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Enhancing Mathematical Skills of Learners in the Early Childhood Phase through Play-Based Learning: A Review of Literature

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Title: Enhancing Mathematical Skills of Learners in the Early Childhood Phase through Play-Based Learning: A Review of Literature
Language: English
Authors: Jaysveree Louw, Heidi Claassens
Source: Journal of Education and Learning. 2025 14(2):172-179.
Availability: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Peer Reviewed: Y
Page Count: 8
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Education Level: Early Childhood Education
Preschool Education
Descriptors: Play, Mathematics Skills, Early Childhood Education, Teaching Methods, Learning Processes, Mathematics Instruction, Child Development, Cognitive Development, Preschool Curriculum, Creative Thinking, Imagination, Problem Solving, Motor Development, Foreign Countries
Geographic Terms: South Africa
ISSN: 1927-5250
1927-5269
Abstract: This theoretical article examines the crucial role of play-based learning (PBL) in enhancing the mathematical skills of children in the Early Childhood Phase, referred to as Foundation Phase (Grade R-3) learners, within a South African context. The article argues that the traditional approach to teaching early childhood mathematics, where teachers typically instruct while learners listen and repeat, is often rigid and lacks engagement. For learners to thrive in mathematics and truly comprehend the subject, they need to be actively involved in 'doing' mathematics. PBL is an approach to teaching and learning that uses various forms of play as a medium for learning. The objectives of the article are: a) to explore alternative methods for teaching mathematics to learners in the Early Childhood Phase, and b) to highlight the benefits and value of play as a mode for teaching and learning mathematics. As a theoretical paper, it does not include a methodology section; rather, relevant literature was analysed to support and justify the claims and to address the research questions. The study found that PBL can enhance the development of the vestibular system, which can positively impact learners' cognitive abilities, including mathematical skills. The study is significant for both learners and teachers in the Early Childhood Phase, as it provides an opportunity for teachers to utilise alternative, play-related, and enjoyable methods to teach mathematics. The paper concludes that a child-centred, play-based curriculum encourages and promotes learning in a playful setting through discovery, investigation, problem-solving, imaginative thinking, and creative thinking.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1469903
Database: ERIC
FullText Text:
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  Data: Enhancing Mathematical Skills of Learners in the Early Childhood Phase through Play-Based Learning: A Review of Literature
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  Data: <searchLink fieldCode="AR" term="%22Jaysveree+Louw%22">Jaysveree Louw</searchLink><br /><searchLink fieldCode="AR" term="%22Heidi+Claassens%22">Heidi Claassens</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+and+Learning%22"><i>Journal of Education and Learning</i></searchLink>. 2025 14(2):172-179.
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  Data: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Play%22">Play</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Skills%22">Mathematics Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Development%22">Child Development</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Development%22">Cognitive Development</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Curriculum%22">Preschool Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Creative+Thinking%22">Creative Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Imagination%22">Imagination</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Motor+Development%22">Motor Development</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink>
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  Data: 1927-5250<br />1927-5269
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  Label: Abstract
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  Data: This theoretical article examines the crucial role of play-based learning (PBL) in enhancing the mathematical skills of children in the Early Childhood Phase, referred to as Foundation Phase (Grade R-3) learners, within a South African context. The article argues that the traditional approach to teaching early childhood mathematics, where teachers typically instruct while learners listen and repeat, is often rigid and lacks engagement. For learners to thrive in mathematics and truly comprehend the subject, they need to be actively involved in 'doing' mathematics. PBL is an approach to teaching and learning that uses various forms of play as a medium for learning. The objectives of the article are: a) to explore alternative methods for teaching mathematics to learners in the Early Childhood Phase, and b) to highlight the benefits and value of play as a mode for teaching and learning mathematics. As a theoretical paper, it does not include a methodology section; rather, relevant literature was analysed to support and justify the claims and to address the research questions. The study found that PBL can enhance the development of the vestibular system, which can positively impact learners' cognitive abilities, including mathematical skills. The study is significant for both learners and teachers in the Early Childhood Phase, as it provides an opportunity for teachers to utilise alternative, play-related, and enjoyable methods to teach mathematics. The paper concludes that a child-centred, play-based curriculum encourages and promotes learning in a playful setting through discovery, investigation, problem-solving, imaginative thinking, and creative thinking.
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  Data: EJ1469903
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
        StartPage: 172
    Subjects:
      – SubjectFull: Play
        Type: general
      – SubjectFull: Mathematics Skills
        Type: general
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Learning Processes
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      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Child Development
        Type: general
      – SubjectFull: Cognitive Development
        Type: general
      – SubjectFull: Preschool Curriculum
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      – SubjectFull: Creative Thinking
        Type: general
      – SubjectFull: Imagination
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      – SubjectFull: Problem Solving
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      – SubjectFull: Motor Development
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      – SubjectFull: Foreign Countries
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      – SubjectFull: South Africa
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      – TitleFull: Enhancing Mathematical Skills of Learners in the Early Childhood Phase through Play-Based Learning: A Review of Literature
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