Educators’ Perceptions of the Role of Language when Kindergarten Children Learn Numeracy

Abstract

This paper employs a collaborative auto-ethnographic method to reflect on the role of language when kindergarten children (three-five year olds in a prior to school setting) communicate, make meaning and model the language of numeracy (Macmillan, 2013). The research data included the retrospective reflections of three kindergarten educators and three teacher educators, and a review of literature. A four-phase analysis on the role of language in kindergarten children’s learning of numeracy was conducted. The thematic analysis of the data identified two educational aspects of language use where a modified approach may benefit children’s numeracy development: (1) the creative use of language to promote an active learning environment, and (2) the creative use of language to build and communicate numeracy ideas. The paper then discusses insights and possible developments for the practice of teaching and learning of numeracy in kindergarten classrooms.