Everyday pedagogical practices in mathematical play situations in German “Kindergarten”

Brandt, Birgit

doi:10.1007/s10649-013-9490-6

Cited by 17 publications

(14 citation statements)

References 20 publications

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“…These mathematics‐related skills included measurement (Kotsopoulos et al ., ), logico‐mathematical thinking (Kamii, ), number sense (Newbury et al ., ; Wang & Hung, ) and spatial skills (Casey et al ., ), as well as general mathematical learning (e.g. Balfanz et al ., ; Brandt, ; Lee & Goh, ; Presser et al ., ).…”

Section: Resultsmentioning

confidence: 97%

“…The children involved reported feeling more confident about purchasing food, but demonstrated varying proficiencies with monetary transactions by the end (Lee & Goh, ). Brandt () observed different teacher‐directed and mutually directed play activities in a German kindergarten classroom, where different perspectives on who held responsibility for general mathematics learning (the adult, the child or both) were demonstrated with common play objects. In a teacher‐directed play activity involving the assembling of patterns with coloured pegs, learning was observed to be under the responsibility of the adult, however in the observed mutually directed activities, learning was classified as either being under the responsibility of the child or both the adult and child (Brandt, ).…”

Section: Resultsmentioning

confidence: 99%

“…Brandt () observed different teacher‐directed and mutually directed play activities in a German kindergarten classroom, where different perspectives on who held responsibility for general mathematics learning (the adult, the child or both) were demonstrated with common play objects. In a teacher‐directed play activity involving the assembling of patterns with coloured pegs, learning was observed to be under the responsibility of the adult, however in the observed mutually directed activities, learning was classified as either being under the responsibility of the child or both the adult and child (Brandt, ). In all three play examples highlighted, ‘no free experimentation with the objects takes place, but rather directed mathematical activities using them’ (Brandt, , p. 240), emphasising that teachers could direct the play activity but still place some of the responsibility for learning on the participants.…”

Section: Resultsmentioning

confidence: 99%

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A scoping review of research on play‐based pedagogies in kindergarten education

Pyle

DeLuca

Danniels

2017

Review of Education

103

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Across a number of countries, play‐based learning is the mandated pedagogy in early years’ curricula. However, a lack of consensus remains both in research and practice regarding the value and role of play in children's learning. This scoping review analyses 168 articles addressing play‐based learning for 4–5 year old children divided into three categories: research on play for developmental learning, research on play for academic learning and factors influencing play in kindergarten classrooms. Much of the research endorsed play as fulfilling an important role in early learning. However, two disparate perspectives concerning the role of play for developmental versus academic learning demonstrate different orientations towards the value and potential benefits of play. Research focused on developmental learning endorsed the use of free play and a passive teacher role, while research focused on academic learning endorsed teacher‐directed and mutually directed play where the teacher fulfills an active play role. A similar lack of consensus was found among research with educators regarding the role and benefits of play. These findings indicate a need to move away from a binary stance regarding play and towards an integration of perspectives and practices, with different types of play perceived as complementary rather than incompatible.

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Section: Resultsmentioning

confidence: 97%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

A scoping review of research on play‐based pedagogies in kindergarten education

Pyle

DeLuca

Danniels

2017

Review of Education

103

View full text Add to dashboard Cite

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“…Early childhood mathematics education is crucial for children, as mathematical competencies in preschool are relevant for learning performance and outcomes in their future education and as challenging and appropriate mathematical learning needs to be offered to children for their cognitive and affective development (Duncan et al 2007;Vogt et al 2018;Weisberg, Hirsh-Pasek & Golinkoff 2013). To assist children's cognitive and affective development, it is important to take into account pedagogy, of which playing is a key factor that should be investigated, as emphasised by previous studies (Brandt 2013;Thomas, Warren & De Vries 2011;Vogel 2013;Vogt et al 2018;Worthington & Van Oers 2016). Because playing is crucial for young children's development, the national curriculum and syllabus in several countries worldwide (e.g.…”

Section: Introductionmentioning

confidence: 99%

Proposing and modifying guided play on shapes in mathematics teaching and learning for Zambian preschool children

Nakawa

2020

South African Journal of Childhood Education

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An increasing number of studies have discussed the development of early childhood education (ECE) programmes in different countries (Müller & Wittmann 2004a, 2004b South African Numeracy Chair Project 2016), the improvement of teachers' pedagogical content knowledge (Lee 2017;McCray & Chen 2008) and their professional development (Warren & Quine 2013). Recent studies have revealed that children can engage in many mathematical practices, such as Background: Early childhood education (ECE) has recently been introduced in Zambian government schools, leading to a need to examine the quality of mathematics lessons.Aim: This study focussed on guided play lessons on shapes in pre-mathematics classes and examined how they could be implemented and what children could learn in the class. Setting:The lessons were conducted in two early childhood mathematics classes in two different schools in Zambia.Methods: A qualitative design-based research method was applied. For data collection, teachers implemented a trial lesson in one school and a main lesson in another school in Lusaka, the capital of Zambia.Results: In the first lesson, the activity differed from what was planned and discussed. In the second lesson, the content and objective of the guided play were changed from those of the trial lesson. In the main lesson, children engaged in a more basic activity involving shapes and created many kinds of shapes that they were familiar with in and out of school. This was particularly effective for children in terms of explicitly learning the basic features of the shapes and important mathematical ideas such as congruency, similarity and symmetry. Conclusion:The main lesson was successful because the level of mathematical content was more appropriate for the children and allowed them to enjoy the activity. Two points regarding developing more effective lessons for ECE, to identify pupils' readiness and sociocultural status, were also assessed and discussed.

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“…They get to know their own behavior meanings by resolving their problems collaboratively with other people who are more knowledgeable in particular contexts. In specific, Brandt (2013) said that the concepts of math in children are developed through learning practices carried out by teachers.…”

Section: Introductionmentioning

confidence: 99%

Mathematics for Young Children: A Literature Review

Rahmat¹

2017

Proceedings of the 3rd International Conference on Early Childhood Education (ICECE 2016)

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A lot of researches have been conducted to identify the importance of mathematics and its benefits for the early childhood. To the contrary, there also emerge concerns about the risk of premature mathematics learning of the young children. In Indonesia, it appears that early childhood education is not yet designed to be a place to give academic study such as mathematics. Meanwhile, most of the research findings in other countries show that both the children's capacity and capability in learning mathematics and the confining policy, directly or indirectly, may have impacts on the instructional practice of mathematics in early childhood education. This article would like to discuss how literature reveals mathematics learning for early childhood through the role of the teacher.

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Everyday pedagogical practices in mathematical play situations in German “Kindergarten”

Cited by 17 publications

References 20 publications

A scoping review of research on play‐based pedagogies in kindergarten education

A scoping review of research on play‐based pedagogies in kindergarten education

Proposing and modifying guided play on shapes in mathematics teaching and learning for Zambian preschool children

Mathematics for Young Children: A Literature Review

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