Mathematics through play : the influence of adult intervention on young children's shifts between play and mathematical discourses

Abstract

Presently, a typical school day in a kindergarten (ages 3-5 years) in Malta tends to include periods of 'free play' interspersed with structured adult-guided activities (Sollars, 2013). By free play, I refer to play of the child's choice within the parameters of the physical environment and the resources available. Generally, the free play h carried out on small tables using tablet of toys, blocks, puzzles, and other items the children might also play in the 'home corner' and other such areas. The play area/items might be suggested by the teacher or chosen by the children themselves. During periods of free play, the children will tend to play on their own, that is, without adult intervention. On the other hand, the school day also includes activities that are adult-guided. These include listening to stories, making crafts, singing, physical exercise, and learning letters and numbers. The latter often includes completing simple worksheets. Anecdotal evidence indicates that the structured approach to letter recognition and writing is given due importance as a 'preparation for school'. However, the National Curriculum (Ministry for Education and Employment, 2012) and the related Learning Outcomes Framework (Directorate for Quality and Standards in Education.2015), have set a new direction for early childhood education. These policy documents stipulate the pedagogy to be used for young children should be distinguished from the more structured pedagogy used in the later years of primary schooling (ages 8-11). As a result, subject syllabi have been eliminated and the various disciplines, including mathematics, are expected to be targeted indirectly or in relation to ongoing projects. The teacher is expected to take the role of a responsive adult even during play during which observation and continuous assessment of children are crucial. As Stacey (2009. p. 14) recommends: "Join the children in play and engage in authentic conversations with them".