Zusammenfassung
In den vergangenen 25 Jahren haben sich die gesellschaftlichen Erwartungen in den Niederlanden bezüglich des Vorschulcurriculums wesentlich erweitert. Lange Zeit herrschte die Vorstellung, dass der Kindergarten in erster Linie der Sozialisation der Kinder dient, die emotionale und motorische Entwicklung oder den Wortschatz der Kinder fördern soll und sie damit auf die bevorstehende Schullaufbahn vorbereitet. Diese Vorstellung ist in den Niederlanden seit langem durch eine Sichtweise ersetzt worden, die das Curriculum für Vier-bis Sechsjährige als eine Art Einführungsstufe für die Schule versteht. Folglich erhielt die Frage zunehmend Beachtung, wie man bereits vor der Einschulung die intellektuelle Entwicklung der Kinder im Hinblick auf die schulischen Hauptfächer unterstützen kann — und davon ist natürlich auch die Mathematik betroffen.
Übersetzung aus dem Englischen: Arndt Ladwig
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van Oers, B. (2004). Mathematisches Denken bei Vorschulkindern. In: Fthenakis, W.E., Oberhuemer, P. (eds) Frühpädagogik international. VS Verlag für Sozialwissenschaften, Wiesbaden. https://doi.org/10.1007/978-3-322-95041-3_21
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