References
- Charlesworth, R. (2011). Experiences in math for young children(6th ed). Belmont, CA: Wadsworth Cengage Learning.
- Choi, M. S., Ahn, J. Y., & Yim, Y. J. (2012). The effect of the block play with theme explorations on young children's spatial perspective-taking ability and mathematical attitude. The Journal of Korea Open Association for Early Childhood Education, 17(2), 257-278.
- Damast, A. M., Tamis-Lemonda, C. S., & Bornstein, M. H. (1996). Mother-child play: Sequential interactions and the relation between maternal beliefs and behaviors. Child Development, 67(4), 1752-1766. https://doi.org/10.2307/1131729
- Hutt, C. (1971). Exploration and play in children. In R. Herron & B. Sutton-Smith(Eds.), Child's play (pp. 231-251). New York: Wiley.
- Kamii, C. & DeVries, R. (1993). Physical knowledge in preschool education: Implication of piaget's theory. New York : Teachers College Press.
- Kamii, C. & DeVries, R. (1997). Physical knowledge in preschool education: implication of piaget's theory. Lee, K. W., & Moon, M. O. (translation). Seoul: Changjisa. (Original published in 1978).
- Kamii, C., & Kato, Y. (2006). Play and mathematics ages one to ten. In D. P. Fromberg & D. Bergen (Eds.), Play form birth to twelve: Contexts, perspectives, and meanings(2nd ed., pp.187- 198). New York: Routledge.
- Kamii, C., Miyakawa, Y., & Kato, Y. (2004). The development of logico-mathmatical knowledge in a block building activity at ages 1-4. Journal of Research in Childhood Education, 19(1), 44-57. https://doi.org/10.1080/02568540409595053
- Kamii, C., Miyakawa, Y., & Kato, Y. (2007). Trying to make a lever work at ages 1 to 4: The development of "functions" logicomathematical thinking. Early Education and Development, 18(1), 145-161. https://doi.org/10.1080/10409280701274774
- Kamii, C., Rummelsburg, J., & Kari, A. (2005). Teaching arithmetic to low-performing, low- SES first graders. Journal of Mathematical Behavior, 24, 39-50. https://doi.org/10.1016/j.jmathb.2004.12.004
- Kang, Y. W., & Lee, K. H. (2008). The development of logical and mathematical in 1-to 3-year-olds: Examined by physical knowledge activities. Korean Journal of Child Studies, 29(1), 15-32.
- Kim, J. H., & Lee, J. H. (2013). Toddlers' block play, its characteristics and values based on play contents and social interactions. Journal of Future Early Childhood Education, 20(1), 97-124.
- Kim, M. A., & Cho, E. J. (2013). Relationships between kindergarteners' block building activities and their map reading and map representation abilities. Korean Journal of Child Education and Care, 13(3), 259-281.
- Kim, S. H. (2011). The effects of block play using pre-drawing pictures, photographs, and portfolio on young children's reasoning ability, mathematic Ability, and creativity. Korea Journal of Child Care and Education, 69, 191-211.
- Lee, S. B. (2010). The effects of a block play activity program on preschool children's geometric and spatial sense, and creative problem solving. The Journal of Early Childhood Education, 30(1), 95-120.
- Lee, S. W., & Cho, E. J. (2012). Effects of young children's block building activities focused on spatial experiences on their spatial visualization ability. Journal of Future Early Childhood Education, 19(1), 161-189.
- Lee, Y. J., Lee, J. S., Shin, E. S., Kwak, H. L., & Lee, J. W. (2001). Development of infant toddler program based on play and exploration. The Journal of Early Childhood Education, 21(2), 133-154.
- Lim, S. B., & Lee, E. H. (2013). The research of the informal mathematical experiences of 2-year-old toddlers in the block area of a childcare center. Korean Education Inquiry, 31(2), 43-66.
- Miyakawa, Y., Kamii, C., & Nagahiro, M. (2005). The development of logico-mathematical thinking at ages 1-3 in plat with blocks and incline. Journal of Research in Childhood Education, 19(4), 292-301. https://doi.org/10.1080/02568540509595072
- Morgenthaler, S. K. (2006) The meanings in play with objects. In D. P. Fromberg & D. Bergen (Eds.), Play form birth to twelve: Contexts, perspectives, and meanings (2nd ed., pp. 65-74). New York: Routledge.
- Park, Y. J., Casasola, M., & Kim, J. W. (2012). Do simple objects facilitate infants' formation of a spatial category?. Child Studies in Asia-Pacific Contexts, 2(2), 77-90. https://doi.org/10.5723/csdc.2012.2.2.077
- Schwartz, S. L., & Copeland, S. M. (2013). Connecting emergent curriculum and standards in the early childhood classroom: Strengthenin content and teaching practice. Park, E. H., Shin, E, S., Kim, H. J., & Lee, J. H. (translation). Seoul: Hakjisa. (Original published in 2010).
- Shin, E. S., Kim, H. J., & Lee, S. M. (2014). Logico-mathematical thinking at age 1-2 in slope activities. Early Childhood Education Research & Review, 18(1), 225-246.
- Uzgiris, I. C.(1983). Organization of sensorimotor. In M. Lewis (Eds.), Origins of intelligence (pp. 135-189). New York: Plenum Press.
- Van Schijndel, T. J. P., Franse, R. K., & Raijmakers, M. E. J.(2010). The exploratory behavior scale: Assessing young visitors' hands-on behavior in science museums. Science Education, 94(5), 794-809. https://doi.org/10.1002/sce.20394
- Van Schijndel, T. J. P., Singer, E., Van dermaas, H. L. J., & Raijmakers, M. E. J. (2010). A sciencing programme and young children's exploratory play in the sandpit. European Journal of Developmental Psychology, 7(5), 603-617. https://doi.org/10.1080/17405620903412344