A playroom is a space where a child spends the majority of his/her time in kindergarten. The educator, with the help of her assistant and the children, shapes the space into an encouraging and learning environment. The room is divided into smaller parts, which are called corners of interest. These corners have simple names and one of the main subjects from The Kindergarten Curriculum is assigned to each corner. In the theoretical part, I focused first on The Kindergarten Curriculum and different mathematical content. The theoretical part also encapsulates a short description of the corners and a detailed description of the mathematical corner. Besides an encouraging learning environment, the educator can utilise other daily activities to learn mathematical content (e.g. the child arrival). The empirical part of the diploma includes the description of project work which includes the introduction of the mathematical corner. I tried to make the children enthusiastic about the world of mathematics with different activities, with which the children developed their imagination, thinking, skills and simultaneously had an enjoyable experience. After that, we introduced the mathematical corner into the playroom of the group with the children’s help. I prepared various materials which helped the children to get acquainted with different mathematical content. The children were playing mathematics and learned it through play. After introducing the mathematical corner, I observed and followed the children play in the mathematical corner. I noticed that the children were choosing different accessories from individual fields. Gender differences appeared in terms of accessory choice.
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