Bilge Cerezci

Bilge Cerezci began her career as an educator in Turkey. After earning her B.S. in child development and education from Bosphorus University in Istanbul, she worked as a counselor and lead teacher at Turkish preschools. She moved to Chicago in 2007 to pursue graduate studies at the Erikson Institute and completed her master’s in child development with an infancy specialization in 2009. Dr. Cerezci was awarded her Ph.D. in applied child development from Loyola University Chicago and the Erikson Institute in 2016. She currently works for the Erikson Institute’s Early Math Collaborative, which was launched in 2007 to enhance the quality of early math education by helping preschool and early elementary school teachers incorporate effective early math instruction into their classrooms. Dr. Cerezci’s work for the Early Math Collaborative focuses on the refinement of a new tool that can be used to measure the quality of mathematics instruction in preschools and elementary schools. She also has served as adjunct faculty in the Child Development Department of the City Colleges of Chicago and the Teacher Education Department at Loyola University.

Posts by Bilge Cerezci

Let’s sort this out!

posted by Dr. Bilge Cerezci At all ages, children classify intuitively to make sense of their world that seems largely out of their control. By 2 weeks of age, infants distinguish between objects they suck and those they do not. By 2 years, toddlers form sets with objects that are similar. In preschool, children begin […]

Focus on Attributes!

posted by Dr. Bilge Cerezci As she sits on the floor, a three-year old starts stacking blocks with various shapes and sizes. After some experimentation, she realizes that it is hard to build a tower if a block lays on its curvy side.   What does this 3-year-old discover about shapes? From an early age, […]

Number Sense: Make it Real!

posted by Dr. Bilge Cerezci Young children are motivated to explore mathematical concepts they encounter in their everyday interactions with the world. Through these interactions, they develop a range of informal understanding of numbers including ideas of more or less and one-to-one correspondence. For example, a child as young as two knows if she gets […]

The Early Math Experience Matters

posted by Dr. Bilge Cerezci Traditionally, mathematics education has not been considered developmentally appropriate for young children (Battista, 1999). Math is abstract while young children are deemed to be concrete thinkers, and some cognitive developmental work done in the mid-twentieth century has been used to suggest that young children’s mathematical ideas develop on their own […]