In 'Numberland': play-based pedagogy in response to imaginative numeracy. Issue 1 (2nd January 2018)

• Record Type: Journal Article
• Authors: Magnusson, Maria; Pramling, Niklas
• Is Part Of: International journal of early years education. Volume 26:Issue 1(2018)
• Page Start: 24
• Page End: 41
• Publication Date: 2018-01-02
• Subjects: Play -- learning -- emergent mathematics -- framing -- cultural–historical theory; Early childhood education -- Periodicals; Education, Preschool -- Periodicals; Child psychology -- Periodicals; Child development -- Periodicals; 372.2105
• DOI: 10.1080/09669760.2017.1368369
• Languages: English
• ISSNs: 0966-9760

Abstract

ABSTRACT: The overarching interest of this study concerns how to outline learning opportunities and support in early childhood education (ECE) without losing its play-based character. More specifically, the study reports an empirical investigation into the evolving activity of a 6.5-year-old child and an adult conversing about the child's drawing of 'Numberland'. What the child's drawing and his discussion about it with the adult tell us about his emergent mathematics skills is analysed. How the child shifts between speaking and enacting as if and as is, and how the adult supports his mathematics understanding through entering into the play-frame are analysed. How imaginary, play-based activities like this can provide the means for ECE and what this implies for the teacher are discussed.