Abstract
The history of early children institutions is littered with debates about how best to educate young children, including in regard to mathematics. In this chapter, definitions of instruction and construction are provided as a way of describing aspects of these debates. Some of those debates are discussed in regard to the filling of “socially empty spaces” by pedagogies and practices that drew on the ideologies of proposers of different projects. Drawings and photos are provided to illustrate visually some of the ways that the empty spaces were filled. The most current debates centre on the pulling down of school knowledge and practices into before-school institutions such as preschools.
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Notes
- 1.
“The Harriet Johnson Nursery School”, in Children yes, The Bank Street Schools, New York, c. 1939, p. 4, Bank Street School Archive
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May, H. (2016). A Historical Overview of Early Education Policy and Pedagogy: Global Perspectives and Particular Examples. In: Meaney, T., Helenius, O., Johansson, M., Lange, T., Wernberg, A. (eds) Mathematics Education in the Early Years. Springer, Cham. https://doi.org/10.1007/978-3-319-23935-4_2
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