TY - JOUR
T1 - The use of mathematics in early childhood classroom transitions to Foster co-construction of knowledge, negotiation, and cultural mediation
AU - Karabon, Anne
N1 - Funding Information:
This work was supported by the National Science Foundation under Grant #1019431 .
Funding Information:
I would like to thank Sadie and Shelly for opening their classrooms, Beth Graue and Anita Wager for their support in conducting this research, and the children included in this work for being their amazing selves. This work was supported by the National Science Foundation under Grant #1019431.
Publisher Copyright:
© 2019 Elsevier Ltd
PY - 2019/9
Y1 - 2019/9
N2 - Research has revealed that preschoolers in the United States spend one third of their school day in routines and transitions between activities. Rethinking teacher-led activities, early educators can design play-based activities that incorporate content learning and honor children's funds of knowledge. This instrumental case study examines how two prekindergarten teachers systematically designed and implemented sophisticated play-based learning activities focused on mathematics in the transition time following meals. Results reveal that with support of the teacher in a social learning context, children were afforded the opportunity to socially construct new knowledge, negotiate understandings, and mediated cultural resources from outside of schooling. These dynamic learning experiences have potential to develop interpersonal skills and transform behaviors.
AB - Research has revealed that preschoolers in the United States spend one third of their school day in routines and transitions between activities. Rethinking teacher-led activities, early educators can design play-based activities that incorporate content learning and honor children's funds of knowledge. This instrumental case study examines how two prekindergarten teachers systematically designed and implemented sophisticated play-based learning activities focused on mathematics in the transition time following meals. Results reveal that with support of the teacher in a social learning context, children were afforded the opportunity to socially construct new knowledge, negotiate understandings, and mediated cultural resources from outside of schooling. These dynamic learning experiences have potential to develop interpersonal skills and transform behaviors.
KW - Early childhood
KW - Funds of knowledge
KW - Learning experiences
KW - Mathematics
KW - Play
KW - Sociocultural theory
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U2 - 10.1016/j.lcsi.2019.100320
DO - 10.1016/j.lcsi.2019.100320
M3 - Article
AN - SCOPUS:85066796796
SN - 2210-6561
VL - 22
JO - Learning, Culture and Social Interaction
JF - Learning, Culture and Social Interaction
M1 - 100320
ER -