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Learning through play - pedagogy and learning outcomes in early childhood mathematics.
- Source :
- European Early Childhood Education Research Journal; Aug2018, Vol. 26 Issue 4, p589-603, 15p, 3 Charts
- Publication Year :
- 2018
-
Abstract
- Whilst research underlines the importance of early mathematics in kindergarten, practitioners need effective and innovative approaches to pedagogy. Currently, very different approaches are deployed from an instructional, educator-led approach based on training programmes to a play-based approach. This intervention study examines the effects on the mathematical competency of these two pedagogies. Thirty-five kindergarten educators and 324 six-year-old children were randomly assigned to either a training programme, a play-based approach with card and board games or to the control group. Educators’ views on the interventions were gathered in semi-structured interviews. The results indicate higher learning gains overall for the play-based approach. Differentiated effects were found as tendencies: children with low competencies tend to gain more from training programmes compared to no intervention; children with high competencies gain more from the play-based approach than the training. Educators evaluated the play-based intervention with card and board games as better suited to children’s diverse needs. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 1350293X
- Volume :
- 26
- Issue :
- 4
- Database :
- Complementary Index
- Journal :
- European Early Childhood Education Research Journal
- Publication Type :
- Academic Journal
- Accession number :
- 130722212
- Full Text :
- https://doi.org/10.1080/1350293X.2018.1487160