Play and Mathematics in Early Childhood

Nyhet

Perspectives and Practices across Countries and Cultures

Häftad, Engelska, 2026

Av Oliver Thiel, Elizabeth Carruthers, Chrystalla Papademetri

739 kr

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This innovative book examines the dynamic intersection between play and mathematics in early childhood education, challenging traditional educational approaches. Through international perspectives and practices, it demonstrates how mathematical concepts naturally emerge through children's play and how educators can enhance mathematical learning without disrupting the play experience.Comprising eleven chapters with diverse cultural and educational perspectives, the book explores how children engage with mathematical concepts through play across different countries and contexts. It addresses critical issues for early childhood education and care practitioners, examining similarities and distinctions between mathematics and play while providing practical approaches for integrating mathematics into play for various age groups. The comparative international approach highlights both the universality of play in learning and unique cultural methods for facilitating mathematical understanding. Original research showcases how children's mathematical thinking surfaces in various play scenarios and offers pedagogical practices that support both play and mathematical development without compromising the integrity of either.This essential resource serves early childhood educators, researchers, students, and policy makers committed to enhancing mathematics education quality and effectiveness. It provides practical guidance for promoting more equitable and engaging approaches to mathematical learning in the early years.

Produktinformation

Utgivningsdatum2026-04-28
Mått156 x 234 x undefined mm
FormatHäftad
SpråkEngelska
SerieTowards an Ethical Praxis in Early Childhood
Antal sidor256
FörlagTaylor & Francis Ltd
ISBN9781041236474

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ContentsFOREWORDINTRODUCTION1. Setting the Stage for Mathematics and Play in Early Childhood EducationElizabeth Carruthers and Oliver Thiel1.1. Introduction1.2. Play1.3. Mathematics1.4. Play and mathematics1.5. Praxeology1.6. Structure of the bookPART ICHILDREN’s PLAY2. Reframing children’s mathematics in play. Perspectives from England and GreeceMaria Papandreou and Elizabeth Carruthers2.1. Introduction2.2. Theoretical background2.3. The two case studies2.4. Reframing children’s mathematics in play2.5. Conclusion2.6. Reflective questions2.7. Reference list3. Children’s first-time exploration of a coding toy with teachers: supporting mathematical experiencesFrancesca Granone, Elin Reikerås, and Maire Tuul3.1. Introduction3.2. Method3.3. Results3.4. Discussion3.5. Reflective questions3.6. Reference list4. ‘It will probably be good.’ Emergent stochastics in children’s outdoor playZoi Nikiforidou, Oliver Thiel, and Lucía Casal-de-la-Fuente4.1. Introduction4.2. Play4.3. Previous research4.4. Theoretical framework4.5. Methods4.6. Participants4.7. Quantitative findings4.8. Qualitative findings4.9. Discussion4.10. Conclusion4.11. Acknowledgements4.12. Reflective questions4.13. Reference list5. Mathematical play outdoors in the UK and USA: Measurement, sorting, topology, pendulum and meaningful mathematical practice arising from contextual eventsMandy Andrews and LeaAnn Christenson5.1. Introduction5.2. The contexts5.3. Theoretical framework5.4. Methods5.5. The vignettes5.6. Discussion and implications for practice5.7. Concluding comments5.8. Reflective questions5.9. Reference list6. Play, blocks, and mathematics: Unveiling deep learning opportunities in early childhoodChrystalla Papademetri, Annerieke Boland, Ronald Keijzer, and Andrea Eliadou6.1. Introduction6.2. Theoretical framework6.3. Examples of practice6.4. Discussion: Emerging themes6.5. Reflective questions6.6. Reference listPART IIPRACTITIONER’s REFLECTIONS7. Mathematical learning during pretend play: A comparative study in Catalonia and NorwayJudith Fábrega, Mequè Edo, and Annette Furnes7.1. Introduction7.2. Research question7.3. Theoretical framework7.4. The Norwegian and Spanish curricula7.5. Methods and materials7.6. Results7.7. Comparative analysis of the two datasets7.8. Discussion7.9. Conclusions7.10. Reflective questions7.11. Reference list8. Exploring how focus group discussions can support ECEC practitioners’ awareness of mathematical content in children’s play – voices from Italy and SwedenBenita Berg, Ester Catucci, and Laura Leonardi8.1. Introduction8.2. Aim and research question8.3. Method8.4. Result8.5. Discussion8.6. Reflective questions8.7. Reference list9. Practitioners’ perspectives on mathematics in children’s playCatherine Gripton, Anne Hj. Nakken, Beate Nergård, and Camilla N. Justnes9.1. Introduction9.2. Mathematics and play9.3. Researching mathematics in play9.4. Findings9.5. Discussion9.6. Conclusion9.7. Reflective questions9.8. Reference list10. ‘Play’ and ‘Mathematics’ as concepts in preservice ECEC teachers’ reflectionsElena Severina, Chrystalla Papademetri, Magni Hope Lossius, and Marianna Efstathiadou10.1. Introduction10.2. Theoretical background10.3. Methodology10.4. Findings10.5. Discussion10.6. Reflective questions10.7. Reference listCONCLUSION11. Play and Mathematics in Early Childhood Education: Synthesising Insights and Paving the Way ForwardChrystalla Papademetri11.1. Introduction11.2. Discussion: Insights for practitioners, teacher educators, and researchers11.3. Bringing it together: Key insights for practice and research11.4. Reference listAPPENDIXThe early childhood education and care (ECEC) systems across the countries included in this book1. CataloniaJudith Fábrega2. EnglandCatherine Gripton3. EstoniaMaire Tuul4. GaliciaLucía Casal-de-la-Fuente5. GreeceZoi Nikiforidou and Maria Papandreou6. ItalyLaura Leonardi and Ester Catucci7. Maryland, USALeaAnn Christenson8. The NetherlandsAnnerieke Boland, Ronald Keijzer, and Bert van Oers9. NorwayElin Reikerås10. SwedenBenita Berg and Ester Catucci11. Overview of the ECEC systems in the countries included in the bookOliver Thiel12. Reference listIndex