Math Access for Teachers and Home Child Care Providers

Dropoff Pickup: In/Out

Math Component Routine
• Geometry
• Operations and Algebra
• Pick up and Drop off times

Snapshot of Development: 0 to 6 Months

Play:

Infants begin by using their eyes to explore toys and then begin to use their hands and mouths to explore. Their play is primarily shaking, banging and mouthing. At the end of this stage, they begin to look for dropped toys and may find a partially hidden object.

Communication:

Young infants recognize their parents and familiar caregivers. They smile and laugh during playful interactions, such as peek-a-boo. They make early cooing and babbling sounds.

Motor:

When on their tummies, infants learn to hold their head up and reach for toys. They begin to reach and grasp for objects, beginning with the care-givers clothes and hair and then moving to toys and objects. At the end of this stage, many infants may help hold their own bottle and help bring the bottle to their mouths. They may also begin to take pureed food from a spoon.

Materials:
(None)

Note: Small parts create a choking hazard for children. Make sure that all materials you choose to use for an activity or lesson with children meet safety requirements. Small parts are not appropriate for children who are 5 years of age or younger.

Interactions:
 Drop off in the morning Drop off time is a good time to teach IN and OUT as the parents and infant come IN and then as parents leave for work and go OUT.  When opening the door for the family say “Good morning (child’s name), come IN.”  Do your typical routine at drop off with the family.  When the parent is ready to leave, take the infant to the door to say good-bye. Wave and say “Bye bye, mommy/daddy, you are going OUT” as the parent walks OUT the door, then say “(child’s name and your name) are IN.” Pick up time in the evening When parents come to pick-up their infant in the evening use IN and OUT language again.  As soon as the infant sees her parent say “Hello mommy/daddy, you are IN our classroom.”  After the typical pick up time routine is completed and the family is walking OUT the door say “(child’s name) and mommy/daddy are OUT of our classroom now, I am IN the classroom." "bye-bye (child’s name)". Be sure to wave as you say goodbye to the infant.

Snapshot of Development: 6 to 12 Months

Play:

At the beginning of this stage, play is mostly shaking, banging, and mouthing toys. By the end of this stage, infants begin to combine objects that go together in play. They reach for and hold two objects and may begin to reach for a third. Many infants will look for dropped toys and find partially and completely hidden toys. Many infants enjoy taking things out and putting things into containers.

Communication:

At this age, infants respond when their name is called. They may turn their head, make eye contact and sometimes smile and vocalize. They may look for family members and pets when called by name. They may respond to simple requests made with gestures, such as, “Come here,” and they may understand “No” or “Stop.” They may lift their arms to be picked up, clap hands, and wave bye-bye. They love to shout and squeal and may be babbling with many different sounds. They may be participating in and sometimes initiating peek-a-boo.

Motor:

During this stage, many infants begin to sit by themselves and play. They begin to move by rolling, crawling, and cruising. They pick up toys by using a raking motion with their whole hand and by the end of this stage they are using their fingers and thumbs to pick up small objects. They may feed themselves small bits of food.

Materials:
(None)

Note: Small parts create a choking hazard for children. Make sure that all materials you choose to use for an activity or lesson with children meet safety requirements. Small parts are not appropriate for children who are 5 years of age or younger.

Interactions:
 Drop off in the morning Drop off time is a good time to teach IN and OUT as the parents and infant come IN and then as parents leave for work and go OUT.  When opening the door for the family say “Good morning (child’s name), come IN.”  Do your typical routine at drop off with the family.  When the parent is ready to leave, take the infant to the door to say good-bye. Wave and say “Bye bye, mommy/daddy, you are going OUT” as the parent walks OUT the door.  Point OUTSIDE.  Say “(child’s name and your name) are IN” and point INSIDE. Pick up time in the evening When parents come to pick-up their infant in the evening use IN and OUT language again.  As soon as the infant sees her parent, say “Hello mommy/daddy, you are IN our classroom.”  After the typical pick up time routine is completed and the family is walking OUT the door say "(child’s name) and mommy/daddy are OUT of the classroom now, bye-bye (child’s name)” and point OUTSIDE.  Say "I am still IN” and point inside. Be sure to wave as you say bye to the infant.

Snapshot of Development: 12 to 18 Months

Play:

At the beginning of this stage, many infants are imitating the use of everyday objects, such as cups and spoons. This moves into early pretend play where the infant may feed you, or pretend to drink from a cup or eat off of an empty spoon. They also are great imitators and may enjoy imitating daily activities. They may enjoy putting multiple objects in containers and systematically searching for hidden toys and objects. Many infants will pat pictures in books and sometimes vocalize while looking at books.

Communication:

At the beginning of this stage, many infants begin to respond to one step directions, such as, “Give me the ball.” They may need gestures to help them understand the direction. At the end of this stage, many infants follow a related two-step direction without the help of gestures, such as, “Get the ball and give it to Daddy.” They may be pointing to ask for wants and needs and to ask you to name objects. At around 12 months of age, many infants say 1-3 words on their own and by the end of this stage may say up to 15 or more words. Many infants play turn-taking games at this stage.

Motor:

At the beginning of this stage, many infants are crawling and cruising to get around, and by the end of this stage, infants are walking with good balance. They may also enjoy walking while carrying large objects and pulling toys. When given a crayon for the first time, they may mouth the crayon or mark the paper. By the end of this stage, many infants are scribbling on paper. They may be starting to scoop food with a spoon and actually get some to their mouths. Infants may also be using a straw or open cup to drink.

Materials:
(None)

Note: Small parts create a choking hazard for children. Make sure that all materials you choose to use for an activity or lesson with children meet safety requirements. Small parts are not appropriate for children who are 5 years of age or younger.

Interactions:
 Drop off in the morning Drop off time is a good time to teach IN and OUT as the parents and infant come IN and then as they leave for work and go OUT.  When opening the door for the family say “Good morning (child’s name), come IN.”  Do your typical routine at drop off with the family.  When the parent is ready to leave, take the infant to the door to say good-bye. Encourage the infant to wave and say “Bye bye, mommy/daddy, you are going OUT of the classroom now.” as the parent walks OUT the door.  Point OUTSIDE and encourage the child to point OUTSIDE.  Say “(child’s name and your name) are IN” and point inside and encourage the child to point INSIDE. Pick up time in the evening When parents come to pick-up their infant in the evening use IN and OUT language again.  As soon as the infant sees her parent, say “Hello mommy/daddy, you are IN.”  After the typical pick up time routine is completed and the family is walking OUT the door say "(child’s name) and mommy/daddy are OUT of the classroom now, bye-bye (child’s name).” and point OUTSIDE and encourage the child to point OUTSIDE.  Say, "I am IN.” and point inside and encourage the child to point INSIDE. Be sure to wave as you say goodbye to the infant.

Reflections on this Lesson

How might you teach the math lesson IN-OUT during other daily activities and routines?

What books do you have in your child care setting that include the math concept IN-OUT?

What songs or finger plays do you typically use in your child care setting support the math concept IN-OUT?

# Comment on this lesson

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