Let's Talk about Maths: The Role of Observed "Maths-Talk" and Maths Provisions in Preschoolers' Numeracy

Autor/inn/en	Spreckelsen, Megan; Dove, Emma; Coolen, Ilse; Mills, Annelot; Dowker, Ann; Sylva, Kathy; Ansari, Daniel; Merkley, Rebecca; Murphy, Victoria; Scerif, Gaia
Titel	Let's Talk about Maths: The Role of Observed "Maths-Talk" and Maths Provisions in Preschoolers' Numeracy
Quelle	In: Mind, Brain, and Education, 13 (2019) 4, S.326-340 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Spreckelsen, Megan) ORCID (Merkley, Rebecca)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1751-2271
DOI	10.1111/mbe.12221
Schlagwörter	Preschool Children; Numeracy; Neurosciences; Child Care; Mathematics; Preschool Education; Preschool Curriculum; Language Usage; Learning Activities; Socioeconomic Status; Educational Environment; Preschool Teachers; Pedagogical Content Knowledge + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Rechenkompetenz; Neuroscience; Neurowissenschaften; Neurowissenschaft; Kinderfürsorge; Kinderbetreuung; Mathematik; Sprachgebrauch; Lernaktivität; Socio-economic status; Sozioökonomischer Status; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Erzieher; Erzieherin; Kindergärtnerin; Pädagogische Kompetenz
Abstract	Developmental cognitive neuroscience highlights the importance of interactions between children and their environment. As young children spend increasing time in childcare, it is key to investigate the impact of "maths-talk" and maths provisions in preschools. Qualitative insights from early educators indicate a greater bias toward counting activities than would be expected given the Early Years curriculum. In addition, we quantified the observed breadth of preschool practitioners' maths language (e.g., place-value language), setting-based maths provisions (e.g., quality of maths-related activities), and their relation with children's early numeracy skills. In settings with greater practitioners' breadth of maths language, children display greater cardinality skills although our data call for the further investigation of parental socioeconomic status and education. We conclude with a discussion on the need to operationalize children's maths learning environments as diversely as possible. Enriching practitioners' skill sets may be an effective and needed way of improving early maths outcomes. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01