When and How Do Educators Facilitate Mathematical Learning Opportunities for Babies and Toddlers?
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| Title: | When and How Do Educators Facilitate Mathematical Learning Opportunities for Babies and Toddlers? |
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| Authors: | MacDonald, Amy1 (AUTHOR) amacdonald@csu.edu.au |
| Source: | International Journal of Early Childhood. Dec2025, Vol. 57 Issue 3, p649-665. 17p. |
| Subject Terms: | *Early childhood education, *Mathematics education, *Educators, *Contextual learning, *Teaching methods, Toddlers |
| Abstract (English): | This article examines when, and how, early childhood educators facilitate mathematical learning opportunities for babies and toddlers in Australian early childhood settings. The participants included babies and toddlers aged 2 to 40 months and their educators, across six different early childhood education settings. Data were gathered during case study visits in which the researcher spent up to two days in each site. Data gathering included continuous video recordings, video and photographic observations, field notes, documents such as learning stories and daily reflections, and anecdotes from educators. Audio and video data were transcribed, and then the corpus of data was coded thematically in order to identify when, and how, the educators facilitated mathematical learning opportunities for the babies and toddlers within the settings. The findings showed that educators undertook pedagogical actions to support children's mathematical learning through children's spontaneous play, planned learning experiences, everyday routines and transitions, and their use of displays and documentation. The data demonstrate how early childhood educators use everyday activities and resources to create learning contexts that encourage babies and toddlers to explore mathematical ideas. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Resumen: Este artículo examina cuándo y cómo los educadores de la primera infancia facilitan oportunidades de aprendizaje matemático para bebés y niños pequeños en entornos de la primera infancia australianos. Los participantes incluyeron bebés y niños pequeños de 2 a 40 meses de edad y sus educadores, en seis entornos diferentes de educación infantil. Los datos fueron recolectados durante visitas de estudio de caso en las que el investigador pasó hasta dos días en cada sitio. La recolección de datos incluyó grabaciones continuas de video, observaciones fotográficas y de video, notas de campo, documentos como historias de aprendizaje y reflexiones diarias, y anécdotas de los educadores. Se transcribieron los datos de audio y video, y luego el corpus de datos se codificó temáticamente para identificar cuándo y cómo los educadores facilitaron oportunidades de aprendizaje matemático para los bebés y niños pequeños dentro de los entornos. Los resultados mostraron que los educadores emprendieron acciones pedagógicas para apoyar el aprendizaje matemático de los niños a través del juego espontáneo de los niños, las experiencias de aprendizaje planificadas, las rutinas y transiciones diarias, y el uso de pantallas y documentación. Los datos demuestran cómo los educadores de la primera infancia utilizan las actividades y los recursos cotidianos para crear contextos de aprendizaje que animan a los bebés y niños pequeños a explorar ideas matemáticas. [ABSTRACT FROM AUTHOR] |
| Abstract (French): | Résumé: Cet article examine quand et comment les éducateurs de la petite enfance facilitent les possibilités d'apprentissage des mathématiques pour les bébés et les tout-petits dans les milieux de la petite enfance australiens. Les participants comprenaient des bébés et des tout-petits âgés de 2 à 40 mois et leurs éducateurs, dans six contextes différents d'éducation de la petite enfance. Les données ont été recueillies lors de visites d'études de cas au cours desquelles le chercheur a passé jusqu'à deux jours dans chaque site. La collecte de données comprenait des enregistrements vidéo continus, des observations vidéo et photographiques, des notes de terrain, des documents tels que des récits d'apprentissage et des réflexions quotidiennes, ainsi que des anecdotes d'éducateurs. Les données audio et vidéo ont été transcrites, puis le corpus de données a été codé par thème afin d'identifier quand et comment les éducateurs ont facilité les opportunités d'apprentissage des mathématiques pour les bébés et les tout-petits dans les contextes. Les résultats ont montré que les éducateurs ont entrepris des actions pédagogiques pour soutenir l'apprentissage des mathématiques des enfants par le jeu spontané des enfants, des expériences d'apprentissage planifiées, des routines et des transitions quotidiennes, et leur utilisation d'écrans et de documentation. Les données démontrent comment les éducateurs de la petite enfance utilisent les activités et les ressources quotidiennes pour créer des contextes d'apprentissage qui encouragent les bébés et les tout-petits à explorer des idées mathématiques. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This article examines when, and how, early childhood educators facilitate mathematical learning opportunities for babies and toddlers in Australian early childhood settings. The participants included babies and toddlers aged 2 to 40 months and their educators, across six different early childhood education settings. Data were gathered during case study visits in which the researcher spent up to two days in each site. Data gathering included continuous video recordings, video and photographic observations, field notes, documents such as learning stories and daily reflections, and anecdotes from educators. Audio and video data were transcribed, and then the corpus of data was coded thematically in order to identify when, and how, the educators facilitated mathematical learning opportunities for the babies and toddlers within the settings. The findings showed that educators undertook pedagogical actions to support children's mathematical learning through children's spontaneous play, planned learning experiences, everyday routines and transitions, and their use of displays and documentation. The data demonstrate how early childhood educators use everyday activities and resources to create learning contexts that encourage babies and toddlers to explore mathematical ideas. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00207187 |
| DOI: | 10.1007/s13158-024-00417-x |
