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Table of Contents
Dedication; Acknowledgement; Contents; Contributors; List of Reviewers; Part I: Introduction; Introduction; The POEM Conferences; Mathematics and Early Childhood Education; Mathematics, Play, and Direct Teaching; Overview of the Book; Conclusion; References; A Historical Overview of Early Education Policy and Pedagogy: Global Perspectives and Particular Examples; Political (Un)Interest in ECE Pedagogy (1945-1990s); Global Rationales for National ECE Curricula (1990s-2015); An Enlightened Emphasis on Home Instruction of the Very Young (1700s-1800s).
"Socially Empty Space" and the Apparatus of Early Education (1800-1900) Refilling the Space and "New Education" Ideals (1900-1940s); Summary; References; Part II: Family and Transitions; Can Values Awareness Help Teachers and Parents Transition Preschool Learners into Mathematics Learning?; Introduction; The Contribution of Ethnomathematics to a Culturally Based Mathematics Curriculum; The Contribution of Research on Culturally Situated Learning; The Contribution of Research on Values to Mathematical Transitions; Ideology: Rationalism; Ideology: Objectism; Sentiment: Control.
Sentiment: Progress Sociology: Openness; Sociology: Mystery; The Adequacy or Otherwise of Our Research Methods; Appendix: Two Items from the VAMP Teacher Questionnaire; References; Negotiating with Family Members in a Block Play; Introduction; erStMaL Family Study; Theoretical Basis of Interactional Niche and MLSS; Content; Cooperation; Pedagogy and Education; Block Play as an Intervention; The Block Play of Family Gül; Delineation of the Interactional Niche of Family Gül; Content; Cooperation; Pedagogy and Education; Mathematical Learning Support System for Berk; Epilogue.
Comparison of the Learning Situation in Kindergarten and Primary School Conclusion; References; Investigating the Potential of the Home Learning Environment for Early Mathematics Learning: First Results of an Intervention Study with Kindergarten Children; Introduction; Theoretical Background: Number Concept Development; Context of the Study: The KERZ Project; Design of the Pilot Study and Methodology; Results; Discussion and Implications; References; The Impact on Learning When Families and Educators Act Together to Assist Young Children to Notice, Explore and Discuss Mathematics.
"Socially Empty Space" and the Apparatus of Early Education (1800-1900) Refilling the Space and "New Education" Ideals (1900-1940s); Summary; References; Part II: Family and Transitions; Can Values Awareness Help Teachers and Parents Transition Preschool Learners into Mathematics Learning?; Introduction; The Contribution of Ethnomathematics to a Culturally Based Mathematics Curriculum; The Contribution of Research on Culturally Situated Learning; The Contribution of Research on Values to Mathematical Transitions; Ideology: Rationalism; Ideology: Objectism; Sentiment: Control.
Sentiment: Progress Sociology: Openness; Sociology: Mystery; The Adequacy or Otherwise of Our Research Methods; Appendix: Two Items from the VAMP Teacher Questionnaire; References; Negotiating with Family Members in a Block Play; Introduction; erStMaL Family Study; Theoretical Basis of Interactional Niche and MLSS; Content; Cooperation; Pedagogy and Education; Block Play as an Intervention; The Block Play of Family Gül; Delineation of the Interactional Niche of Family Gül; Content; Cooperation; Pedagogy and Education; Mathematical Learning Support System for Berk; Epilogue.
Comparison of the Learning Situation in Kindergarten and Primary School Conclusion; References; Investigating the Potential of the Home Learning Environment for Early Mathematics Learning: First Results of an Intervention Study with Kindergarten Children; Introduction; Theoretical Background: Number Concept Development; Context of the Study: The KERZ Project; Design of the Pilot Study and Methodology; Results; Discussion and Implications; References; The Impact on Learning When Families and Educators Act Together to Assist Young Children to Notice, Explore and Discuss Mathematics.