Easy as 1, 2, 3, ABC: Integrating Number Sense and Shared Storybook Readings

Autor/inn/en	Green, Katherine B.; Towson, Jacqueline P.
Titel	Easy as 1, 2, 3, ABC: Integrating Number Sense and Shared Storybook Readings
Quelle	In: Young Exceptional Children, 25 (2022) 2, S.88-100 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Green, Katherine B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1096-2506
DOI	10.1177/1096250620959660
Schlagwörter	Preschool Children; Story Reading; Books; Childrens Literature; Mathematics Instruction; Mathematics Skills; Preschool Education; Interdisciplinary Approach; Content Area Reading; Students with Disabilities; Interaction; Reading Strategies + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Book; Buch; Monographie; Monografie; 'Children''s literature'; Kinderliteratur; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Sinnerfassendes Lesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Interaktion; Reading strategy; Leselernstufe; Lesetechnik
Abstract	Preschoolers can learn mathematics from opportunities throughout their day, such as through play and storybook readings (Clements & Sarama, 2007; Green et al., 2018; Hassinger-Das et al., 2018). In fact, the early years are an advantageous time to introduce children to formal mathematical operations, as preschoolers often have a spontaneous interest in mathematics (Seo & Ginsburg, 2004). If children are actively engaged in meaningful and enjoyable mathematics activities, they will likely continue to engage in mathematics in later years (Watts et al., 2014). To promote mathematical skills in a preschool classroom, teachers can structure the environment to allow for natural mathematics opportunities (National Association for the Education of Young Children [NAEYC] & National Council of Teachers of Mathematics [NCTM], 2002). The purpose of this article is to describe a technique that teachers can use to integrate mathematics and children's literature for young children with disabilities. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01