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ERIC Number: EJ1042196
Record Type: Journal
Publication Date: 2014
Pages: 4
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-1463-9491
Is Children's Informal Knowledge of Mathematics Important? Rethinking Assessment of Children's Knowledge of Mathematics
Lee, Joohi
Contemporary Issues in Early Childhood, v15 n3 p293-296 2014
Within United States policymaking, there is widespread recognition that universal preschool works towards a societal good, advancing children's social and academic needs while expanding the economic landscape for a nation. However, in trying to deliver these benefits, all too often educational policies apply a rigid format that overemphasizes academic readiness and demonstrates an incomplete understanding of the many ways in which children learn. This review draws on the seminal work of Genishi to stress that educational policy must incorporate the diverse perspectives of the primary stakeholders--young children and educators--to be successful.
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Publication Type: Journal Articles; Information Analyses; Reports - Evaluative
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A