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All Journal Atfaluna: Journal of Islamic Early Childhood Education
Baloyi-Mothibeli, Seipati
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Education

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Exploring Practitioners’ Lived Mathematical Play Practices in the Early Childhood Care and Education Setting Okeke, Chinedu; Baloyi-Mothibeli, Seipati; Ugwuanyi, Christian
Aṭfālunā Journal of Islamic Early Childhood Education Vol 7 No 2 (2024): July-December 2024
Publisher : Atfaluna: Journal of Islamic Early Childhood Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/atfaluna.v7i2.9238

Abstract

Attention to engaging children in math-related play is increasing, but it is not clear how early childhood practitioners in South Africa practice lived mathematical play. This study sought to determine early childhood care and education practitioners’ lived mathematical play practices. The study was anchored on Vygotsky's social constructivist theory, which holds that children learn best when they are scaffolded and mediated by people who have more knowledge than they do. The study adopted a phenomenological research design using a sample of 10 practitioners. The researchers gathered data using a semi-structured interview guide. A thematic analysis was used to analyze the data that were gathered. The findings of the study revealed that the lived mathematical play practices of early childhood partitioners include building relationships, showing respect, having passion, being experienced, and acting in loco parentis. Moreover, practitioners seem to know and understand what was expected of them in ECCE, particularly regarding the teaching of mathematical play-based learning. It was recommended that practitioners' lived mathematics play-based learning can be improved through appropriate teacher development programs and by gaining acceptable qualifications.
Exploring Practitioners' Lived Mathematical Play Practices in the Early Childhood Care and Education Setting Okeke, Chinedu; Baloyi-Mothibeli, Seipati; Ugwuanyi, Christian
Atfaluna Journal of Islamic Early Childhood Education Vol 7 No 2 (2024): July-December 2024
Publisher : Atfaluna: Journal of Islamic Early Childhood Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/atfaluna.v7i2.9238

Abstract

Attention to engaging children in math-related play is increasing, but it is not clear how early childhood practitioners in South Africa practice lived mathematical play. This study sought to determine early childhood care and education practitioners' lived mathematical play practices. The study was anchored on Vygotsky's social constructivist theory, which holds that children learn best when they are scaffolded and mediated by people who have more knowledge than they do. The study adopted a phenomenological research design using a sample of 10 practitioners. The researchers gathered data using a semi-structured interview guide. A thematic analysis was used to analyze the data that were gathered. The findings of the study revealed that the lived mathematical play practices of early childhood partitioners include building relationships, showing respect, having passion, being experienced, and acting in loco parentis. Moreover, practitioners seem to know and understand what was expected of them in ECCE, particularly regarding the teaching of mathematical play-based learning. It was recommended that practitioners' lived mathematics play-based learning can be improved through appropriate teacher development programs and by gaining acceptable qualifications.
Co-Authors Okeke, Chinedu Ugwuanyi, Christian