Effective Simple Mathematics Play at Home in Early Childhood: Promoting both Non-cognitive and Cognitive Skills in Early Childhood

Nobuki Watanabe

doi:10.29333/iejme/5739

Abstract

In recent years, scholars have increasingly advocated the importance of cultivating non-cognitive skills (social and emotional skills) in early childhood, and play is useful in acquiring the skills. Simultaneously, young children also need to acquire mathematical cognitive skills as a learning foundation. However, many researchers have indicated that simple direct instruction in mathematics is not useful during early education. Therefore, in early childhood, children need forms of play for mathematics at home because play effectively develops non-cognitive skills; moreover, cognitive skills and non-cognitive skills cross-fertilize each other. Moreover, in kindergartens and nursery schools, it is difficult to deal with many “maths” (both temporally and content-wise). Also, parental engagement and attachment have considerable impact on non-cognitive skills. In this research, we created a form of simple mathematics quiz game (simple mathematics play) that young children can play at home. The main aspect of this play’s content is the application of systematic and extensive mathematics in early childhood, without promoting only cognitive skills as a primary objective. And we tried the play for one child as a case study. This case study suggests that certain improvements in cognitive skills regarding mathematics were recognized because of play, while also enabling acquisition of non-cognitive skills.

Highlights

Many researchers and practitioners have indicated that, in early childhood, learning is a basic part of character formation
Scholars have discussed the importance of cultivating non-cognitive skills in early childhood learning, and many countries’ schools have put the theory into practice (Crehan, 2018; Heckman, 2013; OECD, 2015)
It is said that families, schools, and communities matter for the development of non-cognitive skills and that parental engagement and attachment have considerable impact on children’s early social and emotional development (OECD, 2015)

Summary

Introduction

Many researchers and practitioners have indicated that, in early childhood, learning is a basic part of character formation (see Ministry of Education, Culture, Sports, Science and Technology, 2017). Scholars have discussed the importance of cultivating non-cognitive skills in early childhood learning, and many countries’ schools have put the theory into practice (Crehan, 2018; Heckman, 2013; OECD, 2015). It is said that families, schools, and communities matter for the development of non-cognitive skills and that parental engagement and attachment have considerable impact on children’s early social and emotional development (OECD, 2015). Mathematics is often studied in tutoring schools or at home under the initiative of parents or guardians In such cases, the focus is on entrance examinations in middle school, high school, and university, as well as in a section of elementary schools. It goes without saying that it is desirable to experience systematic and extensive mathematics

Objectives

Methods

Conclusion