Pre-K

This article explores how unstructured playtime in early childhood settings offers rich opportunities for science learning. Despite play being crucial for children’s development, its potential for science education remains largely untapped. We introduce our framework featuring three observational lenses—actions, exploration, and environment—to help educators identify specific scientific practices (such as planning investigations, analyzing data, and constructing explanations) that naturally emerge during child-led play.

This article explores how unstructured playtime in early childhood settings offers rich opportunities for science learning. Despite play being crucial for children’s development, its potential for science education remains largely untapped. We introduce our framework featuring three observational lenses—actions, exploration, and environment—to help educators identify specific scientific practices (such as planning investigations, analyzing data, and constructing explanations) that naturally emerge during child-led play.

To begin exploring how children’s play can support the development of the foundations of mathematics learning, we outline the landscape of play and mathematics. We introduce two debates concerning play and math, the resolution of which could advance the field. Because the main issue is the type(s) of play that should be encouraged, we provide a taxonomy of play that illustrates the contributions each category can make to early mathematics education. The questions we consider include: What mathematics does or could potentially emerge from distinct play contexts?

To begin exploring how children’s play can support the development of the foundations of mathematics learning, we outline the landscape of play and mathematics. We introduce two debates concerning play and math, the resolution of which could advance the field. Because the main issue is the type(s) of play that should be encouraged, we provide a taxonomy of play that illustrates the contributions each category can make to early mathematics education. The questions we consider include: What mathematics does or could potentially emerge from distinct play contexts?

The significance of children’s mathematical competence during the early years is well established; however, the methods for developing such competencies remain less understood. Specifically, there is a need to identify what constitutes high-quality educational environments and effective instruction.

This study examined parents’ and teachers’ perspectives about the barriers and pathways to the development of home–school mathematics partnerships and how to move from barriers to pathways. We draw on data from two research projects across two sites in the USA (West and Southwest). Both projects brought mothers and teachers together to do and talk about mathematics. The theoretical framework that informed the design of the projects and the data analysis is based on concepts from funds of knowledge theory and parents as intellectual resources.

This study examined parents’ and teachers’ perspectives about the barriers and pathways to the development of home–school mathematics partnerships and how to move from barriers to pathways. We draw on data from two research projects across two sites in the USA (West and Southwest). Both projects brought mothers and teachers together to do and talk about mathematics. The theoretical framework that informed the design of the projects and the data analysis is based on concepts from funds of knowledge theory and parents as intellectual resources.

This article emphasizes the critical role of play in early childhood science education, arguing that natural, child-led play fosters important opportunities for children to explore scientific ideas and practices. Drawing on Vygotsky’s theories and recent studies, the authors advocate for environments that encourage exploratory play to develop children’s scientific skills. The article presents a detailed vignette from Inch By Inch Preschool, showcasing how children engaged with air pumps to explore scientific phenomena.

This article emphasizes the critical role of play in early childhood science education, arguing that natural, child-led play fosters important opportunities for children to explore scientific ideas and practices. Drawing on Vygotsky’s theories and recent studies, the authors advocate for environments that encourage exploratory play to develop children’s scientific skills. The article presents a detailed vignette from Inch By Inch Preschool, showcasing how children engaged with air pumps to explore scientific phenomena.

Learning trajectories in early mathematics instruction have received increasing attention from policymakers, educators, curriculum developers, and researchers. They are generally deemed useful for guiding curriculum standards, instructional planning, and assessment. However, the specific contributions of learning trajectories to education and children’s learning are unclear.