The use of mathematics in early childhood classroom transitions to foster co-construction of knowledge, negotiation, and cultural mediation

Abstract

Abstract Research has revealed that preschoolers in the United States spend one third of their school day in routines and transitions between activities. Rethinking teacher-led activities, early educators can design play-based activities that incorporate content learning and honor children's funds of knowledge. This instrumental case study examines how two prekindergarten teachers systematically designed and implemented sophisticated play-based learning activities focused on mathematics in the transition time following meals. Results reveal that with support of the teacher in a social learning context, children were afforded the opportunity to socially construct new knowledge, negotiate understandings, and mediated cultural resources from outside of schooling. These dynamic learning experiences have potential to develop interpersonal skills and transform behaviors.