Ministry of Higher Education, Science and Innovation of the Republic of Uzbekistan Samarkand State University Theme : Mathematics in the preschool Contents

What Kids Learn in Preschool
From learning how to take turns to counting to 10, preschool is about discovery. By the time your child graduates from pre-K, they will have learned a lot. The entire span of lessons and content that your child will be taught during the course of preschool education is what's known as the preschool curriculum.
Depending on the preschool you choose and the early childhood education philosophy it follows, your child may explore a wide variety of academic, social, physical, and emotional lessons. In addition to academics and social skills, many preschools also work on critical speech and fine motor skills.¹
In some settings, preschools are also able to help children complete their toilet training.² By the time they get to kindergarten, children who participate in preschool should be ready to speak in longer phrases and sentences, use a pair of scissors, follow instructions, and kick a ball.

What Do Kids Learn in Preschool?

Preschools teach the basics to kids, giving them a strong foundation for the elementary years. This includes academic concepts of literacy and math, such as counting, coloring, and letter recognition and developing large and fine motor skills, such as walking in a line and using a pencil. It also includes social and school-readiness skills, such as making friends, sharing, and taking turns.

Academic Concepts in the Preschool Curriculum

The preschool curriculum offered at one child's preschool may vary significantly from what is offered at other schools. This is because preschools are not governed by the standards that apply to K-12 education.
So, individual schools and groups of schools have the freedom to teach what they please in the manner they prefer.³ For example, preschools located in religious institutions may include religious education in their curriculum. Montessori preschools use specific materials and activities to encourage children in hands-on learning.⁴
Teachers may also adjust their educational approaches to suit the needs of individual children in their classroom. While preschools don't all adhere to the same educational guidelines, they're intended to prepare students for kindergarten. That means most effective preschools work on key skill areas, which include math, science, and literacy skills.

Digital mathematics activities and children

The research into using digital technologies in developmentally appropriate mathematics
education methods is not new (Larkin & Calder, 2016). For over three decades, digital technolo-
gies have been part of mathematics educators’ repertoire of tools, knowledge, and processes
to enhance engagement and understanding in learning and teaching (Calder, 2015). Research
that focuses on best practice in the incorporation of technology in Early Childhood Education
(ECE) has shown the use of Information and Communication Technologies (ICT) can result in
improvements to student engagement, motivation, persistence, curiosity, and attention even with
preschoolers with concurrent risk for mathematics difficulties (Larkin, 2013;Moore et al., 2015;
Orlando & Attard, 2016).
Digital technologies may transform the way mathematics could be taught and learned with
the assimilation of the technologies to existing classroom practices. Although technologies
open the possibility for meaningful mathematics, still, in many cases, technologies are used to
substitute paper-and-pencil calculations or supplement graphing skills (Olive et al., 2010). Th
Digital mathematics activities and children
The research into using digital technologies in developmentally appropriate mathematics
education methods is not new (Larkin & Calder, 2016). For over three decades, digital technolo-
gies have been part of mathematics educators’ repertoire of tools, knowledge, and processes
to enhance engagement and understanding in learning and teaching (Calder, 2015). Research
that focuses on best practice in the incorporation of technology in Early Childhood Education
(ECE) has shown the use of Information and Communication Technologies (ICT) can result in
improvements to student engagement, motivation, persistence, curiosity, and attention even with
preschoolers with concurrent risk for mathematics difficulties (Larkin, 2013;Moore et al., 2015;
Orlando & Attard, 2016).
Digital technologies may transform the way mathematics could be taught and learned with
the assimilation of the technologies to existing classroom practices. Although technologies
open the possibility for meaningful mathematics, still, in many cases, technologies are used to
substitute paper-and-pencil calculations or supplement graphing skills (Olive et al., 2010). Th
Digital mathematics activities and children
The research into using digital technologies in developmentally appropriate mathematics
education methods is not new (Larkin & Calder, 2016). For over three decades, digital technolo-
gies have been part of mathematics educators’ repertoire of tools, knowledge, and processes
to enhance engagement and understanding in learning and teaching (Calder, 2015). Research
that focuses on best practice in the incorporation of technology in Early Childhood Education
(ECE) has shown the use of Information and Communication Technologies (ICT) can result in
improvements to student engagement, motivation, persistence, curiosity, and attention even with
preschoolers with concurrent risk for mathematics difficulties (Larkin, 2013;Moore et al., 2015;
Orlando & Attard, 2016).
Digital technologies may transform the way mathematics could be taught and learned with
the assimilation of the technologies to existing classroom practices. Although technologies
open the possibility for meaningful mathematics, still, in many cases, technologies are used to
substitute paper-and-pencil calculations or supplement graphing skills (Olive et al., 2010). Th
Digital mathematics activities and children
The research into using digital technologies in developmentally appropriate mathematics
education methods is not new (Larkin & Calder, 2016). For over three decades, digital technolo-
gies have been part of mathematics educators’ repertoire of tools, knowledge, and processes
to enhance engagement and understanding in learning and teaching (Calder, 2015). Research
that focuses on best practice in the incorporation of technology in Early Childhood Education
(ECE) has shown the use of Information and Communication Technologies (ICT) can result in
improvements to student engagement, motivation, persistence, curiosity, and attention even with
preschoolers with concurrent risk for mathematics difficulties (Larkin, 2013;Moore et al., 2015;
Orlando & Attard, 2016).
Digital technologies may transform the way mathematics could be taught and learned with
the assimilation of the technologies to existing classroom practices. Although technologies
open the possibility for meaningful mathematics, still, in many cases, technologies are used to
substitute paper-and-pencil calculations or supplement graphing skills (Olive et al., 2010). Th