Page 295 - Čotar Konrad Sonja, Borota Bogdana, Rutar Sonja, Drljić Karmen, Jelovčan Giuliana. Ur. 2022. Vzgoja in izobraževanje predšolskih otrok prvega starostnega obdobja. Koper: Založba Univerze na Primorskem
P. 295
Learning Mathematics and Language
through an Integrated Approach
in Preschool Education
Sanja M. Maričić
University of Kragujevac
sanjamaricic10@gmail.com
Mirjana M. Stakić
University of Kragujevac
mirjanastakic073@gmail.com
The initial attitude in this paper argues that learning at preschool age should
be characterised by a holistic approach which integrates different areas of
knowledge. In this context, authors draw special attention to the importance
of integrating language development and preschool mathematics education
by means of literature for children. In the theoretical section, the authors define
their goals – to determine the extent to which preschool teachers integrate
language development and development of mathematical concepts, to learn
which literary form is used most frequently as an integrative element and to
determine the presence of integration in each content area of preschool math-
ematics education. Results show that preschool teachers most commonly in-
tegrate activities related to language development and mathematics, that the
most frequently used integrative element is the prose and poetic text, and that
literary content for children is commonly used as scaffolding to help children
develop the concept of number and set.
Keywords: preschool education, integration, mathematics education, language
development, child
Introduction
The period of preschool education is a very important period in the life of
every individual, and the basics of learning laid out in this period are ob-
served as the foundation for lifelong learning (Organisation for Economic Co-
Operation and Development 2006). Learning and development in preschool
education are characterised by a holistic approach which ‘integrates different
areas of knowledge, thus uniting the cognitive, social, physical, emotional,
cultural and spiritual aspect of child development’ (Stakić and Maričić 2018,
369). ‘Learning and teaching represent a comprehensive process seamlessly
integrated in the context of everyday life’ (Pavlović Breneselović and Krnjaja
Čotar Konrad, S., B. Borota, S. Rutar, K. Drljić in G. Jelovčan, ur. 2022. Vzgoja in izobraževanje
predšolskih otrok prvega starostnega obdobja. Koper: Založba Univerze na Primorskem.
https://doi.org/10.26493/978-961-293-134-6.295-309
through an Integrated Approach
in Preschool Education
Sanja M. Maričić
University of Kragujevac
sanjamaricic10@gmail.com
Mirjana M. Stakić
University of Kragujevac
mirjanastakic073@gmail.com
The initial attitude in this paper argues that learning at preschool age should
be characterised by a holistic approach which integrates different areas of
knowledge. In this context, authors draw special attention to the importance
of integrating language development and preschool mathematics education
by means of literature for children. In the theoretical section, the authors define
their goals – to determine the extent to which preschool teachers integrate
language development and development of mathematical concepts, to learn
which literary form is used most frequently as an integrative element and to
determine the presence of integration in each content area of preschool math-
ematics education. Results show that preschool teachers most commonly in-
tegrate activities related to language development and mathematics, that the
most frequently used integrative element is the prose and poetic text, and that
literary content for children is commonly used as scaffolding to help children
develop the concept of number and set.
Keywords: preschool education, integration, mathematics education, language
development, child
Introduction
The period of preschool education is a very important period in the life of
every individual, and the basics of learning laid out in this period are ob-
served as the foundation for lifelong learning (Organisation for Economic Co-
Operation and Development 2006). Learning and development in preschool
education are characterised by a holistic approach which ‘integrates different
areas of knowledge, thus uniting the cognitive, social, physical, emotional,
cultural and spiritual aspect of child development’ (Stakić and Maričić 2018,
369). ‘Learning and teaching represent a comprehensive process seamlessly
integrated in the context of everyday life’ (Pavlović Breneselović and Krnjaja
Čotar Konrad, S., B. Borota, S. Rutar, K. Drljić in G. Jelovčan, ur. 2022. Vzgoja in izobraževanje
predšolskih otrok prvega starostnega obdobja. Koper: Založba Univerze na Primorskem.
https://doi.org/10.26493/978-961-293-134-6.295-309
