Developing Early Childhood Mathematical Thinking Through Play-Based Learning and Assessment

Xinyu Li

doi:10.54097/hjeyar75

Authors

Xinyu Li

DOI:

https://doi.org/10.54097/hjeyar75

Keywords:

Early childhood mathematics, Mathematical thinking, Play-based learning, Assessment.

Abstract

This study investigates the development of mathematical thinking in early childhood through play-based learning and task assessment. Data were collected from observations of block play in a kindergarten setting and a one-to-one assessment interview with a 4–5-year-old child. The findings indicate that block play facilitates the development of spatial structuring, pattern recognition, and early quantitative reasoning, while the assessment interview reveals children’s competencies in number sense, sequencing, and problem-solving. The study also identifies the role of language comprehension in shaping mathematical performance.

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References

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