A Numismatic Approach to Reading Readiness

I haven't met the child who isn't interested in money.working in a group or working individually. A word of
Although I haven't read any scholarly papers indicatingcaution: do not introduce coins into a classroom with
it, I admit to thinking children instinctively know coinsextremely young children where there is a danger of
feed piggy banks and coins have value. Since theychoking.
know coins have value, they have interest. They haveSome of the lessons coins can offer in the classroom
little or no concept of how parents get these coins.are:
One child I knew asked her mother, "Why doesn't he1. Sorting Skills: Children can sort money by size, color,
(the homeless street person) just get some moneyshape, or design. Having the ability to pick up this 3-D
from the ATM?" She thought money was made andobject and study it is quite different than trying to
dispensed at the ATM, free, not only for everyone'sfocus on printed matter on a flat piece of paper. While
convenience but also for their on-demand consumption.depth perception development begins somewhere
As educators, we are always conscious tobetween the 3-5th months of life it requires a lot of
developmental issues and how we can use ourpractice before a child is prepared to effectively taken
knowledge of a child's development to develop ouron printed matter.
classroom curriculum. We know that children are born2. Classification Skills: Children can learn to categorize
with vision. We must provide them with time andand distinguish coins from non-coins according to
opportunities to learn how to "see". This developmentalpredetermined characteristics. Developing a criteria,
work begins almost at birth. During the first two yearschildren can use the dates, mint marks, numerals,
of a child's life visual acuity and the ability to distinguishletters and artwork on the coins (or non-coins) to
details in the visual field improve significantly. The childclassify each object. This mini-focusing allows for a
moves from attending to the contrasting borders of atime to focus and a time to relax the eyes.
parent's face to being able to distinguish the parent's3. Sequencing Skills: Learning how to organize words,
face from other objects. He begins to follownumerals, or events in a coherent and meaning way is
movement and learns to physically coordinate eyean important pre-reading and pre-math skill. Placing
movements so that the visual stimulation he's taking incoins in sequence according to value or size helps the
can be mentally organized.child make decisions. And, it's always fun to solve math
In early preschool education we place value on helpingproblems using the coins. Deciding how many different
the child learn to become part of a group, take turns,coins can be used to equal the value of a dime or
and follow instructions. We want to "prepare" the childquarter is a concrete way for the early learner to
for formal training in reading and math so we plan ourunderstand math.
curriculum to develop skills necessary for the child toThe goal is to provide an opportunity for young
become successful. We plan the "practice" sochildren, many of whom find it difficult to sit still, to
necessary for the development.practice eye-hand coordination, eye movement and
There is considerable learning to be had fromvisual acuity. Using familiar 3-D objects, such as coins,
incorporating numismatic events into the classroom. Allcan really pep up a learning opportunity. Even children
the activities can help children learn and practicewho are not yet developmentally able to sit for a
focusing and sustaining their attention on printed matter.reading lesson may find these short bursts of focusing
And, numismatic activities offer the possibility ofon details and attending to a task are do-able.