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EDUC4321: Intro to Research & Scholarship: Mathematics

Scholarly Paper

Name: Paige Kiernan

Student Number: 32001964

Date: 5/11/21

Lecturer/Tutor: Lorraine Day

Word Count: 2250

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The value of play-based learning to mathematics within early

childhood contexts

Introduction

Within recent years, play-based approaches to mathematics teaching have

been disappearing from early childhood programs. This is a problem that needs to

be addressed given that the disappearance of play in favour of more formalised

approaches to learning inhibits children’s ability to make connections between

mathematics and the real world (Barblett et al., 2016; Treasure, 2018; Knaus, 2013).

Furthermore, research has shown that children’s mastery of early number concepts

is predictive of their later success in mathematics, and that children who have not

received high-quality, positive, early mathematics experiences may be

disadvantaged as they start school (Wager & Parks, 2016; Cohrssen et al., 2013;

Cohrssen & Niklas, 2019; Knaus, 2013; Department of Education, Employment, and

Workplace Relations [DEEWR], 2009). I will begin my discussion by describing the

problem in more detail as I have experienced it whilst on placement, and then I will

review relevant literature around the subject. I will then describe how educators can

use the literature to inform their practice before ending with a brief summary of why

what has been discussed is significant to the field of education more broadly.

Description of the Problem

On my first practicum I was placed in a kindergarten classroom, and whilst I

was there I noticed a complete lack of play-based learning. Whilst this was evident

across the whole curriculum, it was particularly absent within the mathematics

classroom. Instead mathematics was taught in a very structured way, something

which I believe was inappropriate to the age and developmental needs of the

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students. Furthermore, it was evident that play was not valued as a meaningful

context to children’s learning. When play was used in the classroom, it was

something that the children could choose to engage in after they had completed their

work.

On my most recent practicum I experienced a similar situation. For the first

phase of my internship I was placed in an early childhood and care setting. Whilst I

did observe some evidence of play-based learning, it was clear that it was not being

used in an intentional way to help children master early mathematical concepts.

Therefore, the problem that I have experienced whilst on placement can be aptly

described as a lack of play-based learning within early childhood settings broadly,

but more specifically within the area of mathematics.

Literature Review

Play within early childhood contexts

The first theme that is discussed in the literature is the place of play within

early childhood settings. The Early Years Learning Framework defines play as a

context for learning whereby children organise and make sense of their world as they

engage with “people, objects, and representations” (DEEWR, 2009, p. 49). Play

provides opportunities for young children to explore ideas, experiment with materials,

express new understandings, and tackle challenging problems in a way that is

appropriate to their stage of development (Thomas et al., 2011; Edwards, 2017;

Cohrssen & Niklas, 2019; National Association for the Education of Young Children

[NAEYC] & National Council of Teachers of Mathematics [NCTM], 2010). Given the

benefits that play has on children’s overall learning and development, it is thus

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considered the primary context for learning within early childhood contexts (Thomas

et al., 2011; Edwards; 2017; Treasure, 2018).

Children’s natural interest in mathematics

Another theme that emerged in the literature was young children’s natural

interest in and enjoyment of mathematics and mathematics learning (NAEYC &

NCTM, 2010). As Pollitt et al. (2015) states, children are born with innate

mathematical abilities, and as such have the capacity to engage in basic

mathematical thinking from a very young age. This is also supported by Knaus

(2013), who comments that young children begin learning about mathematics long

before they start formal schooling. Indeed, children are curious by nature and are

eager to explore the mathematical dimensions implicit in their world (Knaus, 2013;

NAEYC & NCTM, 2010). This can be seen in an early childhood setting when

children discuss which tower is higher in the block corner, or when they use common

play materials to create and extend patterns (Presser et al., 2015). By observing and

participating in everyday life, children are therefore using mathematics to make

sense of their physical and social world (NAEYC & NCTM, 2010; Knaus, 2013).

Building on prior knowledge

Another theme that is evidenced in the literature is the importance of building

on children’s prior mathematical knowledge during play. As previously mentioned,

young children show a natural interest in mathematics and are eager to use

mathematics to explore their world (NAEYC & NCTM, 2010; Knaus, 2013). Many

authors thus acknowledge that the educator should build on these basic

mathematical ideas during play (Thomas et al., 2011; Cohrssen et al., 2013; Knaus,

2017; Treasure, 2018; Presser et al., 2015). This is discussed in more depth by

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Treasure (2018), who states that before they start formal schooling, young children

already have a wide variety of mathematical understandings that can be developed

and refined through play. This sentiment is reflected by Knaus (2013), who states

that mathematics is an inherently active process whereby children act on their prior

knowledge to construct new meaning. As Cohrssen et al. (2013) writes, all play-

based learning experiences should thus allow children’s lived experiences to frame

their learning.

Intentionally teaching mathematics concepts

A major theme that is discussed in the literature is the interplay between

intentional teaching and play-based learning to mathematics teaching. Many authors

state that on its own, there is no guarantee that children will learn the “big ideas”

(Cohrssen et al., 2013, p. 97) of mathematics through child-initiated play (Thomas et

al., 2011; Edwards, 2017; Treasure, 2018; NAEYC & NCTM, 2010). As Presser et al.

(2015) and Cohrssen et al. (2013) state, whilst children are acquiring real

mathematics skills and ideas during play, educators must also intentionally teach

mathematical concepts to advance their understanding. This is also supported by

Knaus (2017), who writes that play without intentional teaching will not help children

learn key mathematical concepts.

The Early Years Learning Framework defines intentional teaching as

educators being “deliberate, purposeful and thoughtful” in all of their decisions and

actions (DEEWR, 2009; p. 17). In order to extend and enhance children’s learning,

intentional teaching incorporates pedagogical strategies such as modelling,

questioning, scaffolding, and problem-solving (Cohrssen et al., 2013; DEEWR,

2009). As Weisberg et al. (2013) states, educators who are intentional in their

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actions are purposeful, thoughtful, and reflective in their interactions with children.

Despite some educators misconceptions, intentional teaching is thus the opposite of

rote learning given that it occurs in a supportive play environment (Knaus, 2017;

DEEWR, 2009).

Knaus (2017) further explores the role of intentional teaching within

mathematics, stating that educators must purposefully create opportunities that allow

children to think about experiences and problems in explicit mathematical terms.

Furthermore, educators need to communicate the mathematical ideas that emerge

during children’s play and ask questions that provoke clarification, extension, and

development of new knowledge and understandings (NAEYC & NCTM, 2010;

Knaus, 2017). As Thomas et al. (2011) and Cohrssen et al. (2013) acknowledge,

early childhood teachers can hold a play-based pedagogy whilst still intentionally

teaching mathematical concepts to children in a planned, purposeful, and

developmentally appropriate way (Wager & Parks, 2016; Presser et al., 2015).

Indeed, both play-based learning and intentional teaching are necessary to support

children’s mathematical learning (Thomas et al., 2011).

Role of the teacher in children’s play

The final theme that is present in the literature is the active role of the teacher

in advancing children’s mathematical understanding. As previously mentioned, most

early childhood practitioners agree that young children’s learning happens within the

natural context of play (Thomas et al., 2011; Edwards, 2017). However, many

authors also emphasise the active role of the classroom teacher in facilitating

children’s emerging mathematical understanding by acting as a ‘guide’ or ‘facilitator’

in children’s play (Cohrssen et al., 2013; Thomas et al., 2011; Wager & Parks, 2016).

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The active role of the teacher in supporting and extending children’s mathematics

knowledge is also reflected in Vygotsky’s social-cultural theory of child development,

which states that early number learning is significantly influenced by engagement

with a more knowledgeable other (Thomas et al., 2011; Wager & Parks, 2016;

Cohrssen et al., 2013; Knaus, 2013).

Application to Practice

As previously mentioned, many researches acknowledge that there is no

guarantee that children will learn the big ideas of mathematics through a purely play-

based approach (Thomas et al., 2011; Edwards, 2017; Cohrssen et al., 2013;

Treasure, 2018; NAEYC & NCTM, 2010; Presser et al., 2015). Despite this, I still

believe that there is room for child-initiated and child-directed play within the

mathematics classroom. Whilst there is no guarantee that children will develop a

greater understanding of key mathematical concepts, it does offer possibilities for

rich mathematical investigations, insights, and discoveries (Treasure, 2018). More

so, during play children often engage in experiences that we don’t necessarily

associate with mathematics, but that still have mathematical potential nonetheless

(Treasure, 2018). For example, when children set the table in the home corner, they

are learning about foundational number concepts such as counting and one-to-one

correspondence in a child-centred way.

As mentioned previously, young children are also naturally curious by nature

and are eager to find the solutions to different problems within their environment

(Knaus, 2013). This is a major focus of the mathematics curriculum, and which again

can be enhanced through child-initiated and child-directed play. For instance, when

young children are working together in the block corner to stop a road from

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collapsing, they are incorporating the skills of problem-solving into their play to

devise new and effective solutions (Knaus, 2013). This example effectively illustrates

how children are predisposed to use mathematics within play and daily activities, and

therefore whilst a purely play-based approach does not guarantee mathematical

learning it does still has a place within the mathematics curriculum.

Building on the previous point, it was mentioned that play without learning is

simply play, and that materials themselves do not teach mathematics (Cohrssen et

al., 2013). This is a point that I don’t necessarily agree with. Whilst I do believe that

the teacher has an important role in scaffolding student’s mathematical

understanding through play, I also believe that many classic play materials, such as

blocks, toys, and props for dramatic play, also offer rich opportunities for children to

learn and practice many of the same foundational number concepts discussed

previously (Treasure, 2018; Wager & Parks, 2016). Furthermore, I very much

believe that all play is learning regardless of the context in which it occurs, and

therefore play is never ‘simply play’.

Whilst I believe that free play has an important role in facilitating children’s

mathematical understanding, I also believe that play as a pedagogical tool is vital to

a child’s understanding of mathematical concepts and ideas (Treasure, 2018). Within

this approach, the educator purposefully plans and initiates the play sequence and

identifies explicit mathematics learning goals, however the child remains in control of

their own learning within the context of play (Weisberg et al., 2013). In order to

achieve their set learning objectives, educators may become co-players in children’s

play, ask open-ended questions, or encourage children to explore materials in ways

that hadn’t yet conceived of (Weisberg et al., 2013). This practice thus incorporates

many of the practices of intentional teaching as discussed previously, such as

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modelling, questioning, scaffolding, and problem-solving, but in a way that remains

child-centred and developmentally appropriate to the age of the children (Knaus,

2017; Weisberg et al., 2013). However, as I have said previously this must be

balanced with regular opportunities for children to engage in freely chosen play

activities.

Overall, from examining the literature it is clear that a play-based philosophy

can be utilised effectively as a means to support mathematics learning within the

early years (Treasure, 2018). High-quality play experiences not only benefit

children’s mathematical concept development, but also helps children learn the

essential skills of mathematics (Treasure, 2018). Within the context of the early

years, this involves skills such as counting, basic addition and subtraction, and one-

to-one correspondence. In order to practise and reinforce these skills in a play-based

environment, educators must provide the appropriate materials and ample time for

children to get fully engaged in play experiences and encourage deep-level learning

(Treasure, 2018; Knaus, 2013).

Conclusion

As discussed, play as a tool for mathematics teaching has been disappearing

from early childhood programs in favour of early academics and structured

approaches to learning (Barblett et al., 2016; Treasure, 2018). In order to reflect best

practice in early childhood settings, young children need to be engaged in

developmentally appropriate mathematics activities that are embedded in a play-

based learning environment (Wager & Parks, 2016; Pollitt et al., 2015). As well as

benefitting the early childhood sector, this paper also has important implications for

teacher preparation courses more broadly. These institutions must ensure that pre-

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service teachers graduate with an understanding of the big ideas of mathematics

and how to teach these within the context of play (Cohrssen et al., 2013).

Furthermore, such courses must tackle the misconception that mathematics is a set

of rules and procedures that are used to reveal one right answer, as this puts play

and mathematics in opposition to another (Cohrssen & Niklas, 2019). To conclude,

exploring mathematics in a play-based environment helps children make sense of

their world, and builds a strong foundation for children’s success in mathematics and

in schooling more broadly (Wager & Parks, 2016; Cohrssen et al., 2013; Cohrssen &

Niklas, 2019; NAEYC & NCTM, 2010; Knaus, 2013; DEEWR, 2009).

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References

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pedagogy in the early years : Competing knowledges and the erosion of play-

based learning. Australasian Journal of Early Childhood, 41(4), 36–43.

https://doi.org/10.1177/183693911604100405

Cohrssen, C., Church, A., Ishimine, K., & Tayler, C. (2013). Playing with maths :

facilitating the learning in play-based learning. Australasian Journal of Early

Childhood, 38(1), 95–99. https://doi.org/10.1177/183693911303800115

Cohrssen, C., & Niklas, F. (2019). Using mathematics games in preschool settings to

support the development of children’s numeracy skills. International Journal of

Early Years Education, 27(3), 322–339.

https://doi.org/10.1080/09669760.2019.1629882

Department of Education, Employment, and Workplace Relations. (2009). Being,

belonging and becoming: The early years learning framework for Australia.

https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_b

ecoming_the_early_years_learning_framework_for_australia.pdf

Edwards, S. (2017). Play-based learning and intentional teaching : Forever different?

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Knaus, M. (2017). Supporting early mathematics learning in early childhood settings.

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https://doi.org/10.23965/AJEC.42.3.01

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Knaus, M. (2013). Maths is all around you : Developing mathematical concepts in the

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Student Number: 32001964