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ERIC Number: EJ1089872
Record Type: Journal
Publication Date: 2016
Pages: 16
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-1350-293X
Pretend Play and the Cultural Foundations of Mathematics
Worthington, Maulfry; van Oers, Bert
European Early Childhood Education Research Journal, v24 n1 p51-66 2016
The aim of this study is to uncover the emergence of cultural mathematical understandings and communications in young children's spontaneous pretend play. It is based on Vygotskian cultural-historical perspectives and social-semiotic theory, informed by research into "funds of knowledge" and considers how children's informal knowledge of family practices enriches their play and cultural mathematical understandings. Longitudinal, ethnographic data were gathered in an inner-city mainstream nursery in the south-west of England. Data include written observation and graphics of seven children aged three to four years of age engaged in social pretend play. The findings reveal that many play episodes included aspects of mathematics and that these increased through the year: they show how the children's home cultural knowledge underpinned their pretend play and informed their mathematics. The children's graphicacy to communicate mathematics within their pretend play was also evident. The findings show also that where children are immersed in mathematical- and graphical-rich environments, bridging home and early childhood cultures becomes a natural feature of their pretend play. They will add to our understanding of cultural mathematical knowledge in young children.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)