CMNetwork E-bulletin: August 2014

    © Copyright M. Worthington & E. Carruthers 2012

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CONTEXT: pretend play outside

Tiyanni's House: Tiyanni 3 years 9 months

Figure 1 Figure 2 Figure 3

Tiyanni and her friends picked up numbers (on cards), chatting about house numbers. A short while later they went into the gazebo in the garden: ‘It’s our house’ Tiyanni announced. Their teacher asked if it had a number outside, and Tiyanni replied ‘The number needs to go inside’ and wrote her numbers on the wall in chalk.

Pointing to the large, almost enclosed circle (on the right of figure 1) she explained, ‘That’s the number 8, and the other number’s ‘9’ (her friend Macey had earlier fished out cards with a ‘9’ and a ‘5’ to make her house number). Orna referred to her numbers as ‘89’ and ‘5’ (figure 2) and then to some of her symbols as a written note (figure 3), reading it as ‘Don’t forget to bring fruit to nursery.’ She had seen teachers write this message on the whiteboard on several occasions.

The children used a range of numeral- and writing-like signs to communicate their house numbers and a written message. Young children often use zigzag or wavy lines to represent writing (perhaps imitating adults’ handwriting). They often use crosses to convey diverse meanings in a range of communicative contexts such as drawing, maps, writing and mathematics. Tiyanni knows that different signs are used to represent different meanings.

Taxonomy: Making meaning in social pretend play and imagination.

  • Exploring symbols

  • Early written numerals

  • Numerals as labels

Gallery 7: The emergence of graphic symbols and texts in pretend play / child initiated activity.

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Welcome to Seyda Tarim from Mugla S.K. University, Mugla in Turkey and to Gina Burnhill from Clifton College Pre-Prep., Bristol


NEW! Presentation on Maths and Numeracy to All Party Political Group (APPG), Portcullis House, Westminster. June 2014

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