In this chapter the theory and the practice of Vygotsky's (1987) work on concept formation will be introduced. This work is important for framing approaches to building content knowledge in mathematics and science in the context of the environment. This is an important part of the early childhood curriculum that can sometimes get lost in play-based approaches. In this chapter, a model for understanding how concept formation occurs in relation to children's everyday experiences of the world and their acquisition of formal knowledge will be examined. The model is explained using examples from practice which show how children and teachers can work together to build conceptual knowledge within play-based approaches to curriculum.

MATHEMATICAL CONCEPT FORMATION WITHIN EVERYDAY PRACTICE

It is 10.00 am and Jacinta and her teacher are wiping the tables in preparation for morning tea. Jacinta's teacher has recently attended a workshop on curriculum planning and has brought back a series of cards which give suggestions for how everyday practices can be used to promote mathematics education in young children. As she wipes the table she recalls the dialogue on the back of the cards (see Figure 9.3) and says: