Abstract:

Ongoing debates between school-oriented and developmental approaches in preschool education leave teachers uncertain about how to foster mathematical learning through play. In this study, pretend play, also referred to as dramatic or make-believe play, is defined, following Vygotsky’s theoretical framework, as an imaginary and child-initiated activity in which children adopt roles and follow the implicit rules associated with them. Between the ages of 3 and 7, pretend play is considered the leading activity of development, as it creates a zone of proximal development where children engage in meaningful interactions and explore complex ideas. While the importance of play is widely recognized, few empirical studies have documented how mathematical concepts emerge in this context.

Guided by Vygotskian sociocultural theory, we conducted a qualitative, exploratory, descriptive study to document the mathematical concepts mobilized, explored, or developed by children during pretend play in authentic classroom settings. Six preschool classrooms were selected. Data were collected through non-participant video observations. A total of 18 pretend play sessions (60 minutes each) were recorded and analyzed using content analysis, supported by inter-rater agreement to ensure reliability.

Findings show that certain mathematical concepts were mobilized, explored or developed by children during pretend play, whereas others appeared only rarely or were entirely absent from the observed play situations. By documenting how preschool-aged children engage with mathematical ideas through pretend play, this study contributes to international discussions on how developmental play-based pedagogy can support early mathematical learning and, ultimately, foster long-term academic success, given that preschool mathematical skills are strong predictors of later achievement.

Keywords:

Preschool education, pretend play, mathematical thinking, sociocultural theory, early mathematics, qualitative research.