The Contributions of Teacher-Child Play Interactions in Preschool to Young Children's Mathematical Thinking

• In Event: Scaffolding Play and Creativity: Infants to Preschoolers

Abstract

This study examined the relative contributions of two types of teacher-child play interactions to preschool children’s mathematical abilities—interactions that support play and those that enhance mathematics learning. Forty-seven children were videorecorded during five, 20 minute play periods over 8 months; they were administered the Test of Early Mathematics Ability (TEMA) before and after this period. All contacts with teachers, captured on video, were coded on 11 types of interactions. Hierarchical multiple regression analysis showed that both types of interactions were predictive of growth in TEMA scores. Three interactions accounted for the most variance on posttest performance: good-fit play interactions and number and math communication interactions. Implications for classroom practice and future research on play and academic learning are discussed.

Authors

• Jeffrey Trawick-Smith, Eastern Connecticut State University

• Sudha Swaminathan, Eastern Connecticut State University

• Xing Liu, Eastern Connecticut State University