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Learning Mathematics and Language through an Integrated Approach in Preschool Education
served learning as a social process occurring in interaction with others, in so-
cially constructed situations where language plays a central role. ‘Thinking,
learning and language are interwoven. Children use oral, written and visual
language to convey ideas, thoughts, emotions, values and beliefs, to learn to
understand themselves and others, and to analyse their own learning pro-
cess and thinking processes’ (Pavlović Breneselović and Krnjaja 2017, 23).
The process of preschool mathematics education is characterised by nu-
merous idiosynchrasies. A child of preschool age is a unique recipient and
learning at this age greatly differs from the learning process of adults. Chil-
dren learn on their own in situations which make sense to them, when they
are prompted by intrinsic motivation to learn, and when learning is familiar,
based on their personal experience and needs. These are situations in which
mathematical context is pushed in the background, and learning is placed in
a context familiar and interesting to the child, and when it comprises activi-
ties the child is willing to participate in. Both the National Association for the
Education of Young Children and the National Council of Teachers of Math-
ematics emphasise the importance of ‘weaving mathematics into children’s
experiences with literature, language, science, social studies, art, movement,
music, and all parts of the classroom environment’ (National Association for
the Education of Young Children and National Council of Teachers of Mathe-
matics 2002, 7). Children’s literature creates such a context to a great extent,
because it represents the basic content for language development activities,
and in terms of mathematics education, it represents an integrative element
which creates a foundation and a realistic learning context.
Numerous studies indicate there is a connection between mathematics
and language development in preschool period, where both subjects con-
tribute to child’s development (Ojose 2008; Purpura et al. 2011; Welsh et al.
2010). Authors emphasise that this way, we get meaningful and authentic
learning (Clements, Sarama, and DiBiase 2003; Kilpatrick, Swafford, and Find-
ell 2001), and that this teaching strategy helps students use mathematics to
connect to their own lives each day (Pomykal Franz and Pope 2005). An inte-
grated approach to learning is in harmony with the idea of holistic preschool
education. The teacher uses literary content to spontaneously create con-
ditions for associating learning with the child’s personal experience, to link
practical activities with activities occurring in the realm of the abstract, thus
ensuring a spontaneous transition from concrete, realistic concepts to ab-
stractions and generalisations required by the very nature of mathematics.
Mathematics is presented to children using a language they understand.
The language is visualised through images generated by the literary text,
297
served learning as a social process occurring in interaction with others, in so-
cially constructed situations where language plays a central role. ‘Thinking,
learning and language are interwoven. Children use oral, written and visual
language to convey ideas, thoughts, emotions, values and beliefs, to learn to
understand themselves and others, and to analyse their own learning pro-
cess and thinking processes’ (Pavlović Breneselović and Krnjaja 2017, 23).
The process of preschool mathematics education is characterised by nu-
merous idiosynchrasies. A child of preschool age is a unique recipient and
learning at this age greatly differs from the learning process of adults. Chil-
dren learn on their own in situations which make sense to them, when they
are prompted by intrinsic motivation to learn, and when learning is familiar,
based on their personal experience and needs. These are situations in which
mathematical context is pushed in the background, and learning is placed in
a context familiar and interesting to the child, and when it comprises activi-
ties the child is willing to participate in. Both the National Association for the
Education of Young Children and the National Council of Teachers of Math-
ematics emphasise the importance of ‘weaving mathematics into children’s
experiences with literature, language, science, social studies, art, movement,
music, and all parts of the classroom environment’ (National Association for
the Education of Young Children and National Council of Teachers of Mathe-
matics 2002, 7). Children’s literature creates such a context to a great extent,
because it represents the basic content for language development activities,
and in terms of mathematics education, it represents an integrative element
which creates a foundation and a realistic learning context.
Numerous studies indicate there is a connection between mathematics
and language development in preschool period, where both subjects con-
tribute to child’s development (Ojose 2008; Purpura et al. 2011; Welsh et al.
2010). Authors emphasise that this way, we get meaningful and authentic
learning (Clements, Sarama, and DiBiase 2003; Kilpatrick, Swafford, and Find-
ell 2001), and that this teaching strategy helps students use mathematics to
connect to their own lives each day (Pomykal Franz and Pope 2005). An inte-
grated approach to learning is in harmony with the idea of holistic preschool
education. The teacher uses literary content to spontaneously create con-
ditions for associating learning with the child’s personal experience, to link
practical activities with activities occurring in the realm of the abstract, thus
ensuring a spontaneous transition from concrete, realistic concepts to ab-
stractions and generalisations required by the very nature of mathematics.
Mathematics is presented to children using a language they understand.
The language is visualised through images generated by the literary text,
297
