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By Nancy A. Crowell, Ethel M. Leeper

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44 What does it mean to be two? Understanding the world sensory experience. Young children need as much help and suitable equipment as appropriate, to close the gap as much as possible. Practitioners need specialist input – from their own SENCO or local advisors – to support disabled children who are learning without the help of one or more senses. Experiencing familiar and unfamiliar Very young children learn about the different features of their world through a considerable amount of varied experience and hands-on exploration.

Young children go through a confused stage when they do not realise that there are two symbols. There is no need to make it tougher by muddling up letters and numbers in one container. l What about a number frieze? Do children actively look at it and point, or is it just wallpaper? A book with items to count may work better, or a story where a group of cats or other items disappear one at a time and then re-emerge. Written numbers may seem like a very obvious way of representing quantity, and other mathematical concepts, to adults who learned their basic numeracy a long time ago.

With a well-resourced learning environment, twos are able to select flexible materials, which they then organise. They categorise materials in ways that make sense to them. The approach used by individual young children becomes clear to adults when you observe what children are actually doing with materials, rather than becoming over-focused on what you, as the adult, hoped they might do. Children need this basic concept of sorting and matching as the foundation for any kind of categorisation that rests on concepts that seem self-evident to adults.

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