What is verbal counting?
- Verbal counting involves a child learning a list of number words.
- While counting to large numbers it requires a system in order to keep track. This system is called Hindu-Arabic numeral system and it is based on two ideas.
- First, it is called digits (0,1,2,3,4,5,6,7,8,9), which only has ten symbols. The second idea is using those ten digits in different place values.
The development of verbal counting
- Children can only say some numbers in words, but one necessarily in sequence.
- Then they count verbally by starting at the beginning and saying a string of words, but they do not even "hear" counting words as separate words.
- Next, they separate each counting word and they learn to count up to 10, then 20 and higher.
- Only later children can start counting from any number, what we call the "Counter from N (N+1, N-1).
- After, they learn to skip count and count to 100 and beyond.
- Finally, children learn to count the number words themselves.
Tips on teaching verbal counting
- Rhythms and songs can play a role in teaching children how to count, but their attention should be given to separating the words from each other and understanding each as a counting word.
- The patterns and structures of verbal counting should be emphasized by making the base-ten, place value, and structure of number names more accessible to young children.
- If children are making mistakes, it is imperative to emphasize the importance of accuracy and encourage students to count slowly and carefully.
- Another way could be to have the child count with you or simply ask them to do it by themselves.
- Say number by number with the child and have them repeat it after you.
Developmental Progression In children
- Age 1 : At this age children are at the pre-counter stage, where some children may or may not be verbal counting..
- Age 2: Verbally counts with separate words, not necessarily in the correct order. Provide repeated, frequent experience with the counting sequence in varied contexts.
- Age 3: Verbally counts to ten, with some correspondence with objects. Keeps one-to-one correspondence between counting words and objects (one word for each object), at least for small groups of objects laid in a line.
- Age 4: Accurately counts objects in a line to 5 and answers the “how many” question with the last number counted.Counts out objects to 5. Recognizes that counting is relevant to situations in which a certain number must be placed.
- Age 5: Counts and counts out objects accurately to10, then beyond (to about 30). Has explicit understanding of cardinality (how numbers tell how many).Keeps track of objects that have and have not been counted, even indifferent arrangements.