Play + ? = Maths Learning

The following series of reflections result from the maths games we played in workshops in weeks 5 and 6. I have been thinking about the concept of play and how it can be used to enhance children's mathematics learning.

Play is a concept which has being considered as being “the essence of early childhood practice” (Dockett & Fleer, 1999 p.2) and critical for learning and development. In spite of this, Dockett and Fleer (1999) argue that many early childhood educators are unable to articulate, nor defend the value and benefits of play because they lack frameworks for understanding what play is and how it actually benefits children’s learning. Furthermore, Ailwood (2003) highlights the complex nature of developing an understanding of play, as the term itself is socially constructed, being conceptualised according to discourses, such as the Frobelian romantic or nostalgic discourse and the Piagetian developmental discourse. These discourses influence educators’ understandings of the purpose of play, which in turn influences how they plan and create environments for play in when constructing their curriculum.

For this reason, I believe it is important as an early childhood pre-service teacher to reflect on, critique and improve upon my own understandings of what it means for play to be viewed as a "context for learning" (QSA, 2006, p. 41) in order to better facilitate, stimulate and provide environments that best provoke the kind of play that actually leads to mathematical learning.

I will be posting a series of reflections on principles or components that make play an effective teaching and learning tool. Stay tuned!