Mathematical Play In Children's Play By Sarama And Clements
1399 Words6 Pages
INTRODUCTION AND BACKGROUND TO THE STUDY
This chapter entails the background to the study, statement of the problem, purpose of the study, objectives of the study and research questions as well as significance of the study. It also also highlights limitations and delimitations, assumption of the study, theoretical and conceptual framework and definition of terms.
1.1 Background to the Study
Play is a critical component of early learning curriculum and pedagogy. It is a legitimate mode or vehicle for learning for young children – where children incorporate new information, learn to socialize, practice important verbal and kinesthetic skills, and problem solving (ETFO, 2000). Through play, children can demonstrate…show more content… Similarly, Hunting (2007) describes children’s mathematical play as “big play,” defined as “self-motivated and self-directed activity. It features embryonic mathematical thinking, may present an opportunity for conversation, discussion, a question, or just observation and recording for later investigation. Ginsburg (2006) also described a range of mathematical experiences and concepts embedded in early childhood environments: play about mathematics; and children’s play with the ideas and approaches that have been introduced by their…show more content… Ginsburg, Lee & Boyd (2008) assert that learning mathematics is a ‘natural’ and developmentally appropriate activity for young children. They also explain how mathematics permeates children’s spontaneous play. ECD programs therefore need to include a content-rich curriculum in which children have opportunities for continual and in-depth learning, including play (Neuman, 2010.)
A common misconception about play-based learning is that children choose topics to cover and that the direction of the learning must always be dictated by the child with little or no adult guidance. This is untrue. Content and topics need to be negotiated effectively even with very young children (Copple 2003; Katz and Chard, 2000). Teachers who have a negative perception of the mathematics often project these feelings onto their students (Anderson, 2007).
A review of mathematics in third world countries points to several problems. They include, inappropriate curriculum content and poor sequencing, inadequately trained and untrained teachers, badly written textbooks, insufficient textbooks and other learning materials, and little motivation for the learners (Knight,