Play and Mathematics in Early Childhood Education Perspectives and Practices across Countries and Cultures

FOREWORD

INTRODUCTION

1.      Setting the stage for mathematics and play in early childhood education
Elizabeth Carruthers and Oliver Thiel

Introduction
Play
Mathematics
Play and mathematics
Praxeology
Structure of the book
References

PART I
CHILDREN’S PLAY

2.      Reframing children’s mathematics in play: Perspectives from England and Greece
Maria Papandreou and Elizabeth Carruthers

Introduction
Theoretical background
The two case studies
Reframing children’s mathematics in play
Conclusion
Reflective questions
References

3.      Children’s first-time exploration of a coding toy with teachers: supporting mathematical experiences
Francesca Granone, Elin Reikerås, and Maire Tuul

Introduction
Method
Results
Discussion
Reflective questions
References

4.      ‘It will probably be good’: Emergent stochastics in children’s outdoor play
Zoi Nikiforidou, Oliver Thiel, and Lucía Casal-de-la-Fuente

Introduction
Play
Previous research
Theoretical framework
Methods
Participants
Quantitative findings
Qualitative findings
Discussion
Conclusion
Acknowledgements
Reflective questions
References

5.      Mathematical play outdoors in the UK and the USA: Measurement, sorting, topology, pendulum, and meaningful mathematical practice arising from contextual events
Mandy Andrews and LeaAnn Christenson

Introduction
The contexts
Theoretical framework
Methods
The vignettes
Discussion and implications for practice
Concluding comments
Reflective questions
References

6.      Play, blocks, and mathematics: Unveiling deep learning opportunities in early childhood
Chrystalla Papademetri, Annerieke Boland, Ronald Keijzer, and Andrea Eliadou

Introduction
Theoretical framework
Examples of practice
Discussion: Emerging themes
Reflective questions
References

PART II
PRACTITIONER’S REFLECTIONS

7.      Mathematical learning during pretend play: A comparative study in Catalonia and Norway
Judith Fábrega, Mequè Edo, and Annette Furnes

Introduction
Research question
Theoretical framework
The Norwegian and Spanish curricula
Methods and materials
Results
Comparative analysis of the two datasets
Discussion
Conclusions
Reflective questions
References

8.      Exploring how focus group discussions can support ECEC practitioners’ awareness of mathematical content in children’s play: Voices from Italy and Sweden
Benita Berg, Ester Catucci, and Laura Leonardi

Introduction
Aim and research question
Method
Result
Discussion
Reflective questions
References

9.      Practitioner perspectives on mathematics in children’s play
Catherine Gripton, Anne Hjønnevåg Nakken, Beate Nergård, and Camilla Normann Justnes

Introduction
Mathematics and play
Researching mathematics in play
Findings
Discussion
Conclusion
Reflective questions
References

10.  ‘Play’ and ‘Mathematics’ as concepts in preservice ECEC teachers’ reflections
Elena Severina, Chrystalla Papademetri, Magni Hope Lossius, and Marianna Efstathiadou

Introduction
Theoretical background
Methodology
Findings
Discussion
Reflective questions
References

CONCLUSION

11.  Play and mathematics in early childhood education: Synthesising insights and paving the way forward
Chrystalla Papademetri

Introduction
Discussion: Insights for practitioners, teacher educators, and researchers
Bringing it together: Key insights for practice and research
Concluding reflections and the contribution of this book
References

APPENDIX

The early childhood education and care (ECEC) systems across the countries included in this book

Catalonia
Judith Fábrega

England
Catherine Gripton

Estonia
Maire Tuul

Galicia
Lucía Casal-de-la-Fuente

Greece
Zoi Nikiforidou and Maria Papandreou

Italy
Laura Leonardi and Ester Catucci

Maryland, USA
LeaAnn Christenson

The Netherlands
Annerieke Boland, Ronald Keijzer, and Bert van Oers

Norway
Elin Reikerås

Sweden
Benita Berg and Ester Catucci

Overview of the ECEC systems in the countries included in the book
Oliver Thiel

References

Index

Biography

Oliver Thiel is the Professor of Early Childhood Mathematics Education, Queen Maud University College, Trondheim, Norway.

Elizabeth Carruthers is the Founder of the International Children’s Mathematics Research Network in the UK.

Chrystalla Papademetri is an Assistant Professor of Early Childhood Education, European University Cyprus, Nicosia, Cyprus.