Early childhood mathematics teaching and learning in the context of unit block play : teachers' beliefs and practices

Abstract

Evidence from longitudinal studies indicates early math learning experiences are foundational to children’s long-term mathematical development and later academic achievement. Teachers play a critical role in supporting math learning during everyday routines and activities to achieve high-quality early math education. However, math teaching and learning remains understudied in early childhood settings, especially in a play-based context. Unit block play is a common activity in early childhood classrooms and has been identified in Western countries as a potential teachable moment for teachers to support children’s math learning. Due to different personal and contextual characteristics, teachers’ pedagogical beliefs and practices may vary widely in different cultures, yet little research has been conducted on unit block play as a meaningful context for early math teaching and learning in the Chinese context. To address this research gap, this research adopted a mixed-methods approach comprising two studies. Study One explored teachers’ beliefs about early math teaching and learning, math teaching efficacy, and math-related practices in the context of unit block play. Early childhood teachers (N = 391) from Ningbo, Zhejiang province in China, participated in a questionnaire-based survey. The results indicated that teachers’ beliefs about math teaching and learning and math teaching efficacy were significant predictors of their math teaching practices during unit block play. Math teaching efficacy mediated the positive relationship between constructivist beliefs and child-centered practices. Study Two was an interview study in which 36 participants were purposefully selected from the sample of Study One to obtain insights into teachers’ perceptions and experience of math teaching and learning within the context of unit block play and the potentially influential factors. The results revealed a lack of pedagogical awareness and intentional teaching practices among Chinese teachers to support children’s math learning through unit block play. The predominance of constructivist beliefs and the impact of teachers’ beliefs and teaching efficacy on their practices found in Study One were verified. Other influential teaching practices identified included teachers’ knowledge, beliefs about play and learning, motivational-affective characteristics, and contextual factors (e.g., professional development, curriculum). The findings from the current study highlight the important influence of teachers’ mathematical beliefs and math teaching efficacy on their math teaching practices. Furthermore, it is also necessary for early childhood teachers to enhance their mathematical knowledge for teaching and pedagogical awareness of engaging children in mathematics during free-play activities (e.g., the unit block play) intentionally. Limitations and implications for teacher education, policy-making, and future research in early childhood education are also discussed.