Play and Mathematical Learning in Early Childhood

Play and Mathematical Learning in Early Childhood

Introduction

This paper is formulated to comprehend the phenomenon behind childhood learning. There are various critical and theoretical approaches being taken to understand the learning process in children. Pedagogy is a complete study to figure out the learning approaches, methods and outcomes amongst children. It is a fact that, children's mind in much more open to knowledge as compare to an adult's mind. Adults only learn thing to gain reimbursement; in short, an adult always requires a reason to learn (Lillemyr, O. F., et al. 2011). Whereas, a child's mind in more open to learning, without analyzing the outcomes of the learning, therefore they memorize easily and faster. There are various biological aspects also, which are related with the swift learning of children, but despite of those, it a considerable fact that childhood has the most potential to absorb knowledge than any other age (Sedig, K. 2008).

There is another thing, which educators and intellectuals argue the most, learning through practice. Anything that can be learned through repeated practice has a very high probability that the learner would not forget it for a comprehensive period of time. This is merely the reason that children are encourage to play and learn through various physical learning tools that not only please the child, but also builds its interest in the activity (Perry, G. 2006). This is merely the reason that most nurseries or kinder garden education centers have playing areas, toys, and other appealing things for children, with which children can interact and memorize them easily (Sedig, K. 2008). There are various other concepts and details about the effective learning in children, and this paper is formulated to elucidate the phenomenon behind the successful learning in childhood.

Children's Learning Process

Children are open to knowledge, thus, intellectuals have defined various ways to effectively make children learning through various approaches. Children are taught through association. In kinder garden houses, learning is associated with various interactive toys and other stuff so that children would be able to memorize them in their mind, this is merely the reason that most kinder gardens keeps playing area to please children (Spencer, M., et al. 1997). Despite of it, children's mind is not focused, which is also a positive and a negative factor for their learning, and it is merely the craft of the educator who manages between them and made a child to absorb the required knowledge.

The positive aspect of open mindedness and unfocused nature is that a child can be shaped for any sort of learning an educator wants to. This means that whatever is being taught in the childhood builds the basis of a child's future mental development. However, the negative aspect of this unfocused mind is that the visually appealing props located in the kinder garden do distract the mind of the child from learning (Perry, G. 2006). But it is merely the art of educator, who critically understands the psyche of the children, and maneuvers between ...