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Playing with Patterns: Conclusions from a Learning Study with Toddlers

  • Camilla BjörklundEmail author
Chapter

Abstract

Play and learning is said to be intertwined in young children’s mathematical development. Play is, however, a multifaceted practice—and so is mathematics. In this report from an empirical study of toddlers’ mathematical play and learning in a goal-oriented preschool practice, the learning content is “patterns”. The framework for the pedagogical work is play, however, with a theory-driven approach to how children’s learning of the idea of patterns is facilitated. Observations and analysis of occurrences, responses and learning within designed activities give insights and broaden our understanding of “patterns”, how toddlers experience the idea of patterns and what is made possible to learn in play-based but goal-oriented activities in preschool.

Keywords

Learning Object Play Activity Relevance Structure Mathematical Pattern Large Button 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Notes

Acknowledgement

This study was conducted with financial support from the Swedish National Research Council (grant no. 724-2011-751).

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Copyright information

© Springer International Publishing Switzerland 2016

Authors and Affiliations

  1. 1.University of GothenburgGothenburgSweden

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