ART # 67 PRETEND PLAY AND THE CULTURAL FOUNDATION OF MATHEMATICS
Worthington, M. & van Oers, B. (2016) Pretend play and the cultural foundation of mathematics. European Early Childhood Education Research Journal, 24(1), 51-56i
EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL: beschikbaar in mediatheek SAB
The aim of this study is to uncover the emergence of cultural mathematical understandings and communications in young children’s spontaneous pretend play. It is based on Vygotskian cultural-historical perspectives and social-semiotic theory, informed by research into ‘funds of knowledge’ and considers how children’s informal knowledge of family practices enriches their play and cultural mathematical understandings. Data include written observation and graphics of seven children aged three to four years of age engaged in social pretend play. The findings reveal that many play episodes included aspects of mathematics and that these increased through the year. The findings show also that where children are immersed in mathematical- and graphical-rich environments, bridging home and early childhood cultures becomes a natural feature of their pretend play. They will add to our understanding of cultural mathematical knowledge in young children.