How Can Parents and Elementary School Teachers Promote Resilience in Young Children through Mathematical Conversations?

Autor/inn/en	Pieronkiewicz, Barbara; Szczygiel, Monika
Titel	How Can Parents and Elementary School Teachers Promote Resilience in Young Children through Mathematical Conversations?
Quelle	In: Early Child Development and Care, 190 (2020) 10, S.1604-1618 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pieronkiewicz, Barbara) ORCID (Szczygiel, Monika)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2019.1647189
Schlagwörter	Parent Child Relationship; Resilience (Psychology); Mathematics Skills; Preschool Children; Elementary School Students; Preschool Teachers; Elementary School Teachers; Teaching Methods; Puzzles; Teacher Student Relationship; Parent Role; Teacher Role; Communication Skills + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Legespiel; Teacher student relationships; Lehrer-Schüler-Beziehung; Parental role; Elternrolle; Lehrerrolle; Kommunikationsstil
Abstract	This manuscript elaborates on the construct of mathematical resilience and the importance of engaging children in mathematically rich conversations from the earliest age. We begin with a review of the existing literature addressing these issues. Since little has been written thus far on how exactly the early childhood facilitators, such as parents and pre- or elementary school teachers, could support the growth of these competences in young children, we give examples of several everyday life situations and a mathematical puzzle that can be used for the purpose of enhancing mathematical discussions with young children. We argue that mathematical richness can be extracted from seemingly ordinary situations and give some practical hints on how parents and pre- and elementary school teachers could make a use of them in order to foster (not only mathematical) resilience in young children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01