Playing with maths: Facilitating the learning in play-based learning
AuthorCohrssen, C; Church, A; Ishimine, K; Tayler, C
Source TitleAustralasian Journal of Early Childhood
PublisherEARLY CHILDHOOD AUSTRALIA INC
University of Melbourne Author/sCohrssen, Caroline; Church, Amelia; Ishimine, Karin; Tayler, Collette
AffiliationMelbourne Graduate School Of Education
Document TypeJournal Article
CitationsCohrssen, C., Church, A., Ishimine, K. & Tayler, C. (2013). Playing with maths: Facilitating the learning in play-based learning. AUSTRALASIAN JOURNAL OF EARLY CHILDHOOD, 38 (1), pp.95-99. https://doi.org/10.1177/183693911303800115.
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C1 - Journal Articles Refereed
EARLY CHILDHOOD PROFESSIONALS HAVE different opinions about intentionally teaching mathematics to young children. Not only is the appropriateness of teaching mathematical concepts to children in early childhood settings contested but what to teach is subject to debate. A review of the literature, however, demonstrates that children are better equipped for success if they master basic mathematical concepts before entering formal education, and that these skills can be developed in play-based activities, where teachers actively engage in maths talk. This paper argues for the purposeful integration of mathematics teaching and learning in early childhood education curricula, and the need for early childhood educators to have sound pedagogical content knowledge and clear learning objectives in order to support and extend children's emerging understanding of mathematical concepts.
KeywordsEarly Childhood Education (excl. Maori); Mathematics and Numeracy Curriculum and Pedagogy; Teacher Education and Professional Development of Educators; Learner Development; Syllabus and Curriculum Development
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