What counts when working with mathematics in a toddler-group?

Abstract

An educator working in a toddler-group (children aged 1–3) took part in an in-service program using a ‘Learning Study’ design within the broader theoretical frame of the ‘Variation Theory of learning’. The purpose of this study is, in qualitative terms and in the context of explorative play, to describe how the educator develops strategies where toddlers are given relevant opportunities to explore mathematical concepts. Results of the analyses highlight the effects of a heightened awareness of mathematics, as it is enhancing the opportunities to explore mathematical concepts and principles, but also how this can lead to an articulated awareness – demonstrated in interaction with the toddlers – that enables the educator to take the children’s initiatives as starting points for planned education. It also highlights the need to use nuanced and adequate mathematical language in toddler day-care.

Keywords:

• early childhood education
• mathematics
• professional development
• toddlers
• Variation Theory of learning