Pretend Play and the Cultural Foundations of Mathematics

Autor/inn/en	Worthington, Maulfry; van Oers, Bert
Titel	Pretend Play and the Cultural Foundations of Mathematics
Quelle	In: European Early Childhood Education Research Journal, 24 (2016) 1, S.51-66 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2015.1120520
Schlagwörter	Play; Mathematics Instruction; Longitudinal Studies; Semiotics; Ethnography; Urban Areas; Observation; Cultural Background; Cultural Influences; Family School Relationship; Mathematics Skills; Sociocultural Patterns; Learning Theories; Foreign Countries; Role Playing; Nursery Schools; Skill Development; Qualitative Research; United Kingdom (England) + Suchen Sie Ihr Suchwort? Spiel; Mathematics lessons; Mathematikunterricht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Semiotik; Ethnografie; Urban area; Stadtregion; Beobachtung; Cultural influence; Kultureinfluss; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Soziokulturelle Theorie; Learning theory; Lerntheorie; Ausland; Rollenspiel; Nursery school; Kindertagesstätte; Kindergarten; Vorschule; Kompetenzentwicklung; Qualifikationsentwicklung; Qualitative Forschung
Abstract	The aim of this study is to uncover the emergence of cultural mathematical understandings and communications in young children's spontaneous pretend play. It is based on Vygotskian cultural-historical perspectives and social-semiotic theory, informed by research into "funds of knowledge" and considers how children's informal knowledge of family practices enriches their play and cultural mathematical understandings. Longitudinal, ethnographic data were gathered in an inner-city mainstream nursery in the south-west of England. Data include written observation and graphics of seven children aged three to four years of age engaged in social pretend play. The findings reveal that many play episodes included aspects of mathematics and that these increased through the year: they show how the children's home cultural knowledge underpinned their pretend play and informed their mathematics. The children's graphicacy to communicate mathematics within their pretend play was also evident. The findings show also that where children are immersed in mathematical- and graphical-rich environments, bridging home and early childhood cultures becomes a natural feature of their pretend play. They will add to our understanding of cultural mathematical knowledge in young children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01