'More than 'More': Quantity and Quality of Mathematical Language Used by Educators in Mealtimes with Infants

Autor/inn/en	Johnston, Kelly; Degotardi, Sheila
Titel	'More than 'More': Quantity and Quality of Mathematical Language Used by Educators in Mealtimes with Infants
Quelle	In: International Journal of Early Years Education, 30 (2022) 4, S.796-812 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Johnston, Kelly) ORCID (Degotardi, Sheila)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2020.1848529
Schlagwörter	Language Usage; Food; Infants; Mathematics Skills; Numeracy; Academic Achievement; Teacher Student Relationship; Mathematical Concepts; Concept Formation; Thinking Skills; Developmental Stages; Discourse Analysis; Learning Theories; Sociocultural Patterns + Suchen Sie Ihr Suchwort? Sprachgebrauch; Lebensmittel; Infant; Toddler; Toddlers; Kleinkind; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Rechenkompetenz; Schulleistung; Teacher student relationships; Lehrer-Schüler-Beziehung; Concept learning; Begriffsbildung; Denkfähigkeit; Diskursanalyse; Learning theory; Lerntheorie; Soziokulturelle Theorie
Abstract	Research indicates that the early years are a pivotal time for developing foundational mathematical knowledge, and that early experiences with mathematics have a lasting impact on later numeracy skills and academic achievement. However, the importance of early mathematical thinking and learning is often undervalued or overlooked in early childhood education and care contexts. This paper presents findings on the use of mathematical language in mealtime conversations with children under the age of two. Mealtime conversations between 26 educators and the infants they worked with were recorded, transcribed, and examined for both quantity and diversity of language that include reference to mathematical concepts. The study found that incidental use of mathematical language was related to the amount and diversity of educators' talk, although patterns of relationships varied depending on the type of mathematical talk under investigation. These findings highlight the potential value of working with educators both to recognise that mathematical thinking occurs in everyday and routine experiences with infants and to become more intentional in supporting and extending this learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01