The Impact of Block Play on Children's Early Mathematics Skills in Rural Papua New Guinea

Autor/inn/en	Simoncini, Kym; Forndran, Alexandre; Manson, Elisapesi; Sawi, Joros; Philip, Malinda; Kokinai, Clare
Titel	The Impact of Block Play on Children's Early Mathematics Skills in Rural Papua New Guinea
Quelle	In: International Journal of Early Childhood, 52 (2020) 1, S.77-93 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Simoncini, Kym)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-7187
DOI	10.1007/s13158-020-00261-9
Schlagwörter	Toys; Play; Mathematics Skills; Rural Areas; Foreign Countries; Preschool Children; Early Childhood Education; Papua New Guinea + Suchen Sie Ihr Suchwort? Toy; Spielzeug; Spiel; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Rural area; Ländlicher Raum; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Papua-New Guinea; Papua-Neuguinea
Abstract	In this study, we explored whether access to block play is beneficial to mathematical learning for young children in a low-income country. The research, conducted in Papua New Guinea, explored if access to Duplo Lego blocks, across a 7-month period, in early childhood education settings facilitated mathematical learning for children, aged from 5 to 7 years. The research design of the research involved an intervention group (n = 23) with children from three playschools who had access to the blocks across a period of 7 months. A comparison group (n = 26) included children from three elementary schools who had usual programming and resources across the period of the intervention. Learning outcomes were assessed using the Schedule for Early Number Assessment. Findings from this exploratory study indicated that children in the intervention group had stronger mathematics skills at the end of the intervention period than children in the comparison group. Findings indicated that access to block play had potential to improve mathematics skills in early childhood settings in Papua New Guinea. Greater access to block play could provide a feasible and affordable intervention to support early mathematical learning with potential to improve mathematical skills through primary school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01