Mathematics Learning in Early Childhood

In fact, mathematics is one matapelajaran in schools that get the attention of “more” both from the teacher, parent and child. In addition to mathematics is included matapelajaran tested in national examinations (UN) is also still found a lot of parties who have the perception that mathematics is the most important knowledge that must be mastered children.

However, the realities facing today, there are children who have not provided the ability to perform brilliantly in the field of mathematics. As if they were, faced with the dilemma of two things, on the one hand they “must” master the mathematics, on the other hand he feels weak to study mathematics. Could this case, the result of our education system is wrong? The pattern of parenting that wrong? Or does not developed mathematical potential from an early age? Or “do-do” they do not want to learn because they feel no need to mathematics.
Essentially, each individual is going to need math in life (although a simple level, for example: sale and purchase). And, in principle, every child is gifted with mathematical ability, which has the ability to recognize numbers from an early age even before school age. Pre-school age children already understand about the quantity, and at least as many objects, number of siblings, etc.. Now, parents and educators lived task is to maintain the properties on which the intelligence of children in order to survive to grow up, with environmental factors and provide a good stimulation to stimulate and optimize brain function and intelligence of children.
Mathematical intelligence peaks in adolescence and early adulthood. Several high-level mathematical abilities will decline after the age of 40 years. Logical mathematical intelligence is categorized as academic intelligence, because of the high support in the success of one’s studies. In IQ tests, logical mathematical intelligence is preferred. Therefore, the mathematics become “meaningful” in the lives of individual human beings.
Well, based on these brief descriptions, we are advised that in each individual finds that there is potential for mathematical intelligence. Therefore, live how we as parents, teachers, facilitators can develop intelligence from an early age. The hope, when grown children no longer difficult to find a mathematical potential.
Thus, early childhood to be an effective tool to explore and develop mathematical intelligence possessed child. Of course, in a manner consistent with the child’s growth rate. For example, counting the number of cookies, the amount of money, shows the colorful clothing, count the number of boxes of ceramic, etc.. By trying to explore and develop the mathematical intelligence of children from an early age, is expected when entering the next education level, children are no longer found it difficult to accept the subject matter of mathematics.