All posts by Caroline Cohrssen

Caroline Cohrssen is employed at the University of Melbourne as a senior lecturer/researcher on the Master of Teaching (Early Childhood). She is interested in the home learning environment and young children’s demonstrations of mathematical thinking, not only in what they say but also in what they make, draw and do. Caroline’s work aims to equip pre-service early childhood educators to recognise mathematical thinking, plan playful activities and interact purposefully with children to support and extend children's emerging mathematical skills and understanding. 'Her current research focuses on four year old children's demonstrations of spatial thinking.

I did it! Young childrena��s academic self-concept in the year before school

Childrena��s self-awareness develops gradually. Starting with physical self-awareness in infancy, children become increasingly able to gather and understand information about themselves. When children are three and four years old, they often focus on observable characteristics like eye colour, but they also evaluate their own abilities in comparison with other childrena��s abilities: they know who is […]

Families leading learning

As early childhood educators, we know that children learn from birth and that families are childrena��s most important educators. Studies have shown that intensive interventions with families have an impact on childrena��s learning a�� but would a non-intensive intervention change how parents or caregivers support their childrena��s literacy and numeracy skills at home? Also, would […]

You need to use your words!

Does this ring a bell? As early childhood educators, we support childrena��s ability a�?to use their wordsa�� a�� when we model the words to use to join in with play, to share ideas in small and large group conversations, to express feelings and to resolve peer disputes. However, how often do we intentionally encourage children […]

Assessing childrena��s understanding during play-based maths activities

Engaging responsively with children during play requires educators to be sensitive to childrena��s learning needs as well as to their social and emotional needs. Many of us feel comfortable having conversations with children when wea��re reading books or playing outdoors, but less comfortable having conversations with children that enable us to assess their mathematical thinking […]

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