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Numeracy and The EYFS Powerpoint

- Children are naturally inclined to understand simple math concepts from a young age like object recognition and basic number sense - Practitioners should avoid formalizing math too early and instead encourage exploration, problem-solving, and developing reasoning skills - The early years setting supports math development through play, routines, stories, songs and utilizing everyday opportunities to count and compare quantities I would explain that while math activities may not always be overt, we incorporate numeracy into our daily provision and interactions with children in intentional yet informal ways. Some specific examples include encouraging counting and comparing amounts during snack time, identifying numbers in books and around the room, and

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Ashleigh Dudson
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174 views

Numeracy and The EYFS Powerpoint

- Children are naturally inclined to understand simple math concepts from a young age like object recognition and basic number sense - Practitioners should avoid formalizing math too early and instead encourage exploration, problem-solving, and developing reasoning skills - The early years setting supports math development through play, routines, stories, songs and utilizing everyday opportunities to count and compare quantities I would explain that while math activities may not always be overt, we incorporate numeracy into our daily provision and interactions with children in intentional yet informal ways. Some specific examples include encouraging counting and comparing amounts during snack time, identifying numbers in books and around the room, and

Uploaded by

Ashleigh Dudson
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
You are on page 1/ 16

MATHS IN THE EARLY

YEARS

© Laser Learning Ltd 2020


Q. Do children have an innate
understanding of numeracy?
A. Yes!
• They can recognise a small number of
objects without having to count them
• They are born with an innate sense of
number – or, as cognitive scientists call
it, an “approximate number system,” or
ANS.
So, what might go wrong?
© Laser Learning Ltd 2020
Negativity
Practitioners may be negatively affecting numeracy
by:
• Formalising number learning too early
• Not encouraging exploration and experimentation
• Not providing enough problem-solving activities
• Not developing reasoning skills with ‘what if’
questions
• Making children afraid to be wrong
• Letting their own dislike / fear of maths affect their
enthusiasm for planning and leading maths
activities
© Laser Learning Ltd 2020
What do young children need
to know?
• About numbers for labels and counting
• How to calculate
• About shape, space and measurement
• About time and capacity

© Laser Learning Ltd. 2020


The role of the practitioner
An early years practitioner has an important part to
play in supporting a child’s mathematical
development. EYFS guidance:
• Give children sufficient time, space, and
encouragement to discover and use new words
and mathematical ideas, concepts, and language
during child-initiated activities in their own play
• Encourage children to explore real-life problems,
make patterns, and count and match together; for
example, ask “How many spoons do we need for
everyone in the group to have one?”
© Laser Learning Ltd. 2020
The role of the practitioner
(cont.)
• Support children who use a means of
communication other than spoken English to
develop and understand specific mathematical
language while valuing knowledge of Problem
Solving, Reasoning and Numeracy (PSRN) in the
language or communication system they use at
home
• Value children’s own graphic and practical
explorations of mathematical concepts and
problem solving

© Laser Learning Ltd. 2020


Advice for early years
settings
• All staff should have a basic knowledge
and enthusiasm for mathematics
• All staff understand how to support
children’s development in mathematics
• Mathematics teaching is high quality
• Early years settings have a practitioner
who is a mathematics champion in
every age group
© Laser Learning Ltd. 2020
Maths is all around us!
Take opportunities in everyday routines and play
to:
• Talk to children about maths
• Ask children maths questions
• Set up games that promote mathematical
development

It’s important to create a maths-rich environment


at the setting, and make good use of all of the
everyday mathematical opportunities around you.

© Laser Learning Ltd 2020


Opportunities for maths
• Sorting clothes for washing
• Counting biscuits for snack times
• Setting the table
• Going to the shops and playing shop at home
• Weighing and measuring ingredients for
cooking
• Recognising numbers on doors, bus stops,
letterboxes, etc.
• Working out how many chairs are needed for
a game of musical chairs

© Laser Learning Ltd 2020


Effective approaches
Effective and appropriate approaches to early years
mathematics:
• Play, e.g. block play, and role play
• Games and activities indoors, e.g. dice games
• Games and activities outdoors, e.g. hopscotch and
‘What’s the time, Mr Wolf?’
• Routines, e.g. snack time and tidying up
• Books and stories, e.g. ‘Goldilocks and the three
bears’
• Music, songs, and rhymes, e.g. number rhymes like
‘ten green bottles’
© Laser Learning Ltd. 2020
Mark making
Mark making is great for emergent mathematical mark
making, as well as for emergent writing. Mark-making
describes young children's early recorded
communications using a wide variety of materials to
record their thoughts, feelings, and ideas.

Children choose to use their own mathematical


graphics to represent their mathematical thinking; they
are thinking on paper. Children, when given the
opportunity, will choose to make mathematical marks
which can include scribbles, drawing, writing, tallies,
and invented and standard symbols.
© Laser Learning Ltd. 2020
Mark making (cont.)
Stages of mathematical development are:
• Quantities that are counted
• Early exploration with marks
• Gestures and movement
• Early written numerals
• Numbers as labels

© Laser Learning Ltd. 2020


SEN ideas
• YouTube songs / videos
• ICT and digital games
• Visual, tactile, auditory and kinaesthetic
approaches are used, such as using visual aids
when talking; using subtitled or audio described film
/ video
• Finger in sand
• Tactile numbers
• Puppets and mascots
• Action songs, games and rhymes that encourage a
physical response
© Laser Learning Ltd. 2020
Engaging parents and carers
Working with parents and carers to continue
mathematical development at home is important
because:
• A large scale study of pre-school experiences
(Sammons et al. 2002, Siraj-Blatchford et al.
2002) found that one of the two key factors in
predicting a child’s mathematical progress was the
home learning environment
• Parental involvement in the form of ‘at-home good
parenting’ has a significant positive effect on
children’s achievement and adjustment (Desforges
2003)
© Laser Learning Ltd. 2020
Encouraging home learning
activities
• Make parents and carers
aware of the benefits of
parental involvement in their
child’s learning and
development
• Provide fun activity and idea
suggestions
• Share examples of maths in
everyday life
• Create a buzz about numeracy
• Encourage children to share
their learning with their parents
© Laser Learning Ltd. 2020
Activity
A parent comes in one afternoon and asks to
speak to you about how you promote
mathematical development in the setting. She
says she cannot see much evidence of your
nursery promoting maths effectively.

• How would you answer her?


• What could you tell her about the things your
setting does to promote mathematical
development?

© Laser Learning Ltd. 2020

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