The use of mathematics in early childhood classroom transitions to Foster co-construction of knowledge, negotiation, and cultural mediation

Research output: Contribution to journalArticle

Abstract

Research has revealed that preschoolers in the United States spend one third of their school day in routines and transitions between activities. Rethinking teacher-led activities, early educators can design play-based activities that incorporate content learning and honor children's funds of knowledge. This instrumental case study examines how two prekindergarten teachers systematically designed and implemented sophisticated play-based learning activities focused on mathematics in the transition time following meals. Results reveal that with support of the teacher in a social learning context, children were afforded the opportunity to socially construct new knowledge, negotiate understandings, and mediated cultural resources from outside of schooling. These dynamic learning experiences have potential to develop interpersonal skills and transform behaviors.

Original languageEnglish (US)
Article number100320
JournalLearning, Culture and Social Interaction
Volume22
DOIs
StatePublished - Sep 2019

Fingerprint

mediation
childhood
mathematics
classroom
teacher
learning
meals
social learning
honor
educator
resources
school
knowledge
experience

Keywords

  • Early childhood
  • Funds of knowledge
  • Learning experiences
  • Mathematics
  • Play
  • Sociocultural theory

ASJC Scopus subject areas

  • Education

Cite this

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abstract = "Research has revealed that preschoolers in the United States spend one third of their school day in routines and transitions between activities. Rethinking teacher-led activities, early educators can design play-based activities that incorporate content learning and honor children's funds of knowledge. This instrumental case study examines how two prekindergarten teachers systematically designed and implemented sophisticated play-based learning activities focused on mathematics in the transition time following meals. Results reveal that with support of the teacher in a social learning context, children were afforded the opportunity to socially construct new knowledge, negotiate understandings, and mediated cultural resources from outside of schooling. These dynamic learning experiences have potential to develop interpersonal skills and transform behaviors.",
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