Young Children's Understandings of Clocks at the Start of School

Autor/inn/en	MacDonald, Amy; Murphy, Steve
Titel	Young Children's Understandings of Clocks at the Start of School
Quelle	In: International Journal for Mathematics Teaching and Learning, 21 (2020) 1, S.19-30 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1473-0111
Schlagwörter	Time; Visual Aids; Kindergarten; Early Childhood Education; Mathematical Concepts; Child Development; Young Children; Freehand Drawing; Concept Formation; Elementary School Students + Suchen Sie Ihr Suchwort? Zeit; Anschauungsmaterial; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kindesentwicklung; Frühe Kindheit; Drawing; Zeichnen; Concept learning; Begriffsbildung
Abstract	Time is an essential construct for understanding our everyday lives and the wider world; however, it is commonly seen as a difficult topic by teachers and children throughout primary school. There is limited research into children's learning about time, and in particular, concerning young children's understandings of clocks. This study examines the extent to which children are able to draw the structural features of a clock at the start of school. The drawings were produced by 132 Kindergarten children in their first six weeks of primary school. The drawings showed that the majority of the children started school with the ability to represent the structural features of a clock (numbers, hands, partitioning). Moreover, unlike previous studies, our analysis suggests that children's ability to represent clock structure does not progress sequentially. Rather, the drawings suggest that different children attend to different features of clocks, and thus have different developmental journeys. (As Provided).
Anmerkungen	Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail: feedback@cimt.org.uk; Web site: http://www.cimt.org.uk/ijmtl/index.php/IJMTL/about
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01