Noticing mathematics in the actions of very young and preverbal children -

Abstract

Early years (0 to 8 years)

Evidence shows that very young, often preverbal, children do understand many mathematical concepts and engage in mathematical thinking. If research has demonstrated that young and preverbal children can engage in mathematical thinking, then how do we, as early childhood educators, discover mathematical thinking in the young and preverbal children we work with? How might we use this in our planning when designing environments and providing opportunities for children to demonstrate and develop mathematical thinking?

Young children’s mathematical thinking can be observed through young children’s play and engagement with the world, particularly through 6 key mathematical activities – counting, locating, measuring, designing, playing, and explaining – which Alan Bishop proposes are inherent in all cultures and underpin the development of mathematical understandings and thinking. These activities overlap and can occur concurrently. These considerations connect to how children engage with the world every day. However, each activity is based on language, which may not be as helpful when working with very young and preverbal children.

It is possible to analyse what young and preverbal children do as they play and engage with the world – and identify potential mathematical thinking – by reframing Bishop’s mathematical activities to focus on actions and behaviours, rather than language.

This workshop will explore the actions and behaviours that comprise each of the 6 mathematical activities and provide opportunities to apply them in:

• identifying the mathematical thinking of young and preverbal children
• in our design and planning of environments and activities that progress the children’s mathematical thinking.