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The study examines how kindergarten children (ages four to five) represented numeracy concepts through drawings and explanations. It uses arts-based strategies and involves Australian children creating and exchanging postcards of local environments with peers in Canada. Results show growing understanding in spatial orientation, quantification, and object attributes, supporting intentional teaching and an early childhood numeracy progress monitoring framework.",{"@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/kindergarten-children-demonstrating-numeracy-concepts-through-drawings-and-explanations-intentional-teaching-within-play-based-learning/593703/",{"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/kindergarten-children-demonstrating-numeracy-concepts-through-drawings-and-explanations-intentional-teaching-within-play-based-learning/593703.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does intentional teaching support numeracy in early years?","Question",{"text":112,"@type":113},"Intentional teaching uses planned actions with specific outcomes, supporting both child-guided and adult-guided learning through resources, experiences, assistance, and evidence collection to extend learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What method did the study use to help children demonstrate numeracy concepts?",{"text":117,"@type":113},"Children demonstrated numeracy through drawings and explanations, created as postcards representing their local environments and exchanged with peers.",{"name":119,"@type":110,"acceptedAnswer":120},"What numeracy concepts were identified in the children’s work?",{"text":121,"@type":113},"Findings indicate understanding of spatial orientation, quantification, and attributes of objects through the children’s drawings and explanations.","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},593703,1792171084,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 41 | Issue 5 | Article 5 |\n| --- | --- |\n\n2016  \nKindergarten Children Demonstrating Numeracy Concepts through Drawings and Explanations: Intentional Teaching within Play-based Learning  \nPhilemon Chigeza  \nJames Cook University, [philemon.chigeza@jcu.edu.au](philemon.chigeza@jcu.edu.au)  \nReesa Sorin  \nJames Cook University  \nRecommended Citation  \nChigeza, P., & Sorin, R. (2016). Kindergarten Children Demonstrating Numeracy Concepts through Drawings and Explanations: Intentional Teaching within Play-based Learning. Australian Journal of Teacher Education, 41 (5).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol41/iss5/5](http://ro.ecu.edu.au/ajte/vol41/iss5/5)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol41/iss5/5](http://ro.ecu.edu.au/ajte/vol41/iss5/5)  \nKindergarten Children Demonstrating Numeracy Concepts through Drawings and Explanations: Intentional Teaching within Play-based  \nLearning  \nPhilemon Chigeza  \nReesa Sorin  \nJames Cook University  \nAbstract: Using both child-guided and adult-guided learning,  \nIntentional Teaching in the early years can be a powerful tool for  \nenhancing young children’s numeracy skills. As Epstein (2009) notes,  \nthis can include providing “opportunities for children to represent  \nthings by drawing, building and moving”(p. 47). This paper  \ninvestigates how kindergarten (four-five year olds) children  \nrepresented and demonstrated numeracy concepts through their  \ndrawings and explanations, completed for a research study that used  \narts-based strategies to enhance children’s environmental  \nunderstanding. This research study involved kindergarten children in  \nAustralia creating and exchanging postcards (drawings and  \nexplanations) of their local environments with their peers in Canada.  \nFindings include that the kindergarten children, through creating  \npostcards of their physical environments and explanations,  \ndemonstrated their growing understanding of numeracy concepts,  \nsuch as spatial orientation, quantification and attributes of objects.  \nThe study argues for quality Intentional Teaching and the  \ndevelopment of an ‘early childhood numeracy progress monitoring  \nframework’ that maps and assesses children’s mathematical  \ndevelopment.  \nIntroduction  \nThe Victorian Early Years Learning and Development Framework and the Victorian Essential Learning Standards (2008) discussion paper suggest that a gradual shift in emphasis from‘free play’ to ‘structured learning’ in the early years of formal education gives a strong rationale for alignment between learning in early years and the wider education system. This, in turn, helps children to achieve academically in their schooling in the first eight years of life.  \nThe discussion paper further suggests that, while the notion of stages of development is now widely debated, general principles for teaching and learning are needed to orient early childhood educators and early childhood teacher educators towards commonly agreed-upon goals, strategies and modes of assessment related to changes in children’s capacities and needs as they grow. However, discussions around exactly when ‘structured learning’ should be introduced, as well as how ‘structured learning’ and ‘play-based learning’ are (re)conceptualized remain contestable and can at times result in opposite positions with no‘middle ground’. Brown (n.d.) writes that:  \nWhen you enter the preschool search, you will want to consider what you value in your child’s early education. Do you want a lot offree play or more structured  \nactivities? Do you want the teacher to direct the day or foryour child to choose activities based on her interests? Are you interested in language immersion or a focus on music or the arts? Or maybe you want a little of everything?  \nAt one end are those who advocate for ‘structured learning’ and at the other end are those who advocate for ‘free play’ and child-directed ","cbCaisd5yVzA9zPW","https://ap.wps.com/l/cbCaisd5yVzA9zPW","pdf",423547,14,"English","# Abstract\n# Introduction\n## Structured learning vs free play\n# Intentional Teaching in Early Childhood\n## Definition and supporting frameworks","[{\"question\":\"How does intentional teaching support numeracy in early years?\",\"answer\":\"Intentional teaching uses planned actions with specific outcomes, supporting both child-guided and adult-guided learning through resources, experiences, assistance, and evidence collection to extend learning.\"},{\"question\":\"What method did the study use to help children demonstrate numeracy concepts?\",\"answer\":\"Children demonstrated numeracy through drawings and explanations, created as postcards representing their local environments and exchanged with peers.\"},{\"question\":\"What numeracy concepts were identified in the children’s work?\",\"answer\":\"Findings indicate understanding of spatial orientation, quantification, and attributes of objects through the children’s drawings and explanations.\"}]","Kindergarten Children Demonstrating Numeracy Concepts through Drawings and Explanations - Intentional Teaching within Play-based Learning | PDF",1792077754,35]