From play to numeracy: exploring cognitive and pedagogical processes in early childhood learning
DOI:
https://doi.org/10.17509/j-mer.v7i1.921Keywords:
Play-based learning, Early numeracy, Guided play, Cognitive processes, Early childhood pedagogyAbstract
Early numeracy development is important in early childhood education because it supports children’s logical thinking and school readiness. This study explored children’s cognitive processes and teachers’ pedagogical roles in play-based learning using a qualitative approach with thematic analysis. Data were collected through observations and interviews at RA Jauharul Huda. The findings showed that play-based learning supports early numeracy through exploratory and interactive activities. Teachers contributed by designing play activities, using concrete media, and applying guided play and scaffolding. The study concludes that early numeracy develops through the interaction between children’s cognitive engagement and teachers’ pedagogical support in meaningful learning environments.
Downloads
References
Bailey, D. H., Duncan, G. J., Cunha, F., Foorman, B. R., & Yeager, D. S. (2020). Persistence and fade-out of educational-intervention effects: Mechanisms and potential solutions. Psychological Science in the Public Interest, 21(2), 55–97.
Bakker, A., Cai, J., & Zenger, L. (2021). Future themes of mathematics education research: An international survey before and during the pandemic. Educational Studies in Mathematics, 107(1), 1–24.
Chen, M. Y., Rouse, E., & Morrissey, A.-M. (2024). Intentionality and the active decision-making process in play-based learning. The Australian Educational Researcher, 51(4), 1373–1388.
Chen, S. (2024). Young Children’s Self-Regulated Learning Benefited from a Metacognition-Driven Science Education Intervention for Early Childhood Teachers. Education Sciences, 14(6). https://doi.org/10.3390/educsci14060565
Clements, D. H., Sarama, J., & MacDonald, B. L. (2018). Subitizing: The neglected quantifier. In Constructing number: Merging perspectives from psychology and mathematics education (pp. 13–45). Springer.
Cutting, C., & Lowrie, T. (2023). Bounded learning progressions: A framework to capture young children’s development of mathematical activity in play-based contexts. Mathematics Education Research Journal, 35(2), 317–337.
Dianti, A. Z., Nahdi, D. S., & Saefullah, N. A. (2025). Bridging play and pedagogy: a case study on the effectiveness of guided play in developing early numeracy skills. Numeracy and Pedagogical Studies In Primary Education, 1(01), 16–31.
Dwijantie, J. S. (2026). The development of number sense as the foundation of early childhood numeracy through play-based learning. Tunas Siliwangi: Jurnal Program Studi Pendidikan Guru PAUD STKIP Siliwangi Bandung, 12(1), 12–17.
Etnawati, S. (2021). I Implementasi Teori Vygotsky Terhadap Perkembangan Bahasa Anak Usia Dini. Jurnal Pendidikan, 22(2), 130–138.
Fitriana, D., Suhendra, S., & Juandi, D. (2021). Kemampuan Literasi Matematis Pada Siswa Kelas X Sma Bergaya Kognitif Reflektif. Journal on Mathematics Education Research (J-MER), 2(1), 49–64. https://doi.org/10.17509/j-mer.v2i1.54360
Gawthorpe, A., & Campbell Davidson, K. (2023). Active learners in numeracy: Implementing guided play for early numeracy learning. Research in Teacher Education, 13(1), 13–20.
Grimmond, J., Neilsen-Hewett, C., & Howard, S. J. (2022). The effectiveness of a formative play-based mathematics assessment in supporting the early childhood intentional pedagogue. Australasian Journal of Early Childhood, 47(4), 304–319.
Hirsh-Pasek, K., Hadani, H. S., Blinkoff, E., & Golinkoff, R. M. (2020). A new path to education reform: playful learning promotes 21st century skills in school and beyond. Policy Brief, 1–25.
Jylänki, P., Sipinen, E., Mbay, T., Sääkslahti, A., & Aunio, P. (2023). Combining numerical relational and fundamental motor skills to improve preschoolers’ early numeracy: A pilot intervention study. International Journal of Early Childhood, 55(1), 131–154.
Lewis, R., Fleer, M., & Hammer, M. (2019). Intentional teaching: Can early-childhood educators create the conditions for children’s conceptual development when following a child-centred programme? Australasian Journal of Early Childhood, 44(1), 6–18.
Li, L., & Disney, L. (2023). Young children’s mathematical problem solving and thinking in a playworld. Mathematics Education Research Journal, 35(1), 23–44.
Musi, M. A., & Sugiarti, T. (2025). The Effect of Congklak Games on Numeracy and Islamic Values in Early Childhood. Al-Mudarris (Jurnal Ilmiah Pendidikan Islam), 8(2), 419–434.
Nurjanah, M., Dewi, D. T., Al Fathan, K. M., & Mawardini, I. D. (2022). Literasi numerasi dalam pembelajaran tematik siswa kelas 3 SD/MI. Muallimuna: Jurnal Madrasah Ibtidaiyah, 7(2), 87–98.
Pahmi, S., Sugiarni, R., Albeta, N. J., Kamila, N. H., & Hamidah, N. (2023). Efektivitas Penggunaan Media Sempoa Dalam Meningkatkan Kemampuan Berhitung Siswa Kelas 1. Journal on Mathematics Education Research (J-MER), 4(1), 72–86. https://doi.org/10.17509/j-mer.v4i1.65074
Purpura, D. J., & Lonigan, C. J. (2015). Early numeracy assessment: The development of the preschool early numeracy scales. Early Education and Development, 26(2), 286–313.
Purpura, D. J., Napoli, A. R., Wehrspann, E. A., & Gold, Z. S. (2017). Causal connections between mathematical language and mathematical knowledge: A dialogic reading intervention. Journal of Research on Educational Effectiveness, 10(1), 116–137.
Pyle, A., DeLuca, C., & Danniels, E. (2017). A scoping review of research on play‐based pedagogies in kindergarten education. Review of Education, 5(3), 311–351.
Sarama, J., & Clements, D. H. (2016). Physical and virtual manipulatives: What is “concrete”? In International perspectives on teaching and learning mathematics with virtual manipulatives (pp. 71–93). Springer.
Siswanto, D. H., Janah, N., & Syah, A. B. P. D. (2025). Analisis Kelancaran Prosedural dan Disposisi Produktif Matematis Murid: Faktor Penyebab dan Solusi Pembelajaran. Journal on Mathematics Education Research , 6(2), 91–100. https://doi.org/10.17509/j-mer.v%25vi%25i.81293
Skene, K., O’Farrelly, C. M., Byrne, E. M., Kirby, N., Stevens, E. C., & Ramchandani, P. G. (2022). Can guidance during play enhance children’s learning and development in educational contexts? A systematic review and meta-analysis. Child Development, 93(4), 1162–1180.
Suhartini, W., Wandira, A., Norlia, S., Putri, S., & Putri, H. (2024). Islamic-Based Play Learning for Early Childhood Cognitive Development: A Conceptual Literature Review. IJGIE (International Journal of Graduate of Islamic Education), 5(2), 211–219.
Watts, T. W., Duncan, G. J., Siegler, R. S., & Davis-Kean, P. E. (2015). What’s past is prologue: Relations between early mathematics knowledge and high school achievement. Educational Researcher, 43(7), 352–360.
Weisberg, D. S., Hirsh-Pasek, K., Golinkoff, R. M., Kittredge, A. K., & Klahr, D. (2016). Guided play: Principles and practices. Current Directions in Psychological Science, 25(3), 177–182.
Xi, J., & Lantolf, J. P. (2021). Scaffolding and the zone of proximal development: A problematic relationship. Journal for the Theory of Social Behaviour, 51(1), 25–48.
Zosh, J. M., Hopkins, E. J., Jensen, H., Liu, C., Neale, D., Pasek, K. H., Solis, S. L., & Whitebread, D. (2017). Learning through play: A review of the evidence.
_(2_x_5_cm)_(130_x_140_piksel)2.png){kind=small}
