Mathematics in Early Childhood: Research-Based Rationale and Practical Strategies.
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| Title: | Mathematics in Early Childhood: Research-Based Rationale and Practical Strategies. |
|---|---|
| Authors: | Linder, Sandra1 sandram@clemson.edu, Powers-Costello, Beth2 costellp@mailbox.sc.edu, Stegelin, Dolores3 Dstegel@clemson.edu |
| Source: | Early Childhood Education Journal. Apr2011, Vol. 39 Issue 1, p29-37. 9p. 1 Color Photograph, 1 Chart. |
| Subject Terms: | *Early childhood education, *Mathematics education, *Teaching methods, *Reggio Emilia approach (Early childhood education), *Curriculum planning, Number concept in children |
| Geographic Terms: | United States |
| Abstract: | Mathematics education is a critical part of the curriculum for students worldwide. The foundation for understanding mathematical concepts related to number sense begins early in life, and early childhood classrooms can provide the seeds for mathematical skills that will be needed later in life. In this article, the authors make a case for meaningful and developmentally appropriate mathematics experiences for young children in diverse early learning settings. Instructional and curricular methods inspired by the Reggio Emilia Approach are described as effective ways to teach number concepts to young children from preschool through primary age. Strategies for teachers of young learners are presented in order to strengthen the mathematics curriculum in contemporary early learning settings. The authors' analysis and recommendations are informed by their extensive experiences including studies in Reggio Emilia early childhood settings (infant toddler, preschool, and primary schools) and their work in early childhood teacher education at their respective universities. [ABSTRACT FROM AUTHOR] |
| Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 59459980 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Mathematics in Early Childhood: Research-Based Rationale and Practical Strategies. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Linder%2C+Sandra%22">Linder, Sandra</searchLink><relatesTo>1</relatesTo><i> sandram@clemson.edu</i><br /><searchLink fieldCode="AR" term="%22Powers-Costello%2C+Beth%22">Powers-Costello, Beth</searchLink><relatesTo>2</relatesTo><i> costellp@mailbox.sc.edu</i><br /><searchLink fieldCode="AR" term="%22Stegelin%2C+Dolores%22">Stegelin, Dolores</searchLink><relatesTo>3</relatesTo><i> Dstegel@clemson.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Early+Childhood+Education+Journal%22">Early Childhood Education Journal</searchLink>. Apr2011, Vol. 39 Issue 1, p29-37. 9p. 1 Color Photograph, 1 Chart. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Reggio+Emilia+approach+%28Early+childhood+education%29%22">Reggio Emilia approach (Early childhood education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br /><searchLink fieldCode="DE" term="%22Number+concept+in+children%22">Number concept in children</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Mathematics education is a critical part of the curriculum for students worldwide. The foundation for understanding mathematical concepts related to number sense begins early in life, and early childhood classrooms can provide the seeds for mathematical skills that will be needed later in life. In this article, the authors make a case for meaningful and developmentally appropriate mathematics experiences for young children in diverse early learning settings. Instructional and curricular methods inspired by the Reggio Emilia Approach are described as effective ways to teach number concepts to young children from preschool through primary age. Strategies for teachers of young learners are presented in order to strengthen the mathematics curriculum in contemporary early learning settings. The authors' analysis and recommendations are informed by their extensive experiences including studies in Reggio Emilia early childhood settings (infant toddler, preschool, and primary schools) and their work in early childhood teacher education at their respective universities. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=59459980 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10643-010-0437-6 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 29 Subjects: – SubjectFull: Early childhood education Type: general – SubjectFull: Mathematics education Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Reggio Emilia approach (Early childhood education) Type: general – SubjectFull: Curriculum planning Type: general – SubjectFull: Number concept in children Type: general – SubjectFull: United States Type: general Titles: – TitleFull: Mathematics in Early Childhood: Research-Based Rationale and Practical Strategies. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Linder, Sandra – PersonEntity: Name: NameFull: Powers-Costello, Beth – PersonEntity: Name: NameFull: Stegelin, Dolores IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2011 Type: published Y: 2011 Identifiers: – Type: issn-print Value: 10823301 Numbering: – Type: volume Value: 39 – Type: issue Value: 1 Titles: – TitleFull: Early Childhood Education Journal Type: main |
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