Full Description
This innovative book examines the dynamic intersection between play and mathematics in early childhood education, challenging traditional educational approaches. Through international perspectives and practices, it demonstrates how mathematical concepts naturally emerge through children's play and how educators can enhance mathematical learning without disrupting the play experience.
Comprising eleven chapters with diverse cultural and educational perspectives, the book explores how children engage with mathematical concepts through play across different countries and contexts. It addresses critical issues for early childhood education and care practitioners, examining similarities and distinctions between mathematics and play while providing practical approaches for integrating mathematics into play for various age groups. The comparative international approach highlights both the universality of play in learning and unique cultural methods for facilitating mathematical understanding. Original research showcases how children's mathematical thinking surfaces in various play scenarios and offers pedagogical practices that support both play and mathematical development without compromising the integrity of either.
This essential resource serves early childhood educators, researchers, students, and policy makers committed to enhancing mathematics education quality and effectiveness. It provides practical guidance for promoting more equitable and engaging approaches to mathematical learning in the early years.
Contents
Contents
FOREWORD
INTRODUCTION
1. Setting the Stage for Mathematics and Play in Early Childhood Education
Elizabeth Carruthers and Oliver Thiel
1.1. Introduction
1.2. Play
1.3. Mathematics
1.4. Play and mathematics
1.5. Praxeology
1.6. Structure of the book
PART I
CHILDREN's PLAY
2. Reframing children's mathematics in play. Perspectives from England and Greece
Maria Papandreou and Elizabeth Carruthers
2.1. Introduction
2.2. Theoretical background
2.3. The two case studies
2.4. Reframing children's mathematics in play
2.5. Conclusion
2.6. Reflective questions
2.7. Reference list
3. Children's first-time exploration of a coding toy with teachers: supporting mathematical experiences
Francesca Granone, Elin Reikerås, and Maire Tuul
3.1. Introduction
3.2. Method
3.3. Results
3.4. Discussion
3.5. Reflective questions
3.6. Reference list
4. 'It will probably be good.' Emergent stochastics in children's outdoor play
Zoi Nikiforidou, Oliver Thiel, and Lucía Casal-de-la-Fuente
4.1. Introduction
4.2. Play
4.3. Previous research
4.4. Theoretical framework
4.5. Methods
4.6. Participants
4.7. Quantitative findings
4.8. Qualitative findings
4.9. Discussion
4.10. Conclusion
4.11. Acknowledgements
4.12. Reflective questions
4.13. Reference list
5. Mathematical play outdoors in the UK and USA: Measurement, sorting, topology, pendulum and meaningful mathematical practice arising from contextual events
Mandy Andrews and LeaAnn Christenson
5.1. Introduction
5.2. The contexts
5.3. Theoretical framework
5.4. Methods
5.5. The vignettes
5.6. Discussion and implications for practice
5.7. Concluding comments
5.8. Reflective questions
5.9. Reference list
6. Play, blocks, and mathematics: Unveiling deep learning opportunities in early childhood
Chrystalla Papademetri, Annerieke Boland, Ronald Keijzer, and Andrea Eliadou
6.1. Introduction
6.2. Theoretical framework
6.3. Examples of practice
6.4. Discussion: Emerging themes
6.5. Reflective questions
6.6. Reference list
PART II
PRACTITIONER's REFLECTIONS
7. Mathematical learning during pretend play: A comparative study in Catalonia and Norway
Judith Fábrega, Mequè Edo, and Annette Furnes
7.1. Introduction
7.2. Research question
7.3. Theoretical framework
7.4. The Norwegian and Spanish curricula
7.5. Methods and materials
7.6. Results
7.7. Comparative analysis of the two datasets
7.8. Discussion
7.9. Conclusions
7.10. Reflective questions
7.11. Reference list
8. Exploring how focus group discussions can support ECEC practitioners' awareness of mathematical content in children's play - voices from Italy and Sweden
Benita Berg, Ester Catucci, and Laura Leonardi
8.1. Introduction
8.2. Aim and research question
8.3. Method
8.4. Result
8.5. Discussion
8.6. Reflective questions
8.7. Reference list
9. Practitioners' perspectives on mathematics in children's play
Catherine Gripton, Anne Hj. Nakken, Beate Nergård, and Camilla N. Justnes
9.1. Introduction
9.2. Mathematics and play
9.3. Researching mathematics in play
9.4. Findings
9.5. Discussion
9.6. Conclusion
9.7. Reflective questions
9.8. Reference list
10. 'Play' and 'Mathematics' as concepts in preservice ECEC teachers' reflections
Elena Severina, Chrystalla Papademetri, Magni Hope Lossius, and Marianna Efstathiadou
10.1. Introduction
10.2. Theoretical background
10.3. Methodology
10.4. Findings
10.5. Discussion
10.6. Reflective questions
10.7. Reference list
CONCLUSION
11. Play and Mathematics in Early Childhood Education: Synthesising Insights and Paving the Way Forward
Chrystalla Papademetri
11.1. Introduction
11.2. Discussion: Insights for practitioners, teacher educators, and researchers
11.3. Bringing it together: Key insights for practice and research
11.4. Reference list
APPENDIX
The early childhood education and care (ECEC) systems across the countries included in this book
1. Catalonia
Judith Fábrega
2. England
Catherine Gripton
3. Estonia
Maire Tuul
4. Galicia
Lucía Casal-de-la-Fuente
5. Greece
Zoi Nikiforidou and Maria Papandreou
6. Italy
Laura Leonardi and Ester Catucci
7. Maryland, USA
LeaAnn Christenson
8. The Netherlands
Annerieke Boland, Ronald Keijzer, and Bert van Oers
9. Norway
Elin Reikerås
10. Sweden
Benita Berg and Ester Catucci
11. Overview of the ECEC systems in the countries included in the book
Oliver Thiel
12. Reference list
Index
