Counting in Children's Picture Books: Digging Deeper

Autor/inn/en	Perger, Pamela; Major, Karen
Titel	Counting in Children's Picture Books: Digging Deeper
Quelle	In: Teachers and Curriculum, 18 (2018) 1, S.27-32 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2382-0349
Schlagwörter	Childrens Literature; Picture Books; Numeracy; Teaching Methods; Preschool Children; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? 'Children''s literature'; Kinderliteratur; Picture book; Bilderbuch; Rechenkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Neuseeland
Abstract	Learning to count is a significant achievement. Counting requires the learner to co-ordinate a number of key principles to make sense of the various contexts in which counting is used. Learning to count takes time to master. Children need a range of opportunities to hear the language associated with counting and engage in everyday activities to develop an understanding of how counting works in the various situations it is used. Reading a story with others or reading a picture book for themselves can provide children with an opportunity to practice their counting in a meaningful way. Through describing the counting opportunities evident in specific picture books, this article aims to demonstrate how parents and/or teachers can use picture books to support children in understanding the contexts and principles of counting. (As Provided).
Anmerkungen	Wilf Malcolm Institute for Educational Research. Faculty of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: http://tandc.ac.nz/tandc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01