Winter Staff Development Day: Exploring Math and Dual Language Learning

By Saeih Song, Teacher

“Education is not the learning of facts, but the training of the mind to think.” —Albert Einstein

On February 20, Bing Nursery School teachers gathered for our winter staff development day to explore the enriching world of math in early childhood education. Emma Vallarino, head teacher and manager of the Kordestani Family Program for Parents and Educators, kicked off the day with a compelling presentation on mathematical thinking in the early years.

Vallarino posed a rhetorical question to her fellow teachers: “What does math look like at Bing, and how is it integrated into play?” She went on to explain: “Through the gifts of time and space, Bing children have ample opportunities to think and play.” She encouraged teachers to ask questions that foster and expand children’s thinking skills.

Introducing the concept of “embodied cognition,” Vallarino highlighted how hands-on experiences are crucial at this developmental stage, laying the groundwork for future thinking and learning. She described how various forms of play—symbolic, manipulative, block, nature, and music—support mathematical thinking.

Vallarino brought up the work of Jo Boaler, a renowned Stanford math education expert, who asserts that visual pathways are vital for mathematical learning. Boaler’s insistence that “math is not just about calculations—it’s about patterns, space, seeing things differently, and making connections” resonated throughout the presentation.

We discussed using fingers to represent numbers and developing number sense. As Vallarino explained, “Math thinking means engaging the visual system. By putting on ‘math goggles’—adopting a mindset that allows us to see and think about everyday situations mathematically—we set the stage for children to think mathematically, reflect, and document their learning.”

Teacher Laura Benard followed with an enlightening presentation about the Early Childhood STEM Conference, which was held at the Children’s Center at Caltech in early February. She highlighted innovative strategies from Harmon Oaks Nursery School for integrating mathematics into early childhood curricula. This approach emphasizes the importance of using a creative mindset to enhance number sense and mathematical thinking among preschoolers. Inspired by the practices shared at the conference, Benard emphasized the benefits of starting to count at numbers other than 1 and incorporating physical activities to strengthen number understanding. She suggested using parts of the body for counting, such as fingers or pairs of things like ears and eyes. Additionally, finger plays during music and story time can help reinforce mathematical concepts. These strategies are designed to enrich mathematical engagement and reflect a balanced approach in early education, where math is given equal emphasis alongside language and literacy. [Click here for more on the conference’s keynote address.]

Next, teachers worked with their teams to brainstorm a particular math concept, such as addition, subtraction, operations, spatial awareness, measurement, patterns, data, shapes, and counting. To help spark ideas, teams could make use of an assortment of manipulatives materials, including pattern blocks, colored rocks, and translucent cubes. Discussions centered on how these concepts are embedded in our daily curriculum, and we explored ways to further enhance our classroom practices.

Each team presented their ideas for how to provoke thought and engage children with the math concepts. For instance, Parull Chandra, head teacher in Center AM, shared her team’s insights on data collection. “Data is information we collect to answer questions or solve problems,” Chandra explained. She demonstrated several methods for collecting data, such as graphing, sorting, and categorizing, and shared an intriguing example of a Venn diagram displaying information about frogs and toads. Nandini Bhattacharjya, head teacher in West AM, discussed how Bing teachers integrate measurement into play—in one instance by using shovels in the sand area for a broad-jump game, where children both participated in the game and measured their jumps.

In the afternoon, our focus turned to dual language learners. Nearly 70% of children enrolled at Bing are exposed to a language other than English at home. Chia-wa Yeh, head teacher and research coordinator, organized a dual-language learning reflection group for interested staff in fall 2022 to share strategies to support multilingual children in the classroom. She reiterated Bing’s stance that young children are capable of learning multiple languages, and there is enormous value in preserving home languages. Yeh highlighted multimodal ways of working with dual-language learners (e.g., using images, body language, gestures, tone of voice, symbols, and icons). She also noted that inviting families into the classroom to share their knowledge is an excellent way to build home-school connections and an inclusive community, creating a sense of belonging for all. Teacher Marisa Chin-Calubaquib described how home languages are incorporated through song and by welcoming parents and grandparents to participate. Teacher Angela Aquilizan spoke about using persona dolls to engage children in conversations about how we are the same and different to promote diversity and respect. [For more information about Aquilizan and Chin-Calubaquib’s classroom practice, click here.]

Program director Beth Wise showed the staff large posters with not only song lyrics but also images she used as a visual aid during her time as a music specialist at Bing. She also shared a touching anecdote to demonstrate how music can serve as a powerful medium: Wise recalled a child who was new to the school and initially only spoke French. Her mother recorded a French song the child liked to sing, and Wise connected with the child through the song and music. The child gradually grew more comfortable and eventually started to acquire more English. This example illustrates the impact of using diverse modalities in teaching, which not only help to lower the affective filters (how one feels) of dual-language learners but also promotes successful language acquisition. Bing’s approach underscores the importance of a supportive, multimodal educational environment that respects and integrates the linguistic diversity of the students.

The winter staff development day proved to be a vibrant platform for sharing, learning, and envisioning new ways to weave mathematical and linguistic insights into our educational practices. Thanks to the day’s full roster of activities and insights, we are inspired to integrate these concepts more deeply into our everyday interactions with the children, fostering an environment where learning is not just taught but lived. Bing’s dedication to a holistic educational approach ensures that our teaching continues to evolve as we strive to meet the diverse needs of every student.