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Engaging children in early numeracy ...

Stordy, Caryl-Anne.

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Engaging children in early numeracy through play: A purposeful play approach.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Engaging children in early numeracy through play: A purposeful play approach./
Author:	Stordy, Caryl-Anne.
Description:	142 p.
Notes:	Source: Masters Abstracts International, Volume: 51-04.
Contained By:	Masters Abstracts International51-04(E).
Subject:	Psychology, Developmental. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MR91476
ISBN:	9780494914762

Engaging children in early numeracy through play: A purposeful play approach.
Stordy, Caryl-Anne.

Engaging children in early numeracy through play: A purposeful play approach. - 142 p.

Source: Masters Abstracts International, Volume: 51-04.

Thesis (M.A.)--Wilfrid Laurier University (Canada), 2012.

This study is an exploratory investigation to understand how play-based learning and purposeful play interactions between preschoolers and their respective caregivers could influence mathematical acquisition in the early years of life. Specifically, the current study looked at three questions: (1) To what extent do caregivers engage in play that promotes early mathematical learning for their preschoolers and what is the nature of this play? (2) What is the role of maternal education or socio-economic status (SES) on the types of mathematical play (mathematical input) that occur in the home? (3) How does the frequency and the type of play caregivers use influence the child's subsequent mathematical ability score one year later? The present study analyzed 33 30-minute naturalistic play sessions between primary caregivers and their preschool children (age 29-41 months) in their homes. The findings of the current study demonstrate that caregivers initiated/engaged in significantly more and longer instances of purposeful play compared to play-based learning. The findings also revealed that maternal education level did not influence the nature and extent to which the caregivers engaged in each play type (play-based learning, purposeful play) and mathematical play (mathematical input---mathematical content, mathematical processes) that promoted early mathematical learning. Though, higher maternal education levels did not influence the total frequency/instances and proportional duration of purposeful play, mathematical content and mathematical processes, there was a negative relationship between maternal education level and the total frequency of play-based learning instances caregivers initiated with their children throughout the 30-minute play session. Finally, the total frequency/instances and the proportional duration to which the caregivers engaged in purposeful play, play-based learning, and mathematical input were not significant predictors of the children's raw TEMA-3 score one year later.

ISBN: 9780494914762Subjects--Topical Terms:

1017557
Psychology, Developmental.

Engaging children in early numeracy through play: A purposeful play approach.
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020 $a 9780494914762
035 $a (MiAaPQ)AAIMR91476
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100 1 $a Stordy, Caryl-Anne. $3 2097923
245 1 0 $a Engaging children in early numeracy through play: A purposeful play approach.
300 $a 142 p.
500 $a Source: Masters Abstracts International, Volume: 51-04.
500 $a Adviser: Joanne Lee.
502 $a Thesis (M.A.)--Wilfrid Laurier University (Canada), 2012.
520 $a This study is an exploratory investigation to understand how play-based learning and purposeful play interactions between preschoolers and their respective caregivers could influence mathematical acquisition in the early years of life. Specifically, the current study looked at three questions: (1) To what extent do caregivers engage in play that promotes early mathematical learning for their preschoolers and what is the nature of this play? (2) What is the role of maternal education or socio-economic status (SES) on the types of mathematical play (mathematical input) that occur in the home? (3) How does the frequency and the type of play caregivers use influence the child's subsequent mathematical ability score one year later? The present study analyzed 33 30-minute naturalistic play sessions between primary caregivers and their preschool children (age 29-41 months) in their homes. The findings of the current study demonstrate that caregivers initiated/engaged in significantly more and longer instances of purposeful play compared to play-based learning. The findings also revealed that maternal education level did not influence the nature and extent to which the caregivers engaged in each play type (play-based learning, purposeful play) and mathematical play (mathematical input---mathematical content, mathematical processes) that promoted early mathematical learning. Though, higher maternal education levels did not influence the total frequency/instances and proportional duration of purposeful play, mathematical content and mathematical processes, there was a negative relationship between maternal education level and the total frequency of play-based learning instances caregivers initiated with their children throughout the 30-minute play session. Finally, the total frequency/instances and the proportional duration to which the caregivers engaged in purposeful play, play-based learning, and mathematical input were not significant predictors of the children's raw TEMA-3 score one year later.
590 $a School code: 1101.
650 4 $a Psychology, Developmental. $3 1017557
650 4 $a Psychology, Experimental. $3 517106
650 4 $a Education, Early Childhood. $3 1017530
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690 $a 0623
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710 2 $a Wilfrid Laurier University (Canada). $3 1020614
773 0 $t Masters Abstracts International $g 51-04(E).
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791 $a M.A.
792 $a 2012
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MR91476