id: 06675831
dt: a
an:
au: Gervasoni, Ann
ti: Bringing families and preschool educators together to support young
children’s learning through noticing, exploring and talking about
mathematics.
so: Phillipson, Sivanes (ed.) et al., Engaging families as children’s first
mathematics educators. International perspectives. Singapore: Springer
(ISBN 978-981-10-2551-8/hbk; 978-981-10-2553-2/ebook). Early
Mathematics Learning and Development, 199-216 (2017).
py: 2017
pu: Singapore: Springer
la: EN
cc: D41 C31 C61
ut: parent-educator partnerships; early years mathematics learning; early
intervention; everyday mathematics; educational disadvantage
ci:
li: doi:10.1007/978-981-10-2553-2_12
ab: Summary: This chapter draws on findings from the longitudinal evaluation of
the Australian initiative Let’s Count to consider how the process of
bringing families and pre-school educators together, with a focus on
mathematics, enhanced young children’s mathematics learning. The data
examined is parent and educator interview data that explores the
effectiveness of the Let’s Count approach. The findings, sustained
over two separate data collection periods over 2~years, provide clear
evidence that Let’s Count is at least as successful as other
mathematics learning programs in terms of children’s mathematical
knowledge and skills outcomes, and suggest in respect to some
mathematical concepts that Let’s Count may be a superior approach.
Themes emerging from interviews with parents highlight that the parents
valued the educators talking to them about ideas and suggestions
regarding the type of activities that are rich sources of mathematics
learning. It many ways these discussions provided parents with prompts,
inspiration, encouragement and confidence. The interview data also
highlight that sustaining communication between the parents and
educators across the year was challenging for some. Recommendations
arising from the Let’s Count Longitudinal Evaluation for future
initiatives include: encouraging parents to support their children to
notice, explore and discuss the mathematics that is part of everyday
experiences; enabling sustained communication opportunities for parents
to discuss the mathematics they notice their child using and exploring;
and providing suggestions about how to extend this learning.
rv: