PICTURE BOOKS AND ACTIVITIES OF REPEATIVE SHARING AND TODDLERS’ ACTIONS
Published:
Jul 13, 2017
Keywords:
Repetitive sharing picture book kindergartners partitive division quotative division
Abstract
In early childhood the division concept is introduced through sharing situations which, for this reason, have educational and research interest. Research results confirm that simple share situations are part of daily life and although children generally have the capacity to effectively negotiate with them they also face some difficulties. In this article, a picture book was used as a context in order to investigate kindergartner’s abilities to respond to repetitive sharing situations. The research was conducted with couples of kindergartners of different abilities and communication skills. The results indicated that there were couples of kindergartners who were, in part, capable to respond to the picture book’s sharing situations. Picture book’s basic elements such as the repetition of sharing situations, as well as the answer that provides for each of them seemed to partially help kindergartner to respond to them, whereas the subject of the picture book and the illustrations seemed to mainly involve them socially and emotionally rather than cognitively.
Article Details
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Σκουμπουρδή (Chrysanthi Skoumpurdi) Χ., & Παρακευή - Τσαμπίκα (Crisanthi Paraskevi - Tsampika) Χ. (2017). PICTURE BOOKS AND ACTIVITIES OF REPEATIVE SHARING AND TODDLERS’ ACTIONS. Research in Mathematics Education, (9), 59–82. https://doi.org/10.12681/enedim.14181
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