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Supporting Young Children's Numeracy Development With Guided Play: Early Childhood Mathematics Research Combined With Practice

Supporting Young Children's Numeracy Development With Guided Play: Early Childhood Mathematics Research Combined With Practice

Ozlem Cankaya
Copyright: © 2022 |Pages: 42
ISBN13: 9781799886495|ISBN10: 1799886492|ISBN13 Softcover: 9781799886501|EISBN13: 9781799886518
DOI: 10.4018/978-1-7998-8649-5.ch016
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MLA

Cankaya, Ozlem. "Supporting Young Children's Numeracy Development With Guided Play: Early Childhood Mathematics Research Combined With Practice." Handbook of Research on Innovative Approaches to Early Childhood Development and School Readiness, edited by Anastasia Lynn Betts and Khanh-Phuong Thai, IGI Global, 2022, pp. 374-415. https://doi.org/10.4018/978-1-7998-8649-5.ch016

APA

Cankaya, O. (2022). Supporting Young Children's Numeracy Development With Guided Play: Early Childhood Mathematics Research Combined With Practice. In A. Betts & K. Thai (Eds.), Handbook of Research on Innovative Approaches to Early Childhood Development and School Readiness (pp. 374-415). IGI Global. https://doi.org/10.4018/978-1-7998-8649-5.ch016

Chicago

Cankaya, Ozlem. "Supporting Young Children's Numeracy Development With Guided Play: Early Childhood Mathematics Research Combined With Practice." In Handbook of Research on Innovative Approaches to Early Childhood Development and School Readiness, edited by Anastasia Lynn Betts and Khanh-Phuong Thai, 374-415. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-8649-5.ch016

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Abstract

Mounting longitudinal evidence demonstrates that young children's numeracy knowledge before kindergarten determines their mathematics achievement path in primary grades and high school graduation. Mathematics education and children's play do not have to be binary and compete for time in early learning and childcare learning environments. Indeed, researchers demonstrate that play and planned mathematical activities enrich one another and ultimately contribute to children's learning outcomes. Guided play, in which educators combine planned learning experiences with the child-directed nature of play, focuses on learning outcomes through adult scaffolding. This chapter synthesizes research on how play experiences can be an organic but powerful process for scaffolding and elevating young children's mathematical understanding in light of current evidence from early numeracy research. In the conclusion of this chapter, evidence-based recommendations are introduced for facilitating children's developing numerical competencies and activating existing knowledge through guided play.

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