\input zb-basic
\input zb-matheduc
\iteman{ZMATH 2015f.00333}
\itemau{Kaslov\'a, Michaela; Romero, Sixto}
\itemti{Working with pre-schoolers: a dual commentary.}
\itemso{Gellert, Uwe (ed.) et al., Educational paths to mathematics. A C.I.E.A.E.M. sourcebook. Collected papers based on the presentations at the 63rd and 64th conference, Barcelona, Spain, summer 2011 and Rhodes, Greece, summer 2012. Cham: Springer (ISBN 978-3-319-15409-1/hbk; 978-3-319-15410-7/ebook). Advances in Mathematics Education, 191-198 (2015).}
\itemab
Summary: The commentary on the chapters of {\it A. Chronaki} et al. [in: Educational paths to mathematics. A C.I.E.A.E.M. sourcebook. Collected papers based on the presentations at the 63rd and 64th conference, Barcelona, Spain, summer 2011 and Rhodes, Greece, summer 2012. Cham: Springer. 143--159 (2015; ME 2015f.00547)], of {\it Z. Nikiforidou} and {\it J. Pange} [in: Educational paths to mathematics. A C.I.E.A.E.M. sourcebook. Collected papers based on the presentations at the 63rd and 64th conference, Barcelona, Spain, summer 2011 and Rhodes, Greece, summer 2012. Cham: Springer. 161--171 (2015; ME 2015f.00460)] and of {\it J. Cwikla} and {\it J. Vonk} [in: Educational paths to mathematics. A C.I.E.A.E.M. sourcebook. Collected papers based on the presentations at the 63rd and 64th conference, Barcelona, Spain, summer 2011 and Rhodes, Greece, summer 2012. Cham: Springer. 173--189 (2015; ME 2015f.00332)] sets the topic of working with pre-schoolers in a historical context. It draws on contributions of Comenius, Fr\"obel, Pestalozzi and others and traces the key developments in developmental psychology. Finally, it points to the importance of research on pre-school mathematics as a condition for well-thought conceptualisations of pre-school education practice.
\itemrv{~}
\itemcc{D31 D41 A30 D20}
\itemut{historical perspective; developmental psychology; Comenius; kindergarten; early-childhood education}
\itemli{doi:10.1007/978-3-319-15410-7\_11}
\end