) children tend to SEEM ready “earlier” due to being exposed to their older sibling’s experiences. So they often knew how to USE a skill–they’ve watched and copied and been immersed in their older sibling’s experiences. But their understanding and the necessary deeper comprehension wasn’t there yet. They could recite numbers and letters, for instance, but were less likely to KNOW what those numbers and letters truly represented and meant.

It was this that gave us the go-ahead to PAUSE and give our younger daughter the time SHE needed to explore her world at her own pace.

Math. Oh there is so MUCH our little ones are learning and absorbing just as Janet speaks of! All on their own as they test, explore, touch, taste…and what an added bonus when, as we head up the stairs with them, we find ourselves counting each step. Or describing just what size portion they are getting–“I cut you 3 apple slices! One. Two. THREE!” Noticing out loud how they dumped ALL the blocks out of the box and are now plunking in 1, 2, 3, 4, 5…

When we step back and let them work those puzzle pieces in they are learning all about shape, geometry, size. When we give them a cup or two in the bath tub and they practice pouring and dumping and filling they are learning all about quantity and physics and more.

The smooshed peas added to their oatmeal? Chemistry at its best!

A ball rolling rolling rolling…and then rolling back and forth with you? Kinesthetics. Physics.

Baby studying the wheel on a toy…and discovering how to make it go round and round? Physics!

Block building? Oh so much! Numbers. Quantity. Balance. Cause and effect. Gravity! Physics, math, science science science.

The more we can respect PLAY–aka exploration, discovery, trial and error, problem solving–the more we are supporting our little one’s optimal growth. How cool is that?

Babies and toddlers and preschoolers are Scientists Extraordinaire. We just have to get out of their way and quietly observe. Engage appropriately by naming and describing what they are experiencing. Provide a rich and varied environment (and this doesn’t need to be bought toys!) Think paper bags. Boxes. Scarves. Kleenex boxes with various lids tucked inside. Spoons! Pots and pans…oh so much just around the house that adds to that rich and varied environment.