Mathematics in Early Childhood: Research-Based Rationale and Practical Strategies |
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| Authors: | Sandra M Linder Beth Powers-Costello and Dolores A Stegelin |
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| Institution: | (1) Eugene T. Moore School of Education 407F Tillman Hall, Clemson University, Clemson, SC 29634-0705, USA;(2) College of Education, University of South Carolina, 107 D Wardlaw, Columbia, SC 29205, USA;(3) Eugene T. Moore School of Education 401A Tillman Hall, Clemson University, Clemson, SC 29634-0705, USA |
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| Abstract: | Mathematics education is a critical part of the curriculum for students worldwide. The foundation for understanding mathematical
concepts related to number sense begins early in life, and early childhood classrooms can provide the seeds for mathematical
skills that will be needed later in life. In this article, the authors make a case for meaningful and developmentally appropriate
mathematics experiences for young children in diverse early learning settings. Instructional and curricular methods inspired
by the Reggio Emilia Approach are described as effective ways to teach number concepts to young children from preschool through
primary age. Strategies for teachers of young learners are presented in order to strengthen the mathematics curriculum in
contemporary early learning settings. The authors’ analysis and recommendations are informed by their extensive experiences
including studies in Reggio Emilia early childhood settings (infant toddler, preschool, and primary schools) and their work
in early childhood teacher education at their respective universities. |
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