The International Journal of Early Childhood recently published some interesting research on the mathematical competencies as shown in their play. It is an interesting read for anyone working with young children, not least for the fact that there is hardly any other research in this area.
The article, written by three education specialists at the University of Stavanger, Norway, set out to investigate which mathematical competencies toddlers’ in kindergartens expressed through play and daily life activities.
Over 1,000 children took part in the study and their competencies were assessed in three areas: number and counting, geometry and problem solving. The information was collected by kindergarten staff observing the toddlers’ activities. The children’s competencies were identified as being either “mastered”, “partly mastered” or “mastery not yet observed”. The study found that the toddlers showed mathematical abilities in all areas. However, there were differences across the three areas. The largest variance being found in number and counting. In general the children displayed lower ability levels in using number words and reciting number sequences, and higher competencies in puzzle-making and following instructions on spatial words.The whole paper makes interesting reading and can be found here:”The Mathematical Competencies of Toddlers Expressed in Their Play and Daily Life Activities in Norwegian Kindergartens” by Elin Reikerås, Inger Kristine Løge and Ann-Mari Knivsberg. International Journal of Early Childhood, 2012, Volume 44, Number 1, Pages 91-114
Image used under Creative Commons from Axel Bührmann.
