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Template -matching theory . The researchers proposed three theories berkalitan with object recognition is performed by the visual system . These theories , namely template matching , feature analysis , and recognition by a matching component.Template inadequate theory , but it is the first theory that attempts to explain object recognition . Template matching is used to identify the 2 - dimensional patterns such as letters and numbers . ( Solso , 2008)

Who does not want to have smart kids and good at Science ? ? Especially mathematics is the basis of an assessment . Said to be intelligent if it has a value of 100 and the math would not doubt for all subjects , for all the parents in confidence when good math lesson then all will be good as well follow suit.

The basis of early learning math and the numbers should have been built since the children three years old . Surely here is not then the child should be loaded with materials count or forced to mencongak . But rather the introduction of the concept symbol Association Position Numbers and early and of course with a concrete and fun way for the children themselves . Take advantage of everything that is in the child's environment . Count the number of toys , the number of stairs in the house or counting trees in front of the house is an example of the limitless opportunities for parents and teachers to stimulate the child will sense the figures . If those numbers are studied as a daily routine , then the children will begin to be able to count themselves the objects around him when he was playing .

What should be emphasized in the introduction stage , do not teach something that is abstract symbols such as numbers , because it is difficult to be understood by the children . But the start of the things that are concrete and use words instead of using the symbol rate to introduce the concept of numbers . Use everything that endeared children as a key in the process of teaching . Only later after the children intuitively understand what he was doing , was introduced to the symbol rate one by one . Actual numbers scattered around us : time, money , size , age , date , and number of cake slices fruits . Parents can always remind the time when the child can watch his favorite program , pointing out that there are numbers on the clock . Also began to teach the real meaning Birthday so when the days begin to approach the anniversary of the highly expected , the child will begin to count them silently .

Further around the age of five years , the child's interest rate will naturally grow very big if since childhood has been introduced to the concept of numbers concretely . Because it really is not necessary for parents force a child to learn to count before they themselves are interested , the duty of parents and teachers is to stimulate the child's interest , especially the early numbers ( around the age of three years ) . Now at the age of five years, it is time to clarify and formulate concepts Figures from the facts that have children intuitively understand . At first , the child is not intellectually understand the concepts of numbers , but he already has that sense intuitively and gradually need to be guided towards an intellectual understanding of quantity will be symbolic . So now is the time to introduce children to the formal learning process , starting with the introduction of the concept symbol rate and position of the Association that are the foundation of Mathematics . Then proceed with the introduction of basic operations such as addition and subtraction .

Through sensory exercises since about the age of three years , the introduction of the actual figure has been gradually formed in the mind of the child . The basis of this exercise is the notion of sensory quantity and description of Identity ( Similarities and Differences ) . For example , a child sees a Cuisenaire rods ( Cuisenaire rods ) are colorful and stem length is adjusted so as to represent the numbers in sequence . Introduction to Cuisenaire rods is the foundation for learning visually dang number concrete and then the learning is to be repeated again in the actual figures at the time the child about five years old .

By using concrete materials and in the form of a game to learn basic math concepts , child hoped would not find it difficult to understand the concepts and basic math skills . Here , children are expected to move objects that are calculated to obtain the actual quantities . Satisfaction in the discovery of the child 's enthusiasm is what directs the numbers , especially if he can demonstrate basic math operations to teachers or peers , rather than lectured facts are empty and without meaning for them . So in the introduction stage of this number , education is implemented by way of a concrete physical child holding quantities that represent written number symbols . And the child integrate the material , matter , separation and membandingakan with visual , audio and touch also to reinforce the ideas of quantitative real , rather than just an abstract for the child . Keep in mind also that this teaching method should allow children to reach their own interpretation according to his own ability and pace , the role of parents and teachers is to provide a conducive environment for their intellectual development .

Because on the other hand we are also obliged to observe the stages of child development . When there is synchronization between the child's developmental stage pembaelajaran strees then slight chance happen to the child so that the process of recognition given recognition well absorbed by the child .