This study examined the mathematics talk that children engage in during free play in their non-parental, family child care environments. Audio tapes of children during free play were transcribed and coded for different types of mathematical references using a coding scheme. Types of math talk included: (a) classification, (b) magnitude, (c) enumeration, (d) patterns and shapes, (e) spatial reasons, and (f) part/whole. Results showed that children used spatial relations more than other types of mathematical references. Children‘s math talk was compared based on their gender and age. Results showed that, on average, children who were older than 40 months referenced mathematics more often than younger children. Also, males were more likely to reference math during free play than were females. Children‘s math talk was also analyzed in comparison to provider education and experience. It showed that when providers had CDA or 2-year degrees, children under their care referenced math more frequently. (78 pages

Hendershot, Shawnee M.

English

This study was undertaken to determine how children use math in their everyday activities, which includes caregiving environments outside of their home. Audio recordings were taken of children while they played. The researcher typed transcripts of the audio recordings in order to search for references to math. The different types of math that the children used were: (a) classification, (b) magnitude, (c) enumeration, (d) patterns and shapes, (e) spatial reasons, and (f) part/whole. An example of classification would be a child sorting blocks into groups based on shape. Magnitude is used when a child uses phrases to compare two or more items like  a lot‖ or  more higher.  Enumeration is when a child uses actual number words like ―three.  Pattern and shape concepts include a child building a tower out of blocks and proclaiming the tower to be in the shape of a square. This could also include a child stating a pattern of blocks being  red, black, red, black,  and so forth. Examples of spatial relations would include references to  over, under, on, around,  and so forth. Finally, the part/whole concept is when a child references something as being part or whole like a  whole pizza. 
Results showed that children frequently used math in their playtime activities. Boys were more likely than girls to reference math. Also, children who were older than 40 months, or just over 3 years old, used math more often when they played. One result also suggested that when providers have specific training in how to care for children, for example a child development associate credential (CDA), children in their care referenced math more.
Overall, the results of the study indicate that math is often used by children when they play. It also shows that children use various types of math when playing. It would be helpful to further train caregivers so they could know how to continue to foster children‘s use of math in playing as well as in other areas

DigitalCommons@USU

Young Children‘s Mathematics References During Free Play in Family Child Care Settings

https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=2124&context=etd

Young Children‘s Mathematics References During Free Play in Family Child Care Settings

Abstract

Similar works

Full text

Available Versions

DigitalCommons@USU