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readily absorb environmental signage
that matters to them. In the two
examples below, the children have
represented the double golden arcs
of ‘M’ for ‘McDonalds’ as they try
out writing a familiar letter
Isaac’s ‘M’ for MacDonald’s when
playing ice cream vans outside his
home, in his dad’s van.
David’s repeated ‘M’ for
MacDonald’ in a notebook.
Explorations with gestures,
words, artefacts, marks, symbols
The emergence of graphic symbols and
texts in pretend play
Children's graphic symbols and texts
in self-initiated contexts.
Most Recent publications:
Worthington, M. and Van Oers, B. (2016)
Pretend Play and the cultural foundations of
mathematics. European Early Childhood Education Research
Journal 24 (1). 51-66.
Worthington, M. and Van Oers, B. (2015)
Children’s social literacies: Meaning making and the
emergence of graphical signs and texts in pretence.
Journal of Early Childhood Literacy 16(1), 1-29.
Carruthers, E. (2015).
Listening to children's mathematics in school.
In B. Perry., A. Gervasoni and A. MacDonald. Eds.
Mathematics and Transition to School - International
Perspectives. Sydney, Australia: Springer.
Courses and Conferences
Courses and Conferences: