Possibilities for developing mathematical thinking and learning in self-organized activities of preschool children

Abstract

The paper starts with the assumption that children in young age can develop mathematical thinking and also develop mathematical competences through activities that are not organized by an adult, but by children themselves. In such, self-organized explorative activities, the children actively investigate phenomena that interest them and solve different problems which demand even the use of very complex mathematical operations. Different techniques of observing, teaching and understanding such children's activities can lead to realization of a new concept of learning and teaching, i.e. early education curriculum that is in accordance with the nature of children's learning. The paper also includes one ethnographic case study related to the educational potential of children's self-organized activities, i.e. their connection with the development of mathematical thinking and learning in children.