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 11 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 policymakers 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.
This innovative book examines the intersection between play and mathematics in early childhood education, challenging traditional approaches. Through international perspectives and practices, it demonstrates how mathematical concepts naturally emerge through children's play and how educators can enhance mathematical learning.
FOREWORD
INTRODUCTION
1. Setting the stage for mathematics and play in early childhood education
Elizabeth Carruthers and Oliver Thiel
Introduction
Play
Mathematics
Play and mathematics
Praxeology
Structure of the book
References
PART I
CHILDRENS PLAY
2. Reframing childrens mathematics in play: Perspectives from England and
Greece
Maria Papandreou and Elizabeth Carruthers
Introduction
Theoretical background
The two case studies
Reframing childrens mathematics in play
Conclusion
Reflective questions
References
3. Childrens first-time exploration of a coding toy with teachers:
supporting mathematical experiences
Francesca Granone, Elin Reikerås, and Maire Tuul
Introduction
Method
Results
Discussion
Reflective questions
References
4. It will probably be good: Emergent stochastics in childrens outdoor
play
Zoi Nikiforidou, Oliver Thiel, and Lucía Casal-de-la-Fuente
Introduction
Play
Previous research
Theoretical framework
Methods
Participants
Quantitative findings
Qualitative findings
Discussion
Conclusion
Acknowledgements
Reflective questions
References
5. Mathematical play outdoors in the UK and the USA: Measurement, sorting,
topology, pendulum, and meaningful mathematical practice arising from
contextual events
Mandy Andrews and LeaAnn Christenson
Introduction
The contexts
Theoretical framework
Methods
The vignettes
Discussion and implications for practice
Concluding comments
Reflective questions
References
6. Play, blocks, and mathematics: Unveiling deep learning opportunities in
early childhood
Chrystalla Papademetri, Annerieke Boland, Ronald Keijzer, and Andrea Eliadou
Introduction
Theoretical framework
Examples of practice
Discussion: Emerging themes
Reflective questions
References
PART II
PRACTITIONERS REFLECTIONS
7. Mathematical learning during pretend play: A comparative study in
Catalonia and Norway
Judith Fábrega, Mequè Edo, and Annette Furnes
Introduction
Research question
Theoretical framework
The Norwegian and Spanish curricula
Methods and materials
Results
Comparative analysis of the two datasets
Discussion
Conclusions
Reflective questions
References
8. Exploring how focus group discussions can support ECEC practitioners
awareness of mathematical content in childrens play: Voices from Italy and
Sweden
Benita Berg, Ester Catucci, and Laura Leonardi
Introduction
Aim and research question
Method
Result
Discussion
Reflective questions
References
9. Practitioner perspectives on mathematics in childrens play
Catherine Gripton, Anne Hjønnevåg Nakken, Beate Nergård, and Camilla Normann
Justnes
Introduction
Mathematics and play
Researching mathematics in play
Findings
Discussion
Conclusion
Reflective questions
References
10. Play and Mathematics as concepts in preservice ECEC teachers
reflections
Elena Severina, Chrystalla Papademetri, Magni Hope Lossius, and Marianna
Efstathiadou
Introduction
Theoretical background
Methodology
Findings
Discussion
Reflective questions
References
CONCLUSION
11. Play and mathematics in early childhood education: Synthesising insights
and paving the way forward
Chrystalla Papademetri
Introduction
Discussion: Insights for practitioners, teacher educators, and researchers
Bringing it together: Key insights for practice and research
Concluding reflections and the contribution of this book
References
APPENDIX
The early childhood education and care (ECEC) systems across the countries
included in this book
Catalonia
Judith Fábrega
England
Catherine Gripton
Estonia
Maire Tuul
Galicia
Lucía Casal-de-la-Fuente
Greece
Zoi Nikiforidou and Maria Papandreou
Italy
Laura Leonardi and Ester Catucci
Maryland, USA
LeaAnn Christenson
The Netherlands
Annerieke Boland, Ronald Keijzer, and Bert van Oers
Norway
Elin Reikerås
Sweden
Benita Berg and Ester Catucci
Overview of the ECEC systems in the countries included in the book
Oliver Thiel
References
Index
Oliver Thiel is the Professor of Early Childhood Mathematics Education, Queen Maud University College, Trondheim, Norway.
Elizabeth Carruthers is the Founder of the International Childrens Mathematics Research Network in the UK.
Chrystalla Papademetri is an Assistant Professor of Early Childhood Education, European University Cyprus, Nicosia, Cyprus.
