Kitchen Work: Mathematical Learning Space for Early Childhood

Abstract

The purpose of this study was to study the mathematics learning ability for early childhood through kitchen work. The main group of informants were parents of early childhood children and early childhood ages between 3-5 years ole in the Bangkok area, totaling 8 people; 8 families, the target group was selected specifically. The tools used for storing information are: 1) Kitchen work, consisting of baking cookies, sago stuffed with three-colored shrimp, three crisps, preparing tables and equipment for meals in the house. 2) Participatory observation and 3) In-depth interviews. Concerning the phenomenon of learning mathematics in early childhood in counting 1-20, knowing the value of numbers 1-5, comparing colors, sizes, shapes, ordering events, positions, before, after, above, below, inside and outside. Data were analyzed by explaining the phenomena and mathematics learning for early childhood. The results of the study found that Mathematical phenomena occur all the time during the course of activities. Playing in the kitchen through interactive conversation young children are powerful math learners and parents are great teachers in the kitchen. Children have the ability to express their knowledge and relate it to other aspects of their daily lives.