Mathematics Education for Children under Four Years of Age: A Systematic Review of the Literature

Autor/inn/en	MacDonald, Amy; Murphy, Steve
Titel	Mathematics Education for Children under Four Years of Age: A Systematic Review of the Literature
Quelle	In: Early Years: An International Journal of Research and Development, 41 (2021) 5, S.522-539 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2019.1624507
Schlagwörter	Mathematics Education; Preschool Education; Preschool Children; Mathematics Skills; Numeracy; Preschool Teachers; Pedagogical Content Knowledge; Predictor Variables; Teacher Role; Parent Role + Suchen Sie Ihr Suchwort? Mathematische Bildung; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Rechenkompetenz; Erzieher; Erzieherin; Kindergärtnerin; Pädagogische Kompetenz; Prädiktor; Lehrerrolle; Parental role; Elternrolle
Abstract	There is growing international research evidence about young children's engagement with mathematics education. However, much of this evidence is drawn from children aged four years and upwards. This paper reports findings from a systematic review of peer-reviewed research concerning mathematics education for children aged "under" four. The majority of the studies took place within an early childhood education service such as a preschool or day care centre, and task-based interviews and standardised assessments were most commonly used. Most of the papers focused on either educators' knowledge, attitudes and strategies, or children's mathematical competencies. The literature presents compelling evidence that children "do" engage in mathematics education prior to four years of age, and that they possess many mathematical competencies. Findings suggest that educators play a critical role in shaping the mathematical learning opportunities available to children; however, there is some uncertainty among educators about how to support young children's mathematics learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01