Frequently Asked Questions
Why math and pretend play?
Studies suggest that preschool mathematical ability is linked to math achievement through age 15 (Romano, Babchishin, Pagani, & Kohen, 2010; Watts, Duncan, Siegler, & Davis-Kean, 2014). Pretend play offers rich possibilities for exploring mathematical skills and learning, especially when the experiences are scaffolded with play materials and guided educator support. Educators can engage young children in pretend play to emphasize and build on naturally occurring math moments such as counting, constructing, and measuring.
Who is this course meant for?
This course was designed for early childhood educators who serve children ages 2–5.
What are the course objectives?
This course highlights the importance of math and make-believe play in children’s development, and helps teachers explore how they can integrate math moments into everyday pretend play.
- In Unit 1, we explore the earliest foundations of math with babies and toddlers, and identify everyday playful interactions to enhance the cognitive skills related to math for 0-2 year olds.
- In Unit 2, we provide a brief overview of the research highlighting the importance of math in early childhood, along with some key math language and ways to find math moments in everyday play.
- In Unit 3, we identify math concepts that can be explored using everyday classroom materials and discuss opportunities to adapt your environment to meet math goals.
- In Unit 4, we focus on the research and best practices around supporting pretend play, and explore the factors of pretend play that can serve as tools for math learning.
- In Unit 5, you will practice integrating math concepts into children’s pretend play using a case study and your own learning setting.
Is there a fee to take this course and earn a certificate?
The course is offered for FREE.
Does the course count towards my professional development hours?
Please see the Securing CEUs course tab to see if your state accepts this course towards credit/contact hours, as well as state-by-state instructions for submitting your information. Educators in states that do not accept this course will need to secure professional development hours with their supervisors or other accreditors. We recommended printing the “About This Course” page to share with those who are granting credit.
How do I earn a certificate of completion for the course?
Participants must finish the course in its entirety and answer several brief survey questions in order to receive a certificate of completion. At this time, a certificate will automatically appear in the Dashboard section of the course landing page.
I have completed the course, but my certificate is not appearing. What should I do?
The Completion Progress tracker, in your Dashboard, will indicate whether or not you fully completed each lesson within a unit. This tracker will help tell you if you missed a step towards earning your certificate. If any lesson appears as incomplete, then you must navigate back through that lesson to ensure all steps have been completed and answers submitted. The certificate should then appear at the bottom of the Unit 5 Lesson 9 – End of Course page.
Is this course timed?
This course is designed to be completed at your own pace. You can complete the course in one sitting or over multiple sittings. The course takes about 4 hours total to complete. The course will close January 12th, 2018. You can complete the course any time before that date.
How long is the course?
Each course unit takes about 45 minutes to complete. The entire course takes about four to five hours to complete, and can be done all at once or over multiple sittings.
How do I sign up/register?
Click the “Register” button on the course landing page and follow the instructions.
How can I access the course?
The course can be accessed using a desktop computer or tablet device. For an ideal experience, we recommend using the most updated versions of Google Chrome, Mozilla Firefox, or Internet Explorer (version 11).
Romano, E., Babchishin, L., Pagani, L. S., & Kohen, D. (2010). School readiness and later achievement: Replication and extension using a nationwide Canadian survey. Developmental Psychology, 46(5), 995.
Watts, T.W., Duncan, G.J., Siegler, R.S., & Davis-Kean, P.E. (2014). What’s past is prologue: Relations between early mathematics knowledge and high school achievement. Educational Researcher, 43(7), 352–360.