Play-Based Mathematical Learning in Early Childhood: A Conceptual Model of Parental Mediation in Everyday Contexts

Despite the growing emphasis on early mathematical learning, comparatively limited attention has been given to how play-based experiences in everyday family contexts contribute to children’s emerging mathematical understanding. While research has extensively examined play-based learning within formal educational settings, the role of parents in shaping early mathematical experiences through everyday interactions has received comparatively less attention, particularly in relation to the extensive body of research conducted in formal early childhood education settings. This study addresses a conceptual gap in the literature by integrating perspectives that have largely been examined separately, including parental mediation, play-based learning, and everyday family practices. Drawing on cultural–historical theory, guided play research and studies on family learning environments, this paper proposes a conceptual model of play-based mathematical learning through parental mediation. The model conceptualizes early mathematical development as an ecosystem emerging from the interaction between children’s playful exploration, adult guidance and everyday family practices. Implications for early childhood education are discussed, particularly in relation to supporting parents in recognizing the mathematical potential of informal learning experiences.