Mathematics, science and technology in early childhood

Marina Papic, Joanne Mulligan

    Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

    Abstract

    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.
    Original languageEnglish
    Title of host publicationChild development and teaching young children
    EditorsAyshe Talay-Ongan, Emily A Ap
    Place of PublicationSouthbank, VIC
    PublisherThomson Social Science
    Pages211-234
    ISBN (Print)017012732X
    Publication statusPublished - 2005

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