Chigeza, Philemon (2018) Educators' perceptions of the role of language when kindergarten children learn numeracy. Nalans: Journal of Narrative and Language Studies, 6 (11). pp. 205-216.

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Abstract

This paper employs a collaborative auto-ethnographic method to reflect on the role of language when kindergarten children (three-five-year olds in a prior to school setting) communicate, make meaning and model the language of numeracy. The research data included the retrospective reflections of three kindergarten educators and three teacher educators, and a review of literature. A four-phase analysis on the role of language in kindergarten children's learning of numeracy was conducted. The thematic analysis of the data identified two educational aspects of language use where a modified approach may benefit children's numeracy development: (1) the creative use of language to promote an active learning environment, and (2) the creative use of language to build and communicate numeracy ideas. The paper then discusses insights and possible developments for the practice of teaching and learning of numeracy in kindergarten classrooms.

Item ID:	60135
Item Type:	Article (Research - C1)
ISSN:	2148-4066
Copyright Information:	This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Date Deposited:	09 Oct 2019 02:56
FoR Codes:	39 EDUCATION > 3904 Specialist studies in education > 390409 Learning sciences @ 100%
SEO Codes:	93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified @ 100%
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