Mathematizing in Preschool: Children's Participation in Geometrical Discourse

Autor/inn/en	Gejard, Gabriella; Melander, Helen
Titel	Mathematizing in Preschool: Children's Participation in Geometrical Discourse
Quelle	In: European Early Childhood Education Research Journal, 26 (2018) 4, S.495-511 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Melander, Helen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2018.1487143
Schlagwörter	Foreign Countries; Preschool Children; Preschool Education; Play; Geometric Concepts; Mathematics Skills; Video Technology; Ethnography; Spatial Ability; Learning Processes; Manipulative Materials; Observation; Sweden + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Spiel; Elementare Geometrie; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Ethnografie; Räumliches Vorstellungsvermögen; Learning process; Lernprozess; Hilfsmittel; Beobachtung; Schweden
Abstract	This study explores preschool children's mathematizing in everyday block play activities. Building on an ethnomethodological and multimodal conversation analytic framework, we explore how geometry (i.e. spatiality, shape, and symmetry) is actualized in children's verbal and embodied interaction with their peers, pedagogues, and material environment. The selected data are drawn from a video ethnographic study in a Swedish preschool in which a boy and a girl play with a magnetic construction toy. The results of the study demonstrate how the participants orient to spatial locations, properties, dimensions, orientations, transformations, and shapes as they build a house. The children are shown to rely upon verbal and embodied resources such as deictics (e.g. here, there, these) and pointing gestures as geometrical aspects are actualized in their interaction. The study contributes with knowledge on preschool children's everyday mathematizing, in particular, children's appropriation of geometric discourse as it emerges in the unfolding flow of interaction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01