The Effects of Different Pedagogical Approaches on the Learning of Length Measurement in Kindergarten

Kotsopoulos, Donna; Makosz, Samantha; Zambrzycka, Joanna; McCarthy, Katharine

doi:10.1007/s10643-014-0686-x

Cited by 9 publications

(7 citation statements)

References 42 publications

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“…In a direct comparison of different play‐based learning pedagogies, one study examined the learning of length measurement and investigated the effects of all three play‐based learning approaches (teacher‐directed, mutually directed and free play) in three different kindergarten classrooms (Kotsopoulos et al ., ). However, no significant performance differences on a measurement task were found between the groups after two weeks, aside from the finding that the older children performed better at the task than the younger children, suggesting that age rather than pedagogical approach may be more influential in the learning of length measurement (Kotsopoulos et al ., ). In spite of this, the authors believed that ‘play without any explicit pedagogical intent or teaching may be insufficient’ to develop mathematics‐related concepts (Kotsopoulos et al ., , p. 537).…”

Section: Resultsmentioning

confidence: 97%

“…However, no significant performance differences on a measurement task were found between the groups after two weeks, aside from the finding that the older children performed better at the task than the younger children, suggesting that age rather than pedagogical approach may be more influential in the learning of length measurement (Kotsopoulos et al ., ). In spite of this, the authors believed that ‘play without any explicit pedagogical intent or teaching may be insufficient’ to develop mathematics‐related concepts (Kotsopoulos et al ., , p. 537).…”

Section: Resultsmentioning

confidence: 97%

“…Five theoretical articles and 13 empirical articles examined and endorsed the learning of mathematics‐related academic skills through play‐based learning in kindergarten. 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: 99%

“…Ghafouri & Wien, ) and academic learning (e.g. Kotsopoulos, Makosz, Zambrzycka & McCarthy, ). These two perspectives differ significantly with respect to the type of play endorsed and the recommended role of the teacher.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

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

Pyle

DeLuca

Danniels

2017

Review of Education

104

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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: 97%

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

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

Pyle

DeLuca

Danniels

2017

Review of Education

104

View full text Add to dashboard Cite

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“…Kotsopoulos, Makosz, Zambrzycka, and McCarthy (2015) argued that the development of mathematical concepts in young learners would not be adequate should their playing experience occur without an explicit pedagogy.…”

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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