In this Chapter we describe some of our insights and experiences with young children in their search for meaning, as they imagine, create, interpret and represent mathematical and scientific phenomena in their world. We draw upon selected examples from research and from experiences in preschools as well as the early school years. Some examples of inquiry-based experiences and themes that embed generic learning processes, such as investigating and problem-solving, finding patterns and relationships, and exploring data are also highlighted. We discuss the role of technology in young children's quantitative learning by examining the influence of technology-integrated toys, the use of technology in teaching and learning, the Internet, and handheld calculators. The chapter concludes with some implications of this review for early childhood mathematics and science curricula and some questions for you to reflect upon.
|Title of host publication||Child development and teaching young children|
|Editors||Ayshe Talay-Ongan, Emily A Ap|
|Place of Publication||Southbank, VIC|
|Publisher||Thomson Social Science|
|Publication status||Published - 2005|