Chigeza, Philemon, and Sorin, Reesa (2016) Kindergarten children demonstrating numeracy concepts through drawings and explanations: Intentional Teaching within play-based learning. Australian Journal of Teacher Education, 41 (5). pp. 64-77.

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Abstract

Using both child-guided and adult-guided learning, Intentional Teaching in the early years can be a powerful tool for enhancing young children's numeracy skills. As Epstein (2009) notes, this can include providing "opportunities for children to represent things by drawing, building and moving" (p. 47). This paper investigates how kindergarten (four-five year olds) children represented and demonstrated numeracy concepts through their drawings and explanations, completed for a research study that used arts-based strategies to enhance children's environmental understanding. This research study involved kindergarten children in Australia creating and exchanging postcards (drawings and explanations) of their local environments with their peers in Canada. Findings include that the kindergarten children, through creating postcards of their physical environments and explanations, demonstrated their growing understanding of numeracy concepts, such as spatial orientation, quantification and attributes of objects. The study argues for quality Intentional Teaching and the development of an 'early childhood numeracy progress monitoring framework' that maps and assesses children’s mathematical development.

Item ID:	44173
Item Type:	Article (Research - C1)
ISSN:	1835-517X
Keywords:	early childhood numeracy; drawings and numeracy
Date Deposited:	27 Jul 2016 03:33
FoR Codes:	39 EDUCATION > 3901 Curriculum and pedagogy > 390109 Mathematics and numeracy curriculum and pedagogy @ 50% 39 EDUCATION > 3904 Specialist studies in education > 390409 Learning sciences @ 50%
SEO Codes:	93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930201 Pedagogy @ 60% 93 EDUCATION AND TRAINING > 9301 Learner and Learning > 930103 Learner Development @ 40%
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