Mathematics in early childhood: Nourishing and nurturing Te Kakano

2017 ◽  
Vol 21 (2) ◽  
pp. 3-7 ◽  
Author(s):  
Jane McChesney
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Mathematics Learning ◽  
Mathematical Framework ◽  
Early Childhood Mathematics ◽  
Mathematical Learning ◽  
Mathematical Practices ◽  
Childhood Education ◽  
Te Whāriki

Mathematics learning in early childhood education is strongly supported by existing resources of a mathematical framework (Te Kākano) and a curriculum tool, Te Aho Tukutuku. With the publication of the update of Te Whāriki, this article revisits these three resources in order to identify important threads of mathematical learning. A discussion of mathematical practices with examples sets out possibilities for further strengthening of early childhood mathematics.

scholarly journals Connecting expectations of Te Whāriki and The New Zealand Curriculum: Examples of mathematical practices

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Jane McChesney ◽  
Margaret Carr
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Mathematics Curriculum ◽  
First Year ◽  
Mathematical Activity ◽  
Early Childhood Mathematics ◽  
Conceptual Tool ◽  
Mathematical Practices ◽  
Childhood Education ◽  
Te Whāriki

The first year of primary school aims to be closely connected with early childhood education, yet this is often invisible in the curriculum of specific subjects. This paper sets out an approach that uses mathematical practices as a curriculum tool that reconceptualises school mathematics. Using the early childhood mathematics framework of Te Kākano, the strands of mathematical practices are important descriptors of mathematical activity for children. We describe examples of mathematical learning from both early childhood and the first year of school, and make a case for using mathematical practices as a conceptual tool for designing a mathematics curriculum in the first years of school.

What's Going On…

1974 ◽  
Vol 21 (7) ◽  
pp. 599-600
Keyword(s):  
Early Childhood ◽  
Mathematics Education ◽  
Early Childhood Education ◽  
Learning Experiences ◽  
Early Learning ◽  
Concept Development ◽  
Classroom Teachers ◽  
Early Childhood Mathematics ◽  
Affective Development ◽  
Childhood Education

Classroom teachers, curriculum spectal ists, administrators, and others interested in early childhood mathematics education are Invited to attend the NATIONAL LEADERSHIP CONFERENCE ON MATHEMATICS FOR EARLY CHILDHOOD to be held 23–25 January 1975 in Reston, Virginia. The conference, planned by the Association for Childhood Education International (ACEI) and the NCTM, will explore ways to he lp teachers (1) mathematize the young child's environment; (2) understand the child's cognitive, language, and affective development with respect to mathemat ical learning; (3) assess the child's level of concept development in order to plan appropriate mathemat ical learning experiences for him; (4) understand the importance of continuity in early learning expe riences; and (5) review and analyze recent research relevant to mathemat ics in early childhood education. For further information, write to the NCTM Headquarters Office, 1906 Association Drive, Reston, VA 22091.

Review: Constructivism in the Classroom

1991 ◽  
Vol 22 (5) ◽  
pp. 422-428
Author(s):  
John Clement
Keyword(s):  
Early Childhood ◽  
Education Research ◽  
Mathematics Education ◽  
Early Childhood Education ◽  
International Congress ◽  
Future Research ◽  
Mathematical Education ◽  
Early Childhood Mathematics ◽  
Research And Practice ◽  
Childhood Education

The International Congress on Mathematical Education, which convenes every four years to discuss issues in mathematics education research and practice, last met in 1988. This book is the product of the subgroup on early childhood education within the Congress, which took as its charge “to identify the issues, problems, and opportunities presented by constructivism for mathematics education in early childhood and to make recommendations for the work in this area over the next four years.” Thus the book not only contains reports on previous research, but also recommendations for future research and practice in early childhood mathematics education.

Early Childhood Corner: Multiage Mathematics: Scaffolding Young Children's Mathematical Learning

2006 ◽  
Vol 13 (1) ◽  
pp. 19-21
Author(s):  
Ann Baker ◽  
Kimberly Schirner ◽  
Jo Hoffman
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Primary Grade ◽  
Mathematical Concepts ◽  
Mathematical Learning ◽  
Early Mathematics ◽  
Multiage Classrooms ◽  
Childhood Education ◽  
Young Learners

Exploration, inquiry, manipulation, discussion, and discovery all come to mind when we envision young children involved in mathematical activities. Early childhood education engages students in an exploratory journey from birth through age 9 in empirical mathematical concepts. The focus of early mathematics is to develop a strong foundation of the requisite skills and concepts throughout NCTM's five Content Standard strands (NCTM 2000). The wide ranges of abilities and understandings of mathematical concepts in early childhood classrooms challenge teachers to meet all students' intellectual needs. In this article, teachers of primary-grade multiage classrooms describe how they used scaffolding to capitalize on the wide ranges of abilities and met their students' needs by providing opportunities for their young learners to work together to understand mathematical concepts.

scholarly journals A Importância da Matemática no Desenvolvimento da Criança na Educação Infantil / The Importance of Mathematics in Child Development in Early Childhood Education

2021 ◽  
Vol 15 (57) ◽  
pp. 816-827
Author(s):  
Aywkslânia Nogueira de Souza ◽  
Verônica Rejane Lima Teixeira
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Development ◽  
School Environment ◽  
Qualitative Methodology ◽  
Mathematics Learning ◽  
National Curriculum ◽  
Main Theme ◽  
Childhood Education ◽  
Learning Mathematics

Resumo: O presente projeto tem como tema principal a ser abordado a importância da matemática na educação infantil, tendo como objetivos identificar os fatores que contribuem para essa aprendizagem e como as práticas lúdicas podem oferecer suporte para dinamizar e conscientizar dos benefícios de uma aprendizagem matemática. Para desenvolver esta pesquisa foi utilizada uma metodologia de caráter qualitativo com fontes de estudos bibliográficas, fundamentadas em autores que enfatizam a importância da aprendizagem matemática na educação infantil e em documentos que garantem os direitos de brincar da criança no âmbito escolar e em documentos como Referencial Curricular Nacional na Educação Infantil, A Lei de Diretrizes e Bases da Educação, Base Nacional Comum Curricular e Currículo de Pernambuco, com o intuito de aplicar uma visão aos educadores sobre a aprendizagem Matemática na Educação Infantil. Palavras chave: Matemática; Infantil; Criança; Aprendizagem.  Abstract: This project has as at main theme the importance of mathematics in early childhood education, aiming to identify the factors that contribute to this learning and how playful practices can provide support to boost and raise awareness of the benefits of learning mathematics. To develop this research, a qualitative methodology was used with sources of bibliographical studies, based on authors who emphasize the importance of mathematics learning in early childhood education and on documents that guarantee the children's rights to play in the school environment and on documents such as Curriculum Reference National in Early Childhood Education, The Law of Guidelines and Bases of Education, Common National Curriculum Base and Curriculum of Pernambuco, with the aim of applying a vision to educators on the learning of Mathematics in Early Childhood Education.Keywords: Mathematics; Children; Learning. 

The Bicultural Imperative within the New Zealand Draft Curriculum Guidelines for Early Childhood Education, ‘Te Whariki’

1996 ◽  
Vol 21 (3) ◽  
pp. 28-32 ◽  
Author(s):  
Jenny Ritchie
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Primary Site ◽  
Early Childhood Curriculum ◽  
Cultural Contexts ◽  
Language And Culture ◽  
Childhood Education ◽  
Curriculum Guidelines ◽  
Te Whāriki

The New Zealand Draft Curriculum Guidelines for Early Childhood Education, ‘Te Whariki’, introduced in 1993, are discussed in relation to the historical and cultural contexts which underlie their development, and aspects of the bicultural focus of the document are highlighted. The document addresses the aspirations of the indigenous people of New Zealand, the Maori, for their language and culture to be protected and sustained. Early childhood is the primary site for the transmission of language and culture, and this places the onus on all early childhood educators in New Zealand to address these issues in an integrated way within the early childhood curriculum.

scholarly journals New Zealand perspectives on early childhood education: Nāku te rourou nāu te rourou ka ora ai te iwi

2015 ◽  
Vol 6 (2) ◽  
pp. 9-18 ◽  
Author(s):  
Marek Tesar
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Private Investment ◽  
Public And Private ◽  
Childhood Education ◽  
Children And Childhood ◽  
International Audience ◽  
Building Policy ◽  
Te Whāriki

Abstract This special issue focuses on histories, pedagogies, policies, philosophies and alternative perspectives in early childhood education. Te Whāriki is heralded as the first bicultural curriculum not only in New Zealand, but in the world. Its importance is reflected in national and international research and early childhood discourses. Despite this, there is simultaneous critique of neoliberal policy, globalised practices and public and private investment in early childhood education in this region. Some lessons from New Zealand, of curriculum building, policy implementation, philosophies and sociologies of children and childhood are explored by New Zealand scholars, and focus on these broad New Zealand perspectives of ECE, to address the diverse interests of an international audience.

Emergent literacy as sociocultural practice: How well do New Zealand parents fit with Te Whāriki?

2016 ◽  
Vol 17 (1) ◽  
pp. 69-91 ◽  
Author(s):  
Qilong Zhang
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
School Readiness ◽  
Learning Outcomes ◽  
Emergent Literacy ◽  
National Curriculum ◽  
Childhood Education ◽  
Parents And Children ◽  
Te Whāriki

A sociocultural approach to emergent literacy and growing concerns over the de-emphasis on literacy of the New Zealand early childhood education curriculum Te Whāriki call for locally situated emergent literacy programmes co-constructed by teachers, parents and children. While teachers’ approach to emergent literacy takes centre stage in research, little is known about approach of parents and whether and to what extent it is in tune with the national curriculum framework. Adopting deductive qualitative analysis, this study examines beliefs and practice about their child’s emergent literacy of 25 parents from New Zealand public kindergartens against the learning outcomes of emergent literacy proclaimed in Te Whāriki. The findings confirm general compatibility between parents’ approach to emergent literacy and that of Te Whāriki. Parents in this study recognize and respond to the importance of the preliteracy skills (e.g. name writing) for school readiness, which concretizes, operationalizes and localizes the generally, loosely and vaguely defined Te Whāriki learning outcomes. The findings support the practicality of the co-construction of local emergent literacy programmes by teachers and parents in chartered early childhood education services in New Zealand.

scholarly journals Pembelajaran Matematika Anak Usia Dini Melalui Media Dadu dan Pengaruhnya ditinjau dari Perkembangan Kognitif

2019 ◽  
Vol 2 (1) ◽  
pp. 19-31
Author(s):  
Qudsi Amin ◽  
Erna Wijayanti ◽  
Irmaidah Irmaidah
Keyword(s):  
Early Childhood ◽  
Cognitive Development ◽  
Early Childhood Education ◽  
Statistical Tests ◽  
Mathematics Learning ◽  
T Test ◽  
Homogeneity Test ◽  
Learning Material ◽  
Childhood Education ◽  
Number Recognition

Learning mathematics for early childhood requires ways and media that are suitable for children's development. Mathematics is a scientific discipline that covers almost all levels of education including early childhood education. The characteristic of early childhood learning is learning while playing as embodied in its curriculum at the level of the National Education System. Media dice games can be used in mathematics learning numerical recognition material that is directly related to aspects of children's cognitive development. This study examines the effect of dice media on cognitive development in the mathematics learning of early childhood education number recognition material. This type of research is quantitative causal with statistical tests used including normality test and homogeneity test and hypothesis testing using T test (T-test) or partial test using SPSS version 22 program. The conclusion of this study is that there are influences of media dice game on cognitive aspects learning material for number recognition in learning early childhood mathematics in the 2018/2019 academic year.

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