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Journal of Research in Childhood Education Volume 23, 2008 - Issue 2
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Original Articles

Young Children's Block Play and Mathematical Learning

Boyoung Park Radford University
,
Jeong-Lim Chae University of North Carolina at Charlotte
&
Barbara Foulks Boyd Radford University
Pages 157-162 | Published online: 03 Nov 2009
 
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Abstract

This qualitative study investigated young children's mathematical engagement in play with wooden unit blocks. Two boys, ages 6 and 7, were independently observed completing the task of filling outlined regions with the various sets of blocks. Three major mathematical actions were observed: categorizing geometric shapes, composing a larger shape with smaller shapes, and transforming shapes. Results indicated that young children's block play with designed tasks promoted mathematical actions, which may cement the foundation for advanced mathematics learning.

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Related Research Data

Preschool children's mathematical knowledge: The effect of teacher "math talk.".
Source: American Psychological Association (APA)
Quantitative Development in Infancy and Early Childhood
Source: Oxford University Press
Views of prospective early childhood education teachers, towards mathematics and its instruction
Source: Informa UK Limited
Social processes in early number development.
Source: JSTOR
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Early Mathematical Growth: How to Support Young Children’s Mathematical Development
Source: Springer Science and Business Media LLC
Block Play Performance Among Preschoolers As a Predictor of Later School Achievement in Mathematics
Source: Informa UK Limited
Differential calculation abilities in young children from middle- and low-income families.
Source: American Psychological Association (APA)
Children’s Exploration of Physical Phenomena During Object Play
Source: Informa UK Limited

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