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This qualitative study investigated which mathematical concepts, skills, and play types children preferred and what concepts and skills appeared across play types. Fifteen children from different age groups participated. Measurement and number-related skills were used most frequently, while pretend play and object play were the primary play types. Measurement and number skills were also linked to pretend and object play.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/childrens-mathematics-integrated-play-experiences-during-play-times-abstract-introduction-and-early-childhood-mathematics-education/588181/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/childrens-mathematics-integrated-play-experiences-during-play-times-abstract-introduction-and-early-childhood-mathematics-education/588181.png","ImageObject",300,407,{"name":92,"@type":93},"Aditya","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study focus on regarding children’s learning through play?","Question",{"text":112,"@type":113},"The study examines which mathematical concepts, skills, and play types children prefer during play times, and which mathematical concepts and skills appear in different play types.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How many children participated, and what type of research was used?",{"text":117,"@type":113},"The study used a qualitative design and involved 15 children from different age groups.",{"name":119,"@type":110,"acceptedAnswer":120},"Which mathematical skills and play types were observed most often?",{"text":121,"@type":113},"Measurement-related and number-related skills were used most frequently, while pretend play and object play were used mainly by children.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588181,1792192429,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","CHILDREN’S MATHEMATICS INTEGRATED PLAY  \nEXPERIENCES DURING PLAY TIMES  \nTuğba ÖÇAL, Medera HALMATOV  \nAbstract: Children have mathematical understanding beginning from the early years of life.  \nMathematics education during these years has a significant effect on children’s future lives. Play is a significant issue in children’s lives and can be used as a way for teaching and learning. It presents a rich learning environment. In this study, therefore, we mainly focused on which mathematical concepts, skills and play types children preferred and found out mathematical concepts and skills observed in various play types children preferred while they were playing. This study was a qualitative study and 15 children from different age groups participated. The results of this study indicated that measurement related skills and number related skills were frequently used and pretend play and object play types were used mainly by children. Besides, pretend play and object play types were frequently used by children while they were using measurement and number related skills.  \nKeywords: Play types, mathematical skill, early childhood, mathematics education  \n1. Introduction  \nChildren are born with mathematical skills and conceptions (Geist, 2009) . This takes the attention of researchers and there is a growing body of knowledge about early childhood mathematics education. Researches are generally about its significance and effects on children's future academic and social lives (Clements, Fuson, and Sarama, 2019; Rudd, Lambert, Satterwhite, and Zaier, 2008) . There are also researches indicating that children’s achievement in mathematics gives ideas about their future academic success not just in mathematics as well as in other subjects and their lives (Clements and Sarama, 2014; Duncan et al., 2007; Schoenfeld and Stipek, 2011) . Hence, there are various effects of it on children and their lives.  \nChildren gain and experience mathematical concepts and skills during their everyday lives. They observe and explore mathematical dimensions of surroundings. During these processes, they have a chance to experience quantities, patterns, measuring, sharing, space related terms, solving real life problems; therefore, children should be provided opportunities for meaningful mathematics explorations (Guberman, 2004) . In addition to everyday experiences, early childhood mathematics education is significant for the acquisition of mathematical understanding and gaining mathematical skills (Perry and Dockett, 2002) . When these issues are considered altogether, early year mathematics education is significant for various reasons. Moreover, mathematics education has three major related goals; children's gaining mathematical understanding as well as thinking, children's gaining mathematical skills like reasoning and predicting, and lastly, issues related with an affective domain like enjoying learning mathematics (National Association for the Education of Young Children ([NAEYC], 2010) . These goals can be achieved through a variety of instructional ways.  \nIn the current literature, there is not any agreement on how the instructional process should be planned. For instance, according to Palmer and Björklund (2016), there are different opinions about which instructional method should be used in early childhood. One of the instructional methods is play due to its appropriateness to children’s development level, in other words, play is the best way in children’s learning (Pyle, 2018) . Play can be used during early years even though there are different understandings regarding play (Gasteiger, 2015) . And it is significant due to the fact that children develop cognitively, physically, socially and emotionally while they are playing and play provides  \nchildren to use their creativity, imagination, dexterity and physical, cognitive and emotional strength (Ginsburg, 2007) . As well play provides exploring the world the children can master, and when needed","cbCaidjXxTVggVBF","https://ap.wps.com/l/cbCaidjXxTVggVBF","pdf",302494,11,"English","# Introduction\n## Play","[{\"question\":\"What does the study focus on regarding children’s learning through play?\",\"answer\":\"The study examines which mathematical concepts, skills, and play types children prefer during play times, and which mathematical concepts and skills appear in different play types.\"},{\"question\":\"How many children participated, and what type of research was used?\",\"answer\":\"The study used a qualitative design and involved 15 children from different age groups.\"},{\"question\":\"Which mathematical skills and play types were observed most often?\",\"answer\":\"Measurement-related and number-related skills were used most frequently, while pretend play and object play were used mainly by children.\"}]","Children’s Mathematics Integrated Play Experiences During Play Times - Abstract, Introduction and Early Childhood Mathematics Education | PDF",1792064702,28]