At the beginning of the book_The moment play becomes math
User Manual

Chapter 1.
Numbers and Operations
Counting concrete objects of about 5 When counting, skip ahead and do “one, two, three, five, seven, …”
Counting about 5 concrete objects Point to each object and count them all at once, saying “one, two.”
When counting about 5 concrete objects and telling age, the age and number of fingers do not match.
Count about 10 concrete objects. Count two objects as “one.”

Counting about 10 concrete objects When counting objects, you may count them repeatedly or miss something.
Counting concrete objects of about 10, counting 'nine' and then 'ten'.
Knowing the various meanings of numbers used in daily life When asked “How many?”, answer “Three.”
Counting about 10 concrete objects. Can't connect 7 objects with the number '7'.
Count about 10 concrete objects. If you are asked to bring 6 candies, bring 5.
Count about 10 concrete objects and write the numbers backwards.
Counting about 10 concrete objects '12' is read as 'il-i'.
Counting about 20 concrete objects. I have trouble counting more than 10.
Counting about 20 specific objects. Write 'twenty-five' as '205'.
I can't tell the difference between a group of about 20 concrete objects and an individual one.
Comparing the quantity of specific objects When comparing the number of objects, I think the one that is spread out longer is more.
Comparing the quantity of concrete objects I can't tell which is more or less.

Expert Tip: The Principle of Rational Counting

Can I teach simple addition facts like 3+4=7, such as adding about 10 concrete objects?
How do you teach addition to a child who loves counting, such as adding 10 or so concrete objects?
I'm curious about addition and subtraction games that can be played at home, such as adding about 10 concrete objects.
I can count up to 7, adding about 10 concrete objects, but I don't know the sum of 3 and 4.
Can I try out the popular math worksheets that involve adding about 10 concrete objects?
I don't understand the number line, which is an experience that involves adding about 10 concrete objects.
In addition, which involves adding about 10 concrete objects, do I also need to know things like 'addition' and 'merging'?
Experience subtracting about 10 concrete objects. I can add easily, but I have difficulty with subtraction.
Experience subtracting about 10 concrete objects. Do you need to distinguish between removal and comparison in subtraction?
Can I teach my child who loves numbers to make equations by experiencing adding and subtracting about 10 concrete objects?
How to start teaching addition and subtraction by experiencing adding and subtracting about 10 concrete objects?
Experience adding and subtracting about 10 concrete objects. If you don't have concrete objects, you can't add or subtract.
I don't know how much 100+100 is, but I know that two 100 won coins are 200 won.
My child is not interested in math materials. I have experience adding about 20 concrete objects.
I know 15-5 but not 15-6, which is an experience of removing about 20 concrete objects.
Counting the total of two numbers I know that 2 apples and 3 apples are 5 apples, but I don't know that 2+3 is 5.
What activities can help students learn addition and the relationship between parts and wholes of quantities?
I can easily memorize the multiplication tables by counting in groups of concrete objects. Can I have them memorize them all?
My child asks about division. Can I teach him?

Expert Tip: Piaget's 3 Stages of Number Conservation Development

Chapter 2.
diagram

Find your bearings by wearing your clothes backwards.
There are many ways to indicate location and direction, so when facing each other, you may get confused between right and left.
I need to get home, but I keep going in the wrong direction. How do I indicate location and direction in different ways?
I can't figure out the block I just created, which represents position and direction in several ways.
I think that when you tilt a bottle of soda, the soda also tilts, indicating position and direction in various ways.
We have a hard time distinguishing between near and far things, as we have to use different methods to indicate location and direction.
I have difficulty with activities that involve rotating puzzle pieces to indicate position and direction in various ways.
I can't draw half a picture exactly the same way I draw the other half, because there are so many ways to represent position and direction.
They seem interested in the shape of objects and want to stack them high.
Recognizing the characteristics of basic shapes It is difficult to stack blocks in the same shape.
Recognizing the characteristics of basic shapes Think of circles and balls as the same shape.
Recognize the characteristics of basic shapes. Call them circles, triangles, and squares.
Recognizing the characteristics of basic shapes I think it's a triangle even though it's not.
I'm not good at drawing lines to recognize the characteristics of basic shapes.
Recognize the characteristics of basic shapes. Draw circles, triangles, and squares similarly.
Recognize the characteristics of basic shapes. Fit shape blocks that do not fit into the shape mold.
Recognize the properties of basic shapes I want to connect polygon puzzles to create my own shapes.
Recognizing the Properties of Basic Shapes Are math teaching aids really necessary for developing a sense of shapes?
Recognize the similarities and differences between various basic shapes. Don't group similar shapes together, but only group them by color.

Expert Tip: Siegler's Sequence of Conceptual Development in Positional Relationships
Clements' developmental level of shape recognition

Chapter 3.
measurement

Direct comparison I can't tell the difference between 'long' and 'short'.
Compare the lengths by looking at the direct comparison ends.
You can't place items in order of direct comparison length.
Regardless of the size of the direct comparison cup, the higher the height, the more it is said to be.
I think the bigger one is heavier when compared directly.
I think you can measure your waist circumference with a hard ruler for direct comparison.
Indirect comparison You can only compare lengths when you look at them directly.
Indirect comparison I don't know which one is broader.
When riding an indirect comparison seesaw, you can't tell the difference between heavy and light.
I don't know the proper way to compare measurement properties.
Knowing the order of events I have trouble distinguishing between yesterday, today, and tomorrow.
Knowing the order of events I get confused between the hour and minute hands.
Knowing the Units of Time and Time When reading a clock, I often don't know what the minutes are.
Knowing the units of time and time Read 8:55 as 9:55.

Expert Tip: Developmental Stages of Sequencing
How to sequence

Chapter 4.
regularity

Pay attention to repetitive patterns. Place the cutlery on the table in any order, rather than in a regular pattern.
How can I help my child learn to think about and create patterns while learning how to recognize recurring patterns?
Knowing and predicting recurring patterns At traffic lights, it's confusing whether the next light after red is green or orange.
How and when should I start teaching my child to code? Create your own rules.

Expert Tip: Classification by Representational Form of Regularity (Pattern)
Classification by pattern generation method

Chapter 5.
Data and possibilities

Like things pair up. Like things don't pair up.
I can't pair up like things and classify like things together.
Classifying materials by various criteria I can't classify things by criteria.
I'm not good at organizing and classifying data by various criteria.
I can't compare which one is more when representing the graph as a concrete object.

Expert Tip: Classifying Types
Graph activity


Early Childhood Math Concept Connection Map
Elementary Math Concept Connection Map

No more worries about math for your child if you read to them and play with them!
The most complete early childhood math education book for parents of math dropouts.

Following the publication of 『Concept-Connecting Elementary Mathematics Dictionary』, which has become a must-read for elementary school mathematics since its publication in 2015, 『Concept-Connecting Preschool Mathematics Dictionary』, which many parents have been eagerly awaiting, has finally been published.
Based on the Nuri Curriculum, the national common curriculum for children aged 3 to 5, we have compiled only the essential questions about mathematical concepts that must be covered in early childhood.
We selected 77 situations and questions that parents of young children face, including content that can help foster mathematical sensitivity and desirable math habits in everyday life.
Early childhood is an important period for forming basic concepts of numbers and operations.
The basic concepts of spatial sense and shape are also developed during this period.
There is absolutely no need to approach the formation of mathematical concepts in a difficult or boring way.
Toddlers intuitively acquire a sense of mathematics through play with objects they can see, touch, and hear around them.
The activity of correctly pairing chopsticks and spoons leads to a sense of rules, and the activity of equally sharing snacks leads to a sense of numbers and operations.
Because they acquire knowledge in a different way than adults, children at this age sometimes behave in ways that are difficult for their parents to understand.
Although their children are going through a natural stage of cognitive development, parents who are unaware of this often end up stamping their feet, not knowing how to help.

『Concept Connection Early Childhood Math Dictionary』 is a math education book for parents of young children, and is also an excellent parenting book.
It presents numerous problematic situations that parents face while raising children, and clearly explains why children behave in certain ways and what to do when they do so.
The '15 Minutes of Math Play a Day' at the end of each question is the highlight of this book.
We introduce easy-to-follow play activities that can be done with simple supplies available at home and help you become familiar with math.
It's a bonus that it can foster emotional connection, such as communication and intimacy with parents!
It's okay even if you are a parent who was a 'dropout' during your school days.
No, if you are a parent of a child with a learning disability, you need this book more than anyone else.
Let's open the "Concept Connection Early Childhood Math Dictionary" and read it with the intention of looking into the mind of our child, who is so confused about what he or she is thinking.
Then, open this book to one side, sit down with your child, and let's have fun playing together from now on.
There is no need to prepare for elementary school math any further.

“I am a ‘water dropper.’
So I hope my child doesn't hate math.”

According to a survey conducted by the educational civic group 'World Without Worries About Private Education' in May 2015, 813 out of 2,229 elementary school students (36.5%), 1,272 out of 2,755 middle school students (46.2%), and 1,634 out of 2,735 high school students (59.7%) responded that they 'gave up on math.'
Not only in advanced mathematics, where the difficulty level increases rapidly, but also in elementary mathematics, which is commonly considered easy, there are quite a few people who give up on math.
There are two main causes.
First, there are cases where parents do not educate their children until they enter elementary school, in accordance with their educational beliefs, and then rush to start studying math upon entering elementary school.
Children need time to understand and digest the unfamiliar concepts they are suddenly faced with, but parents who are anxious about a late start do not have the luxury of such consideration.
The second is the case where students are given excessive pre-learning equivalent to 2nd or 3rd grade level before even entering elementary school.
At this time, children who are accustomed to mechanical learning without understanding the concepts quickly lose their way when they go beyond the area they have memorized.
The two causes just mentioned may seem diametrically opposed at first glance, but in fact they occur for the same reason.
It's the parents' impatient mind.
Many parents say this.
“I am a ‘water dropper.’
So, I hope my child doesn't hate math." Even parents who know how to patiently wait for their children to solve other problem situations on their own become anxious when faced with math, and their basic educational philosophy is disrupted.
I can't wait for my child because I desperately want him to not give up on math.
We make our children do advance learning in the hopes that they will study a little easier, and we sit with them and solve problems together, but the children just don't seem to understand our parents' feelings.
When I came to my senses, there was a child sitting there who frowned at the thought of math.
This is where the ‘inheritance of the water blisters’ occurs.

Never study math in advance!
Early Childhood Math Determines Lifelong Math Habits

“After counseling many elementary school students, I was able to confirm that the way they studied math in early childhood and early elementary school has a decisive influence on their current math skills and perception of math.
“Children who have embraced mathematics as a fun game since infancy will, even in elementary school, perceive mathematics not as something to be memorized but as something to be conceptually understood, and will enjoy solving problems on their own.”
-From "Introduction"

Dr. Choi Soo-il, the lead author, says in the "Preface" that the way and type of mathematics one is exposed to in early childhood can influence lifelong mathematics habits.
If you force children to do too much pre-learning that is not appropriate for their developmental stage, they will develop negative preconceptions about math before they even realize the fun of connecting concepts.
Once the habit of memorizing everything to keep up with the fast pace becomes ingrained, it is not only difficult to reverse, but the damage becomes uncontrollable as the level advances due to the nature of mathematics as a subject where concepts accumulate.
The correct mathematical habits centered on concepts developed from infancy are connected to elementary school mathematics, middle school mathematics, and even college entrance exams.
Additionally, the positive thoughts and proactive attitude toward mathematics formed through play during this period will serve as a solid asset when the child begins to study mathematics in earnest.

Reflecting the newly revised 2019 Nuri curriculum!
Detailed conceptual connections that lead directly to elementary mathematics

Play is a very important means for young children to experience and learn about the world.
The biggest difference between the 2011 Nuri Curriculum and the 2019 Nuri Curriculum is that the age division into 3, 4, and 5 years has been eliminated, and the importance of 'play' has been expanded.
The 『Concept Connection Early Childhood Math Dictionary』 was designed to help children acquire essential math concepts naturally and enjoyably through play, in line with the intent of the revised 2019 Nuri Curriculum.
To maintain connectivity with elementary mathematics concepts, the five areas were divided into groups.
Present the problem situation through a 'representative question' and find out why the child asks this question and what to do when he or she asks it.
And we introduce ‘math play’ that can help you learn the concept naturally.
Each section is categorized into the areas of ‘Numbers and Operations’, ‘Shapes’, ‘Measurement’, ‘Regularity’, and ‘Data and Possibility’, identical to the elementary school curriculum revised in 2015, allowing students to immediately see how concepts acquired in early childhood are connected to elementary school mathematics, thereby enhancing the connection with elementary school mathematics.

Helps promote balanced brain development
The Amazing Effects of 15 Minutes of Math Play a Day

Children learn only when they play.
While playing, a child's senses are awakened, concentration is heightened, and his or her mind is opened.
A toddler's brain has tremendous potential to develop in any direction.
And that potential is developed through none other than ‘play.’

The 73 '15-minute Math Play a Day' items included in the 'Concept Connection Early Childhood Math Dictionary' are designed to match the cognitive development of toddlers, so that children can focus and enjoy playing for 15 minutes.
The power of observation developed during play helps children understand various mathematical situations, and their rich imagination helps them develop various problem-solving strategies.
Observation and imagination are key skills for solving the many mathematical problems you will encounter later.
The book was designed to naturally stimulate the child's left brain through activities that help them learn math concepts, and to stimulate the right brain through fun play with parents, helping them achieve balanced brain development. This allows it to be used not only as a math education book but also as a parenting book.
For children to accept math as play and have fun, active help from parents is necessary above all else.
If your child is unfamiliar with it, you can reduce the play time, and if your child is having fun, you can gradually increase the play time.
The important thing is for parents to take the time to play math games with their children and build intimacy.
Enjoyable playtime with parents not only develops a child's sense of numbers and sensitivity, but also naturally helps form a positive impression of math.


“When should I start teaching my child math?”
“Can I have my child do math worksheets before going to elementary school?”
After four years of research and experimentation, we finally have answers to all these questions!

Despite the existence of the Nuri Curriculum, a national curriculum designed for young children, many parents still worry about their children's math studies.
To alleviate these concerns, the Early Childhood Math Dictionary Team was formed by veteran teachers with parenting experience and over 10 years of experience teaching elementary school math.
After four years and over 100 workshops and experiments, the 『Concept-Connecting Early Childhood Mathematics Dictionary』, which presents vivid and clear solutions to early childhood mathematics, has finally been published.
There has never been a book that addresses concerns about early childhood mathematics education by connecting it to elementary school mathematics education.
The content in this book will serve as a foundation for mathematical concepts that extend from elementary school to middle and high school.