Integrating Mathematical Learning during Caregiving Routines: A Study of Toddlers in Swedish Preschools

The purpose of this study is to examine mathematical learning potential during nappy changing in a preschool setting, including how such potential is put into practice.

The authors find that there are many possibilities to communicate mathematical concepts during nappy changing. Moreover, the study shows that several different mathematical concepts are communicated during the observations, but there are also great variations in how much and how often the practitioners communicate the mathematical concepts to the children. Some practitioners barely communicate with the children on mathematical concepts during nappy changing, whereas others communicate mathematical concepts during every nappy change. The authors interpret this as meaning that the variations can be due to different contexts in which the practitioners find themselves during nappy changing, for example whether they are alone with the child during the nappy change, or whether other children are present.

The empirical material is based on sound recorded observations from five preschools, in which 19 practitioners took part (eight preschool teachers, seven childminders and four practitioners with another educational background). The study focusses on whether and how practitioners communicate mathematical concepts to children under the age of 3 years during nappy change. A total of 300 nappy changes were recorded and then analysed on the basis of observation sheets presenting different mathematical concepts such as "counting", "ordinal numbers" and "weight". The researchers registered the different mathematical concepts from the sound recordings in the observation sheet. In addition, the practitioners completed a questionnaire containing general questions about communication, nappy changing and mathematical learning in everyday routines as well as specific questions about mathematical learning potential during nappy changing.

Palmér, H., Henriksson, J., & Hussein, R. (2016). Integrating Mathematical Learning during Caregiving Routines: A Study of Toddlers in Swedish Preschools. Early Childhood Education Journal 44(1), 79-87.