I graduated as a kindergarten teacher in 1997, and I have worked in different kinds of kindergartens for 11 years. During these years, I have been involved in the design and implementation of two private kindergartens. In the Spring of 2010, I completed a master’s degree in early childhood education, and I wrote a thesis on children’s spatial awareness in a climbing context. Mathematics as a subject was introduced in the kindergarten teacher education in 1997, so I had no experience with this subject in my own education. This was part of my reason for choosing to write about children and mathematics (geometry/spatial).
I have now been given the opportunity to immerse myself even further into this area of children’s mathematical development – and even make some new contributions that may reveal more about the kindergarten teachers knowledge – and I see this as a great challenge and a privilege. The national framework plan for Norwegian kindergartens (KD, 2011) has an emphasis on the adult’s role in children’s learning of mathematics, but it says little about what knowledge the kindergarten teachers need, and how this knowledge can best support children in their development.
Abstract (doc file)