Abstract
The purpose is to study about the importance of play in early childhood
mathematics education. We analyzed the appearances of young children in some
practices focusing on “flow”, a psychological state in which “fun” motivates and the
emotion becomes internal compensation and is devoted to activities that motivate the
next action. As a result, we revealed that it is possible to acquire mathematical
concepts and develop their mathematical thinking during play with flow experiences.
We need to consider whether all the mathematical concepts and mathematical thinking
can be enhanced during the play, or not and confirm the validity as mathematics of the
childcare content of “Environment”.
