Critical Science and Mathematics Early Childhood Education: Theorizing Reggio, Play, and Critical Pedagogy into an Actionable Cycle

Abstract

Young American children in today’s public schools live in a world in which tensions around about identity (i.e., ethnicity and race, gender continuums, language backgrounds and proficiencies, cultural values and beliefs, economic resources, schooled experiences, literacy, and im/migration history) are part of everyday conversation. However, many early childhood science and mathematics educators are reticent to engage deeply in dialogue around these identities, not only due to a common narrative where science and mathematics are interpreted as culturally-neutral, but also because few models within early childhood science and mathematics education exist on how to engage in these conversations. Given this, we ask, how can we prepare and support teachers in developing a positive awareness of culture, identity, diversity, and other critical tensions faced by our youngest learners? How can we prepare and support teachers in engaging in these critical conversations as connected to science and mathematics with young children?

Playing Mathematics in Early Childhood Based on Semiotics

“…The five subjects were very enthusiastic about finding the sweet one. This is in accordance with the opinion (Smith & Chao, 2018;Wiwik Pratiwi, 2017) which states that every early childhood child really likes playing. The five subjects were looking for the sweetheart on the school yard, and on the school game.…”

Preservice Teachers' Understanding of 'Real world': Developing a Typology

“…While teachers often have concerns about using this approach with younger students (McCormick Smith & Chao, 2018;Simic-Muller, Fernandes, & Felton-Koestler, 2015), there are examples of educators engaging in deep and productive conversations related to mathematics and justice with children as young as preschool (Chao & Jones, 2016;McCormick Smith & Chao, 2018;Murphy, 2009;Turner, Varley Gutiérrez, Simic-Muller, & Diéz Palomar, 2009). For example, Chao and Jones (2016) documented a deep and productive conversation about fairness and mathematics in context of Black History Month that took place in a Pre-K classroom.…”

“…This is especially important for future teachers of younger children, as they are the ones in our study who were most likely to say that children would not know or be interested in these issues. Providing examples of successful teachers of young children engaging in conversations about controversial issues, especially in relation to mathematics is needed, but such examples are rare (Chao & Jones, 2016;McCormick Smith & Chao, 2018;Murphy, 2009;Turner et al, 2009).…”