Unfortunately, in too many kindergartens today, even many of the best trained teachers in play-based, developmentally appropriate practice say they are being pressured into teaching fact-based, “one-size-fits-all” math lessons and find that play-based activities are severely curtailed, if not banned. This situation deprives young children of the opportunities they need now more than ever to develop a meaningful foundation for mathematical concepts in developmentally appropriate ways (Kamii, 2015; VanHoorn, 2015). It undermines their ability and enthusiasm to use math to figure out real problems in the real world. And having these meaningful learning experiences with math in school is increasingly important in today’s world, as media and technology take up more and more of the time many young children used to spend developing the foundations for mathematical thinking in their own uniquely created hands-on play activities at home (Levin 2013). If we want to optimize young children’s early math development and learning, we much return to high-quality, play-based activities, where well-trained teachers connect math learning to how children learn and to individual children’s interests and needs (Exchange, Jan./Feb. 2016).
Please read more in the attached article by DEY’s Senior Advisor, Diane E. Levin and DEY’s co-director, Geralyn Bywater McLaughlin, which was originally published by Exchange Magazine in the Jan/Feb 2016 edition.
Amanda Wingfield is a certified Diabetes Management Specialist who also holds an MD in Endocrinology, with certifications from ABIM and AACE. She has a decade of experience serving thousands of patients through her independent practice and has been working in the capacity of an expert diabetes consultant for the past 4 years. Ms. Wingfield is revered by her regular readers for her in-depth research and evidence-based analysis of diabetes medications, supplements, and treatments, and her highly critical style of writing.