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dc.contributor.authorCohrssen, C
dc.contributor.authorChurch, A
dc.contributor.authorIshimine, K
dc.contributor.authorTayler, C
dc.date.available2014-05-22T08:31:59Z
dc.date.issued2013-03-01
dc.identifierhttp://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000323485000005&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=d4d813f4571fa7d6246bdc0dfeca3a1c
dc.identifier.citationCohrssen, 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.
dc.identifier.issn1836-9391
dc.identifier.urihttp://hdl.handle.net/11343/33267
dc.descriptionC1 - Journal Articles Refereed
dc.description.abstractEARLY 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.
dc.formatapplication/pdf
dc.languageEnglish
dc.publisherEARLY CHILDHOOD AUSTRALIA INC
dc.subjectEarly Childhood Education (excl. Maori); Mathematics and Numeracy Curriculum and Pedagogy; Teacher Education and Professional Development of Educators; Learner Development; Syllabus and Curriculum Development
dc.titlePlaying with maths: Facilitating the learning in play-based learning
dc.typeJournal Article
dc.identifier.doi10.1177/183693911303800115
melbourne.peerreviewPeer Reviewed
melbourne.affiliationThe University of Melbourne
melbourne.affiliation.departmentMelbourne Graduate School Of Education
melbourne.source.titleAustralasian Journal of Early Childhood
melbourne.source.volume38
melbourne.source.issue1
melbourne.source.pages95-99
melbourne.publicationid197246
melbourne.elementsid543143
melbourne.contributor.authorCohrssen, Caroline
melbourne.contributor.authorChurch, Amelia
melbourne.contributor.authorIshimine, Karin
melbourne.contributor.authorTayler, Collette
dc.identifier.eissn1839-5961
melbourne.fieldofresearch390302 Early childhood education
melbourne.fieldofresearch390109 Mathematics and numeracy curriculum and pedagogy
melbourne.fieldofresearch390114 Vocational education and training curriculum and pedagogy
melbourne.seocode160199 Learner and learning not elsewhere classified
melbourne.seocode160301 Assessment, development and evaluation of curriculum
melbourne.accessrightsThis item is currently not available from this repository


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