또래 상호작용에서 나타나는 만2세 영아의 수학적 경험

Abstract

This study tried to explore the contexts of young children’s mathematics experiences with peers during block play activities at the classroom in a child care center. Seven two-year-old infants were observed for eight months in their classroom. This study found several findings of infants’ mathematics experiences with peers during their free play activities as follows: first, interests in peer play set off the mathematics experience of infants during free play, second, infants with competition during play with peers connected to the mathematics experiences, third, peers’ various information on mathematics during play made the infants mathematics experience during play, and forth, infants’ everyday conversation with peers was an important context to get any mathematics experience. This study implies that the results will be useful for making basic data and information for teachers to interact with infants on mathematics communication and experiences with peers. Also this study will be a great help for supplying teachers for infants to interact with peers on mathematics experiences.