Making the Most of Packing Away: Identifying Mathematical Opportunities for Very Young Preverbal Children

Autor/in	Cooke, Audrey
Titel	Making the Most of Packing Away: Identifying Mathematical Opportunities for Very Young Preverbal Children
Quelle	In: Mathematics Education Research Journal, 35 (2023) 1, S.203-214 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cooke, Audrey)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-021-00383-w
Schlagwörter	Infants; Activities; Mathematical Aptitude; Thinking Skills; Cognitive Processes; Educational Opportunities; Observation; Child Behavior; Authentic Learning; Early Childhood Education + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Denkfähigkeit; Cognitive process; Kognitiver Prozess; Bildungsangebot; Bildungschance; Beobachtung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	Very young preverbal children (aged around 12 months) actively engage with their environment, whether at home, on outings, or in early learning centres. Their engagement with their environment can occur in many different ways involving physical and mental activities. In an early learning centre, there are many activities that very young preverbal children engage with on a daily basis. These activities may be fully child-initiated, fully educator-initiated, or somewhere in-between, but all will involve mathematics. It is important that the mathematics that these very young preverbal children might demonstrate in the actions undertaken during their activities are identified as it will provide the early childhood educator with an indication of the child's mathematical understandings. Psychological research has demonstrated very young children engage in mathematical thinking, which leads to the question of how the mathematical thinking of very young preverbal children in a learning centre setting can be identified. This paper uses 360° video to explore how an everyday activity that would occur for very young preverbal children--packing away toys--could be used to identify the mathematical thinking the very young preverbal child may engage with by examining their actions. The identified mathematics is linked to research and documentation that outlines what mathematics very young preverbal children may understand. The importance of identifying the mathematics in the actions of very young children as part of the role of the early childhood educator is also considered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01