Numerical Conceptions Reflected during Multiage Child-Initiated Pretend Play

Autor/in	Emfinger, Kay
Titel	Numerical Conceptions Reflected during Multiage Child-Initiated Pretend Play
Quelle	In: Journal of Instructional Psychology, 36 (2009) 4, S.326-334 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-1956
Schlagwörter	Video Technology; Play; Dramatic Play; Enrichment Activities; Grade 5; Literacy; Teaching Methods; Mathematics Education; Investigations; Summer Programs; Preschool Education; Elementary Education; Arithmetic; Theories; Age Differences; Rural Areas; Whites; Psychology; Primary Education + Suchen Sie Ihr Suchwort? Spiel; Dramatisches Mittel; Theaterstück; Bereicherungsprogramm; School year 05; 5. Schuljahr; Schuljahr 05; Alphabetisierung; Schreib- und Lesefähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematische Bildung; Untersuchung; Sommerkurs; Pre-school education; Vorschulerziehung; Elementarunterricht; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Theory; Theorie; Age; Difference; Age difference; Altersunterschied; Rural area; Ländlicher Raum; White; Weißer; Psychologie; Primarbereich
Abstract	Much research has pointed to the importance of pretend play as a facilitator of literacy development. However, few studies have investigated the corresponding role of sociodramatic play in mathematical development. This exploratory naturalistic study examined the numerate behaviors that occurred during spontaneous pretend play in a preschool through fifth-grade multiage summer enrichment program. A twelve-hour video segment of children's play in the drama center was transcribed and analyzed to identify numerical conceptions. The findings indicate that children's play included the following authentic mathematical behaviors: one-to-one correspondence, counting, adding, subtracting, and representing number via written and spoken signs and symbols. The results suggest pretend play provides a context that facilitates children's numerate behaviors and thus validates play as a curricular component. (Contains 5 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10