Part A – Annotated Bibliography

No Article Title (APA 7th edition Summary of article Implications

referencing style)

1. Kilday, C.R., The article discusses the essential of ● The evaluation of teaching quality in
An analysis of instruments
Kinzie, M.B. An evaluating the quality of mathematics mathematics is crucial for preschoolers'
that measure the quality
Analysis of teaching in early childhood, and it highlights development and later academic success.
of mathematics teaching
Instruments that the capabilities of preschoolers in ● Teacher-child interactions significantly
in early childhood
Measure the mathematical thinking and the impact on influence child outcomes, emphasizing the
Quality of their later school achievement. importance of teaching quality.
Mathematics Furthermore, it also reviews nine ● Research indicates that high-quality
Teaching in Early instruments designed to measure teachers and classroom environments
Childhood. Early mathematics teaching quality and positively impact student achievement.
Childhood Educ J emphasizes the importance of supporting ● Teachers can utilize observational
36, 365–372 teachers' practice and improving child measures to determine teaching quality
(2009). DOI: outcomes through the use of these characteristics and enhance teaching
10.1007/s10643- measures. However, this article identifies practices.
008-0286-8 three highly desirable instruments for ● Focus on early childhood mathematics
measuring mathematics teaching quality. education to improve student engagement
These are: (1) COEMET (Classroom and understanding of mathematical
Observation of Early Mathematics Teaching concepts.
is a measure which is specifically designed ● Consider the theoretical framework and
to focus on the interactions between goals of assessments when measuring
teachers and students in a learning setting. teaching quality.
(2) EMI (Early Mathematics Inventory) is ● Engage in ongoing research and
noted for the essential components of high- development to further enhance the
quality mathematics and its focus on the effectiveness of mathematics teaching
early childhood classroom environment. (3) practices.
MQI (Mathematical Quality of Instruction)
has versatility in implementation across K-
12 settings and its ability to assess a wide
range of teaching practices. Beside that,
this research suggests that mathematical
capabilities in young children, even as
young as two or three years old, can be
predictive of later school achievement.
Certainly, the use of appropriate
manipulatives and teaching practices
tailored to early childhood settings can
enhance children's mathematical
understanding.
2. Length measurement in Sarama, J., This article evaluates the effectiveness of ● Instructional tasks and teacher-child
the early years: teaching Clements, D. H., instructional activities in promoting interactions are identified as key factors in
and learning with learning Barrett, J. E., progression in children's understanding of fostering learning and progression in
trajectories Cullen, C. J., measurement. The findings suggest that measurement.
Hudyma, A., & specific characteristics of the interventions
Vanegas, Y. and teacher-child interactions are important ● The modified learning trajectories
(2022/10//). Length for promoting learning, and that the use of incorporate specific instructional
measurement in standard or nonstandard units may play characteristics from the study, enhancing
the early years: different roles at different points in the effectiveness compared to the original
teaching and learning trajectory. The specific trajectories.
learning with characteristics of the interventions is that:
● Certain tasks can facilitate children's
learning (1) the interventions were piloted with
movement through different levels of
trajectories. children not in the study, and video
length measurement understanding.
Mathematical recordings were reviewed to provide
Thinking and feedback to facilitators. (2) the experiment's ● It highlights the significance of well-
Learning, 24(4), protocol included formative assessment structured curricula and teaching
267-290.DOI: and four intervention phases over three approaches in enhancing students'
10.1080/10986065. days. (3) video recordings of each session understanding of measurement.
2020.1858245 were viewed, and feedback was provided ● The necessity of guiding children through
for "fine-tuning" instruction. (4) child different levels of understanding in length
behaviors were coded qualitatively through measurement to build a solid foundation
a categorical method using NVivo data for quantitative reasoning.
analysis software. (5) the instructional tasks
in the interventions were designed to
promote growth between different levels of
thinking in the length learning trajectory. (6)
the interventions included activities focused
on recognition of units of measurement,
creation and use of rulers to measure
objects, and measuring objects using
different measuring instruments. Beside
that, teacher-child interactions play a crucial
role in impacting children's understanding
of measurement. It mentions that
instructional activities and strategies should
 be translated to classroom structures and
interactional patterns, which are central to
research on length. Another point, it is
mentioned that there is an ongoing debate
between the use of nonstandard and
standard units, and the study sets out to
examine the effects of using standard and
nonstandard units at different levels of the
learning trajectory.

3. Why do some children Hiebert, J. (1984). There are many factors why children face ● From this article, it suggests that
have trouble learning Why do some difficulties when learning measurement. children's struggles with measurement
measurement concepts? children have Firstly, children exhibit proficiency in concepts may stem from a focus on one
trouble learning standard measuring skills but lack a deep endpoint when measuring and a lack of
measurement understanding of fundamental understanding of length conservation and
concepts?. The measurement concepts. Secondly, young transitivity.
Arithmetic Teacher, children can grasp important principles of ● Teachers should supplement textbook
31(7), 19-24. measurement through experience in instruction with practical measuring
making and comparing representations. activities to help children acquire the
 Thirdly, children understand concepts like
comparing lengths indirectly and
recognizing the total length of a path as the
sum of individual linear segments. Fourthly,
children have lack of understanding
underlying measurement concepts, and it
can hinder children's ability to apply their
skills in new situations that require
adjustments.
4 Measurement MacDonald, A. The article appears about foundational
(2018). measurement concepts (length, area,
Mathematics in volume and capacity, mass and weight,
early childhood time, temperature, value such as money) in
education. Oxford early childhood education, exploring various
University Press. measurable attributes and the development
of children's understanding of
measurement. In this case, a child's
understanding of measurement is shaped
by these interconnected elements, which
necessary conceptual foundations for
measurement skills.
● It is more productive to engage children in
a variety of concrete measuring tasks
early on rather than waiting for specific
logical reasoning processes to develop.
Educators can:
● encourage children to make predictions,
hypothesize, investigate, and explore
through play.
● develop additional mathematical skills by
introducing mathematical language,
symbols, and measurement tools.
● assist children in transitioning from
informal to formal units by providing
engaging learning experiences.
 include concepts such as attribute
measurement, comparison, and unit
identification, as well as the developmental
progression from informal to formal
measurement processes. For example,
young children have an innate awareness
that attributes such as mass and length
exist, although they may not be able to
quantify or measure them accurately. As
they progress, they learn to reason about
and measure quantities, use words to
represent quantity, compare objects
directly, recognize equality or inequality,
and connect number to quantity while
identifying a unit of measure.
5. Measures: making Montague-Smith, It discusses the importance of
comparisons A., Cotton, T., measurement in various aspects of life,
Hansen, A., & including mathematics, science, geography,
● highlight the arbitrariness of units,
emphasizing their varied uses in different
contexts.
Meanwhile, parents can:
● encourage exploration and play that
involves measurement activities to
enhance your child’s understanding.
● introduce mathematical language and
symbols at home to support the
development of mathematical concepts.
● provide opportunities for their children to
compare objects and quantities, fostering
their measurement skills.
● Teachers or parents are important to know
measuring differs from counting. Counting
is discrete (separate), while measuring is
Price, A. (2017). and technology. Moreover, it emphasizes
Mathematics in the need for making comparisons and using
early years standard units to ascertain the size,
education. Taylor & amount, or degree of something. Measuring
Francis Group. is complex which involves a range of
different concepts including: length, weight,
capacity, area, volume, time, temperature,
angle, money, compound measures, such
as density, fuel consumption and speed.
The use of standard units in measurements
such as centimeters, liters, grams promotes
consistency, precision, effective
communication, and global relevance.
continuous.
● Teachers and parents can set up an
environment for measured activities.
● Observing, knowing children’s abilities and
assessing criteria for measurement are
some techniques which can support
children’s development in measured
activities.
● Parents can use everyday items in the
home and create engagements measuring
activities such as comparing lengths,
weights and capacities in various
contexts.
● Parents and carers can collaborate to
expose the language of measures in
different daily contexts.
● Children will gradually develop their
understanding of concepts such as length,
time and capacity through many
experiences and opportunities to explore
materials.
6. Teaching preschoolers Beneke, S. (2016). Comparing objects using predetermined
about measuring length Teaching units such as inches or meters can be
preschoolers about applied on learning measure length for
measuring length. children. To develop children’s
Early Childhood measurement skills, teachers can help
Higher Education children through: modeling measurement
Resources Online. techniques, providing standard measuring
https://www.eclearn tools, using nonstandard units initially,
ingil.org/hero/resou engaging children in mathematical
rces/teaching- processes, supporting dual language
preschoolers- learners, encouraging communication and
about-measuring- reasoning, connecting measurement to
length everyday life, fostering problem-solving
skills. Moreover, teachers can use some
strategies for teaching length: (1) focus
children’s attention on the relationship of
numbers to length during activities. (2)
encourage children to communicate their
measuring processes and ideas using
appropriate vocabulary. (3) support children
in beginning to use measurement tools
● Use storybooks presented in both English
and the young DLL’s home language to
bridge understanding.
● Utilize gesturing, such as spreading arms
wide apart or close together, to emphasize
length.
● Develop visually attractive charts showing
examples of length differences labeled in
both English and the child's home
language.
● Encourage children to communicate their
thinking about measuring length using
verbalization, drawing, writing, gesturing,
or using concrete objects.
Teachers can use strategies for teaching length
such as:
● focus children’s attention on the
relationship of numbers to length during
activities.
 even if they may not use them accurately.
(4) individualize teaching methods based
on the system of measurement used in the
child's home. Providing standard measuring
tools in the classroom for children learning
to measure length is highly recommended
due to the benefits it offers in promoting
consistency, enhancing learning, facilitating
comparison, and encouraging precision in
measurement practices,
● encourage children to communicate their
measuring processes and ideas using
appropriate vocabulary.
● support children in beginning to use
measurement tools even if they may not
use them accurately.
● individualize teaching methods based on
the system of measurement used in the
child's home.

PART B

Title: Teaching Measurement in the Early Years

Teaching measurement to young children is a critical component of early childhood education. It encompasses a range of concepts
including length, volume, weight, time, and temperature, which are foundational for mathematical understanding and everyday life.
It emphasizes the importance of starting measurement education early, to develop both cognitive and practical skills in children.
This essay will explore effective strategies for teaching measurement in the early years, supported by research and journal
references.
Importance of Early Measurement Education

Measurement is integral to a child’s development as it enhances their understanding of the world. It provides a practical context for
applying mathematical concepts and helps children make sense of their environment. Measurement activities support children in
developing a range of mathematical skills including counting, comparing, and ordering. These skills are not only essential for future
mathematical learning but are also critical in everyday decision-making.

Developmentally Appropriate Practices

When teaching measurement to young children, it is crucial to use developmentally appropriate practices. Young learners benefit
from hands-on, exploratory activities that allow them to engage with measurement concepts in a meaningful way. Activities should
be tailored to children's developmental stages, ensuring that they are neither too simple nor too complex.

One effective method is the use of concrete materials such as blocks, sand, and water. It suggests that manipulatives help children
understand abstract concepts by providing a tangible reference. For example, using blocks to measure the length of a table allows
children to physically see and understand what measurement involves.

Integrating Measurement with Play

Play-based learning is a powerful tool in early childhood education. Integrating measurement into play can make learning more
engaging and meaningful. For instance, children can learn about volume by playing with water and sand in a sensory table, filling
and emptying different-sized containers. This kind of play allows children to experiment and discover measurement principles on
their own terms.

A study found that children who engage in play-based learning activities are more likely to develop a positive attitude towards
mathematics. This is because play reduces the pressure often associated with formal learning and allows children to explore
concepts in a fun and relaxed environment.

Real-Life Contexts

Connecting measurement activities to real-life contexts enhances their relevance and appeal to young children. Everyday activities
such as cooking, shopping, and gardening offer rich opportunities for measurement learning. For example, cooking can introduce
children to measurements of weight and volume as they measure ingredients. Children learn measurement concepts more
effectively when they see their practical applications.

Teachers can also use storytelling to contextualize measurement concepts. For instance, reading a story about a character who
bakes a cake can lead to a discussion about measuring ingredients. This approach not only makes learning more engaging but
also helps children understand the practical significance of measurement.

Technology in Measurement Education

Incorporating technology in early measurement education can also be beneficial. Interactive digital tools and educational apps can
provide children with interactive and engaging ways to explore measurement concepts. Research indicates that digital tools can
enhance children's understanding of mathematical concepts, including measurement, by providing immediate feedback and
allowing for self-paced learning.

Educational apps that include measurement games and activities can help reinforce concepts taught in the classroom. For
instance, an app that involves measuring virtual objects can help children practice and solidify their understanding of length,
volume, and weight.

Challenges and Considerations

While there are many effective strategies for teaching measurement, there are also challenges that educators need to consider.
One challenge is ensuring that all children, regardless of their background, have equal access to high-quality measurement
education. It highlights the disparities in educational resources and opportunities that can affect children's learning outcomes.

Another consideration is the assessment of measurement skills in young children. Traditional assessments may not accurately
reflect a child's understanding and abilities. Formative assessments, such as observations and anecdotal records, can provide a
more comprehensive picture of a child's progress. Formative assessments allow teachers to tailor instruction to meet the individual
needs of each child, thereby supporting more effective learning.

Role of Teachers and Parents

Teachers play a crucial role in facilitating measurement learning. Professional development and training in early childhood
mathematics education can equip teachers with the necessary skills and knowledge to teach measurement effectively. Ongoing
professional development is essential for teachers to stay updated with the latest research and teaching strategies.

Parents also play a vital role in supporting their children's measurement learning. Encouraging parents to engage in measurement
activities at home can reinforce what children learn in school. Simple activities like measuring ingredients for a recipe or comparing
the heights of family members can provide valuable learning experiences. Research suggests that parental involvement in
children's education significantly enhances their academic achievement.

Conclusion
Teaching measurement in the early years is fundamental for developing children's mathematical understanding and practical life
skills. By using developmentally appropriate practices, integrating play, connecting to real-life contexts, and incorporating
technology, educators can create engaging and effective measurement learning experiences. Overcoming challenges such as
resource disparities and assessment difficulties is essential to ensure that all children have the opportunity to succeed. Both
teachers and parents play a critical role in this process, highlighting the importance of collaboration in early childhood education. By
providing young children with a strong foundation in measurement, we set them on a path towards lifelong learning and success in
mathematics.

PART C
Write a 1000-word reflection that describes the advice you would provide to an educational setting regarding your chosen topic by
using your annotated bibliography and tutorial experiences from this unit.