1. SIMILARITIES BETWEEN OBJECT AND VERBAL COUNTING
1.1. Both are ways to teach the learners the language of numbers.
1.2. Both is a gradual process
1.3. Both can be integrated into many other subjects throughout the Foundation Phase day.
2. OBJECT COUNTING
2.1. EXAMPLES OF GAMES
2.1.1. Lady Bug Spot Counting Game
2.1.2. Exploring Numbers with Play dough
2.1.3. Sorting Seashells
2.2. WHAT IT IS
2.2.1. Object counting consists of naming how many items there are, which are labeled with a number word by adults or older children.
2.3. THE BENEFITS OF OBJECT COUNTING
2.3.1. Counting with understanding means that a child can accurately count a number of objects and answer the "how many" question.
2.4. TEACHING STRATEGIES
2.4.1. Urge learners to contact the articles as they check and count objects that are sorted out into a line.
2.4.2. Urge the learner to highlight objects.
2.4.3. In the event that a learner has a learning handicap, urge that student to work gradually and cautiously.
2.5. LINKS TO RESOURCES
2.5.1. Lady Bug Spot Counting Game: https://www.playlearneveryday.com/2016/04/ladybug-spot-counting-activity.html
2.5.2. Exploring Numbers with Play Dough: https://www.simplefunforkids.com/exploring-numbers-with-play-dough.html/
2.5.3. Sorting Seashells: https://playgroundparkbench.com/sorting-seashells-a-summer-math-activity/
3. VERBAL COUNTING
3.1. EXAMPLES OF RHYMES
3.1.1. Here is a Beehive
3.1.2. Five Little Ducks
3.1.3. The Ants Go Marching
3.2. WHAT IT IS
3.2.1. Verbal counting involves a child learning a list of number words
3.3. THE BENEFITS OF VERBAL COUNTING
3.3.1. Verbal counting remains important for the entire Foundation Phase because it teaches learners the sequence and the language of numbers.
3.3.2. Through reciting the number names in sequence they gain an understanding of the rhythm and pattern that is within numbers.
3.4. TEACHING STRATEGIES
3.4.1. Rhythms and tunes can assume a job in showing learners how to count, however their consideration has to be given to isolating the words from one another and seeing each as an including word.
3.4.2. The examples and structures of verbal counting should be accentuated by making the base-ten, place worth, and structure of number names increasingly available to the learners.
3.4.3. In the event that learners are committing errors, it is basic to underscore the significance of precision and urge them to count gradually and cautiously.
3.4.4. Another way could be to have the learners count with you or essentially request that they do it without anyone else. State number by number with the learner and have them rehash it after you.
3.5. LINKS TO RESOURCES
3.5.1. Here is a Beehive: https://childhood101.com/15-preschool-counting-songs-fingerplays-rhymes/
3.5.2. Five Little Ducks: https://allnurseryrhymes.com/five-little-ducks/
3.5.3. The Ants Go Marching: https://empoweredparents.co/10-counting-rhymes-to-teach-your-kids/