Prime Time in Preschool through Teacher-Guided Play with Rectangular Numbers

Autor/inn/en	Petersson, Jöran; Weldemariam, Kassahun
Titel	Prime Time in Preschool through Teacher-Guided Play with Rectangular Numbers
Quelle	In: Scandinavian Journal of Educational Research, 66 (2022) 4, S.714-728 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Petersson, Jöran) ORCID (Weldemariam, Kassahun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2021.1910561
Schlagwörter	Preschool Education; Teacher Student Relationship; Play; Toys; Mathematics Skills; Learning Processes; Educational Games; Geometric Concepts; Preschool Children; Preschool Teachers; Skill Development; Numeracy; Transportation; Video Technology; Classroom Observation Techniques; Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Spiel; Toy; Spielzeug; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Learning process; Lernprozess; Educational game; Lernspiel; Elementare Geometrie; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Kompetenzentwicklung; Qualifikationsentwicklung; Rechenkompetenz; Verkehrswesen; Ausland; Schweden
Abstract	In preschool, numbers and shapes typically appear as separate topics. This study explores how a game, designed as a guided play activity with figurate numbers, functions in a preschool context. The guided play involved parking Lego cars in a rectangular shape, and to find out for which number of Lego cars this is possible. Thirteen preschool children in three separate age groups, aged from four to six years, together with their teacher, participated in the study. Their communications through words and actions were recorded. The results exemplify how this guided play provides a rich context for engaging young children with mathematical activities such as counting, sorting, shaping, asking, justifying, and inferring, as well as emotional engagement with the activity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01