TY  - JOUR
AU  - Cohrssen, C
AU  - Church, A
AU  - Ishimine, K
AU  - Tayler, C
Y2  - 2014/05/22
Y1  - 2013/03/01
SN  - 1836-9391
UR  - http://hdl.handle.net/11343/33267
AB  - 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.
N1  - application/pdf
LA  - English
PB  - EARLY CHILDHOOD AUSTRALIA INC
KW  - Early Childhood Education (excl. Maori); Mathematics and Numeracy Curriculum and Pedagogy; Teacher Education and Professional Development of Educators; Learner Development; Syllabus and Curriculum Development
T1  - Playing with maths: Facilitating the learning in play-based learning
DO  - 10.1177/183693911303800115
IS  - Australasian Journal of Early Childhood
VL  - 38
IS  - 1
SP  - 95-99
L1  - /bitstream/handle/11343/33267/298503_17489.pdf?sequence=1&isAllowed=n
ER  -