Playing and learning mathematics do not have to be mutually exclusive activities, especially in kindergarten. Play and games can give young children opportunities to learn and develop foundational math skills that are aligned with Common Core standards for mathematics through age-appropriate, fun, and engaging activities.
Get full access to this article
View all access options for this article.
References
1.
AlfieriL.BrooksP.L.AldrichN.J.TenenbaumH.R. (2011). Does discovery-based instruction enhance learning?Journal of Educational Psychology, 103 (1), 1–18.
2.
ClementsD.H.SaramaJ. (2008). Experimental evaluation of the effects of a research-based preschool mathematics curriculum. American Educational Research Journal, 45, 443-494.
3.
FisherK.R.Hirsh-PasekK.NewcombeN.GolinkoffR.M. (2013). Taking shape: Supporting preschoolers’ acquisition of geometric knowledge through guided play. Child Development, 84, 1872-1878.
4.
GreenesC.GinsburgH.P.BalfanzR. (2004). Big math for little kids. Early Childhood Research Quarterly, 19 (1), 159-166.
5.
GriffinS. (2004). Building number sense with Number Worlds: A mathematics program for young children. Early Childhood Research Quarterly, 19 (1), 173–180.
6.
KamiiC.MiyakawaY.KatoY.
(2004). The development of logico-mathematical knowledge in a block-building activity at ages 1-4. Journal of Research in Childhood Education, 19 (1), 44–57.
7.
MillerE.AlmonJ. (2009). Crisis in the kindergarten: Why children need to play in school. College Park, MD: Alliance for Childhood.
8.
NessD.FarengaS. (2007). Knowledge under construction: The importance of play in developing children’s spatial and geometric thinking. Lanham, MD: Rowman & Littlefield.
9.
NiklasF.SchneiderW. (2014). Casting the die before the die is cast: The importance of the home numeracy environment for preschool children. European Journal of Psychology of Education, 29 (3), 327–345.
10.
RamaniG.B.ZippertE.SchweitzerS.PanS. (2014). Preschool children’s joint block building during a guided play activity. Journal of Applied Developmental Psychology, 35 (4), 326–336.
11.
RamaniG.B.SieglerR.S. (2008). Promoting broad and stable improvements in low-income children’s numerical knowledge through playing number board games. Child Development, 79, 375-394.
12.
RamaniG.B.SieglerR.S. (2011). Reducing the gap in numerical knowledge between low- and middle-income preschoolers. Journal of Applied Developmental Psychology, 32, 146-159.
13.
RamaniG.B.SieglerR.S.HittiA. (2012). Taking it to the classroom: Number board games as a small group learning activity. Journal of Educational Psychology, 104 (3), 661–672.
14.
RamaniG.B.ZippertE.SchweitzerS.PanS. (2014). Preschool children’s joint block building during a guided play activity. Journal of Applied Developmental Psychology, 35, 326-336.
15.
ReifelS.GreenfieldP. (1982). Structural development in symbolic medium: The representational use of block constructions. In
FormanG. (Ed.), Action and thought: From sensorimotor schemes to symbolic operations (pp. 203-235). New York, NY: Academic Press.
16.
SaramaJ.ClementsD.H. (2008). Mathematics in early childhood. In
SarachoO.N.SpodekB. (Eds.), Contemporary perspectives on mathematics in early childhood education (pp. 67-94). Charlotte, NC: Information Age Publishing.
17.
SieglerR.S.RamaniG.B. (2008). Playing board games promotes low-income children’s numerical development. Developmental Science, Special Issue on Mathematical Cognition, 11, 655-661.
18.
Taylor-CoxJ. (2009). Math intervention: Building number power with formative assessments, differentiation, and games, grades preK-2. Larchmont, NY: Eye on Education.
19.
TudgeJ.R.H.WinterhoffP.A.HoganD.M. (1996). The cognitive consequences of collaborative problem solving with and without feedback. Child Development, 67, 2892-2909.
20.
WeisbergD.S.Hirsh-PasekK.GolinkoffR.M. (2013). Guided play: Where curricular goals meet a playful pedagogy. Mind, Brain, and Education, 7, 104-112.
