Investigating children’s mathematical learning during block play: a video observation research

ABSTRACTThis article describes and analyzes the findings of children's observation records of block play with a focus on the wide range of mathematical outcomes resulting from children’s block play. To this end, children’s mathematical learning was analyzed in five areas: set and classification; pattern and symmetry; number and arithmetic; comparison and measurement; and geometry and space. It is found that symmetry accounts for the biggest proportion of mathematical concepts articulated, followed by attribute features and comparison, and graphic feature recognition. In comparison, children performed poorly in the categories of arithmetic, pattern expansion and creation, and measurement. Based on the performed analyses, it is found that investigating the types and frequency of mathematical knowledge that children acquire through block play is helpful to clarify the value and significance of block play in facilitating children’s mathematical learning.KEYWORDS: Mathematical learningblock playpreschool childrenvideo observation Disclosure statementNo potential conflict of interest was reported by the author(s).Ethical standards and informed consentAll procedures followed were in accordance with the ethical standards of the East China Normal University Human Research Ethics Committee (HR 215-2019). Informed consent was obtained from all participants for being included in the study.Additional informationFundingThis work was supported by Collaborative Innovation Center of Assessment towards Basic Education Quality, China (Grant No. BJZK-2023A1-20013).Notes on contributorsHui QiaoHui Qiao is a Ph.D. candidate in the department of Early Childhood Education, Faculty of Education, East China Normal University. Her fields of work include early childhood mathematical development and education, and the quality of early childhood education and care.Jin HuangJin Huang, Ph.D., is a professor in the department of Early Childhood Education, Faculty of Education, East China Normal University. She is the president of the Professional Committee on Preschool Education of the Chinese Society of Education. Her research interests centre around early childhood mathematical education and curriculum.