Young children learn best by actively participating in what is going on. Through first-hand experiences they develop, refine and clarify concepts. From the time a child is born, he/she is manipulating one thing after another.

There are countless relationships that we can draw between what is happening in the classroom and the infinite possibilities for learning math concepts. We are often faced with popular questions such as, what mathematics are you teaching my child? Is content, or process more important? What role does the child play in your selection of math curriculum? What types of materials should we use at home? How does the classroom environment in the pre-k contribute to the math curriculum?

Curriculum is the what of the early education process, the planned experiences and the opportunities for learning something new. The math curriculum includes all aspects of math content and processes, the learning environment and materials. Central to the curriculum is the child.

Math and Manipulatives
Almost everything in the classroom is manipulative. Manipulative materials, also referred to as "table toys", are materials that children manipulate using their hands and fingers and for which little physical exertion is required. Standard types of manipulatives include: peg boards with rubber bands, table blocks, beads, puzzles, dominoes, shape sorters, small animals, etc. Manipulatives develop skills such as, eye-hand coordination (i.e.: twisting, turning, pushing, screwing, threading). Elements of shape, color, comparison, likenesses, differences, relationships, and classification are often explored through activities that involve manipulatives. A child may work with manipulatives alone. Typically, when next to other children, or in small groups they also use this opportunity to expand their social connections. Teachers are often recording children's conversations about children's structures, the process of building them and having to "fix" certain parts, or just the stories they create as a result of the interaction with certain manipulative.

Math and Blocks
Blocks have been considered the most valuable of all learning materials for children. The open-ended quality of blocks lends itself to individual differences. Therefore, children of all ages and stages of development find playing with blocks a satisfying and challenging experience. Working with blocks can integrate many kinds of learning experiences:

• Social: children develop self-control as they master control of blocks, self-confidence as a child creates buildings and structures; there is no "correct" way of building so everyone feels successful. Blocks promote social interactions with other children by cooperative building.

• Physical: by playing with blocks children practice both gross and fine motor skills – lifting, stretching, stacking, carrying, balancing, hand-eye coordination, putting blocks away, etc.

• Cognitive: Block play encourages problem solving, concept development such as classification, order, size and shape, measurement, configuration and creative thinking.

• Language: children often create stories, dramas with symbolic play and blocks. They label construction zones and leave signs for others to remember that they will return to their original project. The develop conversations that often result in expanded vocabulary and the description of plots that can be acted out later.