Pausing for learning: Responsive engagement in mathematics activities in early childhood settings
Caroline Cohrssen, Amelia Church, Collette Tayler
AUSTRALASIAN JOURNAL OF EARLY CHILDHOOD | EARLY CHILDHOOD AUSTRALIA INC | Published : 2014
THE IMPORTANCE OF RESPONSIVE engagement in early childhood education and care (ECEC) is well established and is a fundamental tenet of framework documents that guide early childhood practice in Australia. How to achieve this responsivity in practice is less established and often not detailed in professional resources available to early childhood educators. This paper presents detailed transcripts of interactions between children and teachers during play-based mathematics activities in different early childhood education settings in Melbourne, Australia. Extracts from transcriptions of interactions during the activities demonstrate that, when educators paused prior to responding to children, ..View full abstract
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Awarded by Australian Research Council
This research was funded by an Australian Postgraduate Award Industry Scholarship as part of E4Kids, a longitudinal study investigating the effectiveness of early learning experiences in early childhood settings in Australia. E4Kids is funded by the Australian Research Council Linkage Projects Scheme (LP0990200), the Victorian Government Department of Education and Early Childhood Development, and the Queensland Government Department of Education and Training. E4Kids is led by Professor Collette Tayler at the Melbourne Graduate School of Education, The University of Melbourne, in partnership with Queensland University of Technology. We sincerely thank the ECEC services, directors, teachers/staff, children and their families for their ongoing participation in this study.