In recent years the interest in preschool math￾ematics has increased. However, studies seldom focus on
children under the age of three and research is scarce on the
early use of mathematics observed in natural settings. This
article reports a study of mathematical possibilities during
diaper changing in a preschool setting. A diaper change can
be a communicative moment when the child can experi￾ence mathematics with a professional preschool teacher,
but it can also be a moment of mechanical routine with no
pedagogical context. The intention of the study presented
here was to investigate the mathematical potential pre￾school teachers described in relation to diaper changing
and to examine the ways this potential was put into action.
Both similarities and differences emerged regarding the
mathematical potential preschool teachers described in
relation to diaper changing and the mathematical content
that they were observed to communicate. The results show
that it is possible to communicate mathematical content in
a pedagogical way during diaper changes, making this
routine a learning opportunity for children. However, the
results also show variations in the observed range and
context of such communication, and therefore the potential
for mathematical learning during diaper changes seems to
differ widely.

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• Integrating Mathematical Learning During Caregiving Routines: A Study of Toddlers in Swedish Preschools

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