The implementation of mathematical activities in kindergarten

Abstract

A large body of research shows that developing early mathematical skills has a profound impact on later mathematical and reading abilities (Clements & Sarama 2014; Duncan et al., 2007). McCain and Mustard (1999) argue that children’s preschool experiences are crucial for their future competence and effective problem solving and have an influence on health and employment. It is sensible to integrate mathematics with other curricular areas in preschool, as the Kindergarten Curriculum (1999) dictates. Cross-curricular integration can elevate the quality of the educational process, which is in line with the characteristics of children’s development and learning. It can lead to better academic success, a deeper understanding and better application of knowledge, and more permanent knowledge, while preparing children for lifelong learning (Lake, 1994). Despite numerous studies (Claessens, Engel & Curran, 2013; Zigler, 2006) reporting on the importance and benefits of early mathematics learning and its integration with other areas, preschool mathematics activities are not as common as we would expect. The problem may stem from educators’ lack of confidence in their mathematics skills and their poor understanding of the concept of cross-curricular integration.