‘1, 2 buckle my shoes’ is a project based on early mathematics. Preschools from Poland, Malta, Scotland, Iceland, Spain, Italy, Romania, Lithuania and Canada, U.S.A, and England are participating in the project. A mathematical topic was planned for each month. Enumeration, comparing activities, adding, measures, space and position, shapes, comparisons, and classifications topics were carried out by the partners. Lesson plans were discussed and results of work exchanged at the end of each month. Different methodologies were observed and discussed. Young children learn best when they are allowed to construct a personal understanding based on experiencing things and reflecting on those experiences. A set of topics, ‘Maths around us’ was planned and the children explored ‘Maths and our Toys’, Maths in the shops’, ‘Maths at Christmas time’, ‘Maths in the streets’, ‘Maths in the kitchen’, ‘Maths in the garden’, Maths in the gym’ and ‘Maths and water’.
The children performed a series of hands-on mathematical activities. They prepared mathematical crafts, drawings and take digital photos and video clips to share with each other. They actively participated in the preparation of presentations of activities they want to share with their new friends.
Children were encouraged to invent and play games whilst they learnt to follow rules.
Children played online games and acquired ICT skills.
Video conferencing were held where children shared their experiences, sang number rhymes and heard the numbers in partner’s different languages.
To realize this vision the project team worked together to raise awareness of the importance of mathematics in early education, sharing sound pedagogical approaches to mathematical teaching and learning and developing essential resources to support high quality equitable mathematical experiences for all young children. The project team shared their expertise in ICT and new ICT programs were explored. Children joined in creating mathematical digital puzzles and games. A <a href="
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was created where games, puzzles and interactive books were prepared for the children to access. Different European cultures and languages were also introduced to the children. The young children involved have had their natural self focus expanded to be inclusive of others and started the process of developing the early concepts of belonging to a wider national and international community with rich and diverse cultural and linguistic backgrounds. The Wiki" created to publish and share the outcomes shows clear examples of the above but equally demonstrates through video and digital photos the confidence, motivation and early independent learning skills the children acquired. Children and staff in all partner schools have accessed and experienced an eclectic array of ICT, improving skill and experience levels exponentially as the project progressed. The shared team working of the staffs in all schools has been an enormous advantage in pedagogical advancement and staff development. The ICT developments in our early stage classrooms achieved through this collaborative eTwinning project shows a very high level of skill and experience for both children and staff.
