Be patient, little horse! The role of pretend play-like narratives in the first uses of number in children from 24 to 36 months old, in interaction with their mothers

Bibliographic Data

ID21490746
AuthorsSílvia Cavalcante (0000-0002-8824-2762, Universitat de Lleida, corresponding author), Cintia Rodríguez (0000-0002-4961-2003, Universidad Autónoma de Madrid), Marc Clarà (0000-0001-5082-6108, Universitat de Lleida)
Year2025
Volume40
Issue4
Publication date2025-12-01
Open AccessYes
TypeARTICLE
VenueEuropean Journal of Psychology of Education (JOURNAL)
Journal identifiersISSN: 0256-2928 • E-ISSN: 1878-5174
PublisherSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1007/s10212-025-01017-6
OpenAlexW4416046893
LanguageEN
References cited39

Few studies investigate how pretend play-like narratives can interact with early mathematical constructs at early ages. To address this issue, we can focus on the role that these narratives play in children’s development of their first uses of numbers and on how adults facilitate this process during board-and-dice games. In our study, we conducted a qualitative analysis of three dyads (child-mother) observed longitudinally from 24 to 36 months old during a board-and-dice game situation. Our findings suggest that the involvement in pretend play-like narratives during the game was central to the interactions. This study underscores the role of pretend play-like narratives in early uses of numbers and contributes to understanding how children develop their early uses of numbers, highlighting the adult’s role in that process

Cognitive development · Early childhood · Early childhood education · Educational psychology · Focus group · Narrative · Narrative inquiry · Qualitative research · Child and Animal Learning Development · Cognitive and developmental aspects of mathematical skills · Mathematics Education and Teaching Techniques

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Open DOIOpen Access