Young Children's Mathematical Learning Opportunities in Family Shopping Experiences

Autor/inn/en	MacDonald, Amy; Fenton, Angela; Davidson, Christina
Titel	Young Children's Mathematical Learning Opportunities in Family Shopping Experiences
Quelle	In: European Early Childhood Education Research Journal, 26 (2018) 4, S.481-494 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2018.1487163
Schlagwörter	Young Children; Educational Opportunities; Qualitative Research; Pilot Projects; Learning Experience; Purchasing; Mathematics Achievement; Video Technology; Naturalistic Observation; Familiarity; Science and Society; Preschool Children; Preschool Education; Elementary School Students; Informal Education; Early Childhood Education; Family Life; Vignettes; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Frühe Kindheit; Bildungsangebot; Bildungschance; Qualitative Forschung; Pilot project; Modellversuch; Pilotprojekt; Lernerfahrung; Beschaffungswesen; Kauf; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Naturbeobachtung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Informelle Bildung; Nichtformale Bildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Australien
Abstract	This article reports on a qualitative pilot study which documented the ways in which young children and their families "notice," "explore," and "talk about" mathematical concepts and processes as they participate in family shopping experiences. Six families, with children ranging from 12 months to 10 years, were video- and audio-recorded whilst shopping at 1 of 2 large retailers. The data reveal that young children and their families notice, explore, and talk about a great deal of implicit and explicit mathematics whilst shopping together. All of the children displayed instances of mathematical noticing, with the children 'marking' what they had noticed in both verbal and non-verbal forms. Furthermore, all six families explored and talked about what was noticed whilst shopping together. This study contributes new knowledge about the ways in which children and families interact with mathematics in community contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01