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. |
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| 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 |
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