FUN COUNTS: THE EFFECTIVENESS OF PLAY-BASED APPROACH ON PRESCHOOLERS’ MATHEMATICAL SKILL ACQUISITION
Keywords:
Play-Based Approaches, Early Mathematics Education, Preschool Children, Early Mathematical Skill Acquisition, Early ChildhoodAbstract
Abstract: This concept paper explores the effectiveness of play-based approaches for developing early mathematical skills among preschool-aged children (age 3-6 years). Despite strong evidence that early mathematical competencies predict later academic success, many preschoolers struggle to develop adequate mathematical understanding through traditional instructional methods that often misalign with children's developmental needs. The paper synthesizes research on play-based mathematical learning, exploring developmental trajectories of mathematical skills, core mathematical competencies in early childhood, and limitations of traditional approaches. Various play-based interventions are examined, including mathematical play environments, embedded mathematics in dramatic play, mathematical games, and playful problem-solving. The theoretical foundations supporting these approaches are outlined, drawing on constructivist learning theory, sociocultural theory, and cognitive development frameworks. Empirical evidence demonstrates that play-based approaches effectively develop number sense, spatial reasoning, and pattern recognition while fostering positive attitudes toward mathematics. The paper addresses implementation challenges, including teacher knowledge constraints, structural limitations, and perceived tensions between play and academic learning, while offering evidence-based strategies for overcoming these barriers. By integrating mathematical learning within developmentally appropriate play contexts, educators can create engaging learning experiences that establish strong foundations for mathematical understanding while honouring children's natural learning processes.
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