Document Details
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Document Type |
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Thesis |
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Document Title |
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Children’s Early Understanding of Number in Home and Preschool Contexts in Saudi Arabia فهم الأطفال المبكر لمفهوم العدد في بيئة البيت والروضة بالمملكة العربية السعودية |
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Subject |
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The main purpose of this study was to explore children's number knowledge and its development. Different contexts, in which children's mathematical activities are situated, including social, educational, and physical environment are explored. In additio |
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Document Language |
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English |
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Abstract |
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The main purpose of this study is to explore children's number knowledge and its development during the last year in preschool. Contemporary socio-cultural theories are used to understand and explain children’s early informal and formal numerical learning in Saudi families and preschool centres. Different contexts, in which children's mathematical activities are situated, including social, educational, and physical environment are explored. The study is situated within an interpretive paradigm, providing a framework for the rigorous data collection and analysis. Children’s knowledge of number is investigated using two methods; task-based interviews that are conducted in four phases, and TEMA-2 as a standardized test at the beginning and end of the year. Home and preschool contexts are explored by mothers and teachers' interviews, and class observations. The outcomes of these methods are integrated in an in-depth analysis of case studies of children with different ability levels, which provided comprehensive understanding of key themes in early number learning that include individual and socio-cultural dynamics. The study revealed clear differences in children’s number knowledge at the beginning of the preschool year, and dissimilar rates of development, which reflected the extended impact of the varied experiences available in their homes, and the absence of sufficient mathematical activities in preschool. Children’s abilities, motives, and interests proved to be an essential dynamic in their numerical learning, which highlighted the importance of considering them in curriculum design and pedagogy, and in home practices. The study also revealed conflicts between teachers’ beliefs, professional knowledge, and their practices, and between these elements and contemporary theories and practice in early childhood education. This was attributed to the inappropriate theoretical framework of the preschool curriculum. The study therefore suggests a revision of the curriculum guidelines and practices in the field, and recommends professional development for practitioners building on the revised understanding of developmentally appropriate practice. |
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Supervisor |
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Prof. Elizabeth Wood |
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Thesis Type |
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Master Thesis |
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Publishing Year |
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1427 AH
2007 AD |
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Number Of Pages |
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356 |
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Co-Supervisor |
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Dr. Laila Al-Ghalib |
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Added Date |
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Saturday, June 26, 2010 |
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Researchers
| ساما فؤاد خُميّس | Khomais, Sama Fouad | Investigator | | skhomais@kau.edu.sa |
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