July 2020
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183 Reads
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32 Citations
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Publications (2)
June 2018
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2,175 Reads
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173 Citations
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.
Citations (2)
... One area of technological integration that has gained attention is the use of play-based robotics activities, which offer opportunities for young children to engage in hands-on, interactive learning experiences that promote problem solving, creativity and critical thinking skills (Bers, 2020). As nations worldwide strive to prepare the youngest learners for an increasingly digital future, play-based robotics activities have emerged as a promising avenue for fostering essential skills, such as problem solving, collaboration and technological literacy (Bers, 2020;Vogt et al., 2020). While the benefits of incorporating technology into early childhood education are widely acknowledged, the implementation of play-based robotics activities in preschool settings introduces a dynamic, multifaceted dimension to the learning environment. ...
- Citing Chapter
July 2020
... and the ways in which they represented wonder as an important part of play. Terms related to imaginary or pretend play (e.g., Jayman and Ventouris, 2020;Tam, 2021;Vogt et al., 2018) were quite frequent when describing wonder in K-5 settings. Terms like "explore" (e.g., Johnston et al., 2023;Macdonald et al., 2022) or "discover" (Morgan and Kennewell, 2006;Whitton and Langan, 2019) were often seen in elementary as well as older grade levels. ...
- Citing Article
- Full-text available
June 2018