Teacher Perspectives: How Can Play and Math Be Integrated in Kindergarten?

• In Event: AERA Roundtable Session 14
  In Roundtable Session: Early Childhood Education and Mathematics (Table 21)

Abstract

Contemporary kindergarten programs endorse play-based learning to support the development of fundamental academic skills, such as mathematics. While research promotes guided play to support math learning, such approaches are not commonly observed in classroom practice. To understand this disconnect between theory and practice, the present study used an online survey to gather kindergarten teachers’ perspectives regarding the integration of play and math learning, as teacher perspectives are instrumental in shaping classroom practices. Results illustrated a range in teachers’ beliefs about how children learn math, the purpose of play in kindergarten, and discussed examples integrating play and math learning. Implications addressed shifting notions of play and opportunities for future research.

Authors

• Hanna Wickstrom, University of Toronto

• Angela Pyle, University of Toronto - OISE