Learning through Play--Pedagogy and Learning Outcomes in Early Childhood Mathematics

Autor/inn/en	Vogt, Franziska; Hauser, Bernhard; Stebler, Rita; Rechsteiner, Karin; Urech, Christa
Titel	Learning through Play--Pedagogy and Learning Outcomes in Early Childhood Mathematics
Quelle	In: European Early Childhood Education Research Journal, 26 (2018) 4, S.589-603 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vogt, Franziska)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2018.1487160
Schlagwörter	Kindergarten; Teaching Methods; Mathematics Instruction; Preschool Teachers; Randomized Controlled Trials; Semi Structured Interviews; Intervention; Teacher Attitudes; Play; Foreign Countries; Statistical Analysis; Mathematics Skills; Qualitative Research; Pretests Posttests; Switzerland + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Spiel; Ausland; Statistische Analyse; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Qualitative Forschung; Schweiz
Abstract	Whilst research underlines the importance of early mathematics in kindergarten, practitioners need effective and innovative approaches to pedagogy. Currently, very different approaches are deployed from an instructional, educator-led approach based on training programmes to a play-based approach. This intervention study examines the effects on the mathematical competency of these two pedagogies. Thirty-five kindergarten educators and 324 six-year-old children were randomly assigned to either a training programme, a play-based approach with card and board games or to the control group. Educators' views on the interventions were gathered in semi-structured interviews. The results indicate higher learning gains overall for the play-based approach. Differentiated effects were found as tendencies: children with low competencies tend to gain more from training programmes compared to no intervention; children with high competencies gain more from the play-based approach than the training. Educators evaluated the play-based intervention with card and board games as better suited to children's diverse needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01