A COMPARISON OF THE PEDAGOGICAL PRACTICES OF MATHEMATICS EDUCATION FOR YOUNG CHILDREN IN ENGLAND AND SOUTH KOREA
- 839 Downloads
The pedagogical practices of mathematics education for young children in English and Korean pre-schools were compared through analyses of interviews with practitioners, observations of classroom activities and an examination of documents related to the planning and implementation of mathematics education. Practitioners in both countries used integrated activities to teach mathematics, although they used such activities more frequently in nurseries than in reception classes in England and more frequently in state settings than in independent settings in Korea. Furthermore, mathematics education was more structured, more likely to be led by an adult and less holistic in reception classes than in nurseries in England, whereas it was more structured and didactic in independent than in state settings in Korea. However, mathematics education in England was more systematic, used a more individualised approach and incorporated a variety of hands-on materials and rigorous outdoor activities, whereas it was more group-oriented and utilised limited materials and fewer outdoor activities in Korea.
KEY WORDSEngland Korea mathematics education pedagogical approach pre-school
Unable to display preview. Download preview PDF.
- Alexander, R. (Ed.). (2010). Children, their world, their education: Final report and recommendations of the Cambridge primary review. Oxon, UK: Routledge.Google Scholar
- Apple, M. W. (2006). Educating the “right” way. New York: Routledge.Google Scholar
- Biggs, J. B. (1996). Western misconceptions of the Confucian- Heritage learning culture. In D. A. Watkins & J. B. Biggs (Eds.), The Chinese learner: Cultural, psychological, and contextual influences (pp. 45–68). Hong Kong: Comparative Education Research Centre.Google Scholar
- Bilton, H. (2002). Outdoor play in the early years: Management and innovation. London: David Fulton.Google Scholar
- Brimer, A. & Griffin, P. (1985). Mathematics achievement in Hong Kong secondary schools. Hong Kong: Centre of Asian Studies, University of Hong Kong.Google Scholar
- Claxton, G. (2008). Too formal too soon. Speech at an Early Years conference in Northern Ireland 2008. Retrieved May 25, 2012, from http://www.early-years.org/news/newsletters/issue_07.pdf.
- Creswell, J. W. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.Google Scholar
- Curtis, A. (2002). A curriculum for the pre-school child: Learning to learn (2nd ed.). Taylor & Francis e-Library. Retrieved May 25, 2012, from http://web.ebscohost.com/ehost/ebookviewer/ebook/nlebk_68716_AN?sid=77ff6c48-53f6-4c23-ac31-2b1879223fda@sessionmgr15&vid=2.
- Department for Children, Schools and Families (DCSF) (2008). Practice guidance for the early years foundation stage. London: DCSF.Google Scholar
- Department for Children, Schools and Families (DCSF) (2009). Learning, playing and interacting: Good practice in the early years foundation stage. Nottingham, UK: DCSF.Google Scholar
- Drury, R., Miller, L. & Campbell, R. (Eds.). (2000). Looking at early years education and care. London: David Fulton.Google Scholar
- Duncan, J. & Lockwood, M. (2008). Learning through play: A work based approach for the early years professional. New York: Continuum International Publishing Group Ltd.Google Scholar
- Geary, D. C., Bow-Thomas, C. C., Fan, L. & Siegler, R. S. (1993). Even before formal instruction, Chinese children outperform American children in mental addition. Child Development, 8, 517–529.Google Scholar
- Howard, S. (2010). Pedagogy in context. In I. Palaiologou (Ed.), The early years foundation stage: Theory and practice (pp. 38–52). London: SAGE.Google Scholar
- Hurst, V. (1997). Planning for early learning: Educating young children. London: Paul Chapman.Google Scholar
- Kwon, Y. I. (2002). Changing curriculum for early childhood education in England. Early Childhood Research & Practice, 4(2). Retrieved April 18, 2010, from http://ecrp.uiuc.edu/v4n2/kown.html.
- Leung, F. K. S. (2006). Mathematics education in East Asia and the West: Does culture matter? In F. K. S. Leung, K.-D. Graf & F. J. Lopez-Real (Eds.), Mathematics education in different cultural traditions: A comparative study of East Asia and the West (pp. 21–46). New York: Springer Science + Business Media, Inc.CrossRefGoogle Scholar
- McLean, M. (1995). Educational traditions compared. London: David Fulton.Google Scholar
- Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage.Google Scholar
- Millard, E. (1997). Differently literate: Boys, girls, and the schooling of literacy. London: David Fulton.Google Scholar
- Ministry of Education (MOE) (2001). 6th kindergarten curriculum. Seoul, South Korea: MOE. in Korean.Google Scholar
- Ministry of Education and Human Resources Development (MOE) (2007). 2007 revised kindergarten curriculum. Seoul, South Korea: MOE. in Korean.Google Scholar
- New, R. (1992). The integrated early childhood curriculum: New interpretations based on research and practice. In C. Seefeldt (Ed.), The early childhood curriculum: A review of current research (2nd ed., pp. 286–322). New York: Teachers College Press.Google Scholar
- Noble, C., Brown, J. & Murphy, J. (2001). How to raise boys’ achievement. London: David Fulton.Google Scholar
- Sakakibara, T. (2006). The role of Japanese preschool teachers’ support in young children’s mathematical development. The Japanese Journal of Developmental Psychology, 17(1), 50–61. in Japanese.Google Scholar
- Siraj-Blatchford, I. (2008). Understanding the relationship between curriculum, pedagogy and progression in learning in early childhood. Hong Kong Journal of Early Childhood, 7(2), 6–13.Google Scholar
- Siraj-Blatchford, I., Sylva, K., Muttock, R., Gilden, R. & Bell, D. (2002). Researching effective pedagogy in the early years. Research report 356. London: DfES.Google Scholar
- Smidt, S. (2002). Early years practice. London: Routledge Falmer.Google Scholar
- Tobin, J., Wu, D. & Davidson, D. (1989). Preschool in three cultures: Japan, China and United States. London: Yale University Press.Google Scholar
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.Google Scholar
- Wong, K. M. & Cheung, W. W. (1997). A survey of the current status of primary mathematics teaching in Hong Kong. EduMath, 4, 3–15.Google Scholar