{"title":"Everyday Mathematical Activities of Babies and Toddlers in Early Childhood Education Settings","authors":"Amy MacDonald","doi":"10.1007/s10643-025-01899-7","DOIUrl":null,"url":null,"abstract":"<p>This study explores the everyday mathematical activities of babies and toddlers in Australian early childhood education settings. The qualitative study gathered data within six different early childhood education settings in varying geographical locations. The participants included babies and toddlers aged 2–40 months and their educators. The researcher spent up to 2 days in each site, gathering observational data in the forms of continuous video recordings, video and photographic observations, and field notes. In order to describe the mathematics noticed within the observations, the data were analysed using Bishop’s (1988) framework of six “universal mathematical activities” – counting, measuring, locating, designing, playing, and explaining. Six vignettes are presented and analysed in relation to this framework of mathematical activities. The vignettes demonstrate the mathematical opportunities that were noticed in the everyday activities and interactions of educators and children, and the ways in which the educators responded to those opportunities.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"22 1","pages":""},"PeriodicalIF":2.3000,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Early Childhood Education Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10643-025-01899-7","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
This study explores the everyday mathematical activities of babies and toddlers in Australian early childhood education settings. The qualitative study gathered data within six different early childhood education settings in varying geographical locations. The participants included babies and toddlers aged 2–40 months and their educators. The researcher spent up to 2 days in each site, gathering observational data in the forms of continuous video recordings, video and photographic observations, and field notes. In order to describe the mathematics noticed within the observations, the data were analysed using Bishop’s (1988) framework of six “universal mathematical activities” – counting, measuring, locating, designing, playing, and explaining. Six vignettes are presented and analysed in relation to this framework of mathematical activities. The vignettes demonstrate the mathematical opportunities that were noticed in the everyday activities and interactions of educators and children, and the ways in which the educators responded to those opportunities.
期刊介绍：
Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children.
Areas of Emphasis:
International studies;
Educational programs in diverse settings;
Early learning across multiple domains;
Projects demonstrating inter-professional collaboration;
Qualitative and quantitative research and case studies;
Best practices in early childhood teacher education;
Theory, research, and practice relating to professional development;
Family, school, and community relationships;
Investigations related to curriculum and instruction;
Articles that link theory and best practices;
Reviews of research with well-articulated connections to the field
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
