This document discusses mathematical skills and concepts in early childhood education. It covers how mathematics is used in everyday life, key areas of mathematics taught in early years frameworks, Piaget's stages of cognitive development and how they relate to mathematical learning, practical early mathematics skills, and the importance of understanding children's mathematical development and assessing their understanding to inform planning. The document emphasizes linking mathematics activities to children's experiences and ensuring all children feel confident in their mathematical abilities.

1. 23,5,12,3,15,13,5, 20,15,
13,1,20,8,5,13,1,20,9,3,19.

2. MATHEMATICS IS AROUND US
• How do we use mathematical skills everyday?

3. MATHEMATICS IS AROUND US
• How do we use mathematical skills everyday?
• Shopping
• Pouring a drink
• Filling a bowl or plate with food
• Placing objects down
• Picking objects up
• The list is endless

4. QUOTE FROM DOE
• Mathematics is a creative and highly interconnected
discipline that has been developed over centuries,
providing the solution to some of history’s most intriguing
problems. It is essential to everyday life, critical to
science, technology and engineering, and necessary for
financial literacy and most forms of employment. A high-quality
mathematics education therefore provides a
foundation for understanding the world, the ability to
reason mathematically, an appreciation of the beauty
and power of mathematics, and a sense of enjoyment
and curiosity about the subject

5. AREAS/STRANDS OF MATHEMATICS
• EYFS
• Number, shape and measures
• Primary Framework for Mathematics
• Using and applying mathematics
• Counting and understanding number
• Knowing and using number facts
• Calculating
• Understanding shape
• Measuring
• Handling data. Sept 2013

6. UNDERSTAND CHILDREN’S
MATHEMATICAL DEVELOPMENT
Research and rediscover Piaget’s constructivist
theory – 20 minutes
Look at the stages and link these to maths
knowledge learnt – use worksheet provided for your
answers.

7. UNDERSTAND CHILDREN’S
MATHEMATICAL DEVELOPMENT
• Linked to Cognitive Development

8. Schema Stages
Stage 1 Assimilation
(child builds a theory) This is a cat
Stage 2 Equilibrium
(everything seems to fit this theory) Still a cat
Stage 3 Disequilibrium
(something happens to cast
doubt on the theory) Cat???
Stage 4 Accommodation
(new information is added into
the schema) These are all cats

9. PIAGET
• In assimilation, the individual absorbs new information,
fitting features of the environment into internal cognitive
structures. In accommodation, the individual modifies
those internal cognitive structures to conform to the new
information and meet the demands of the environment.
• A balance is maintained through equilibration, as the
individual organizes the demands of the environment in
terms of previously existing cognitive structures.
• A child moves from one stage of cognitive development
to another through the process of equilibration, through
understanding the underlying concept so that the
understanding can be applied to new situations.
Equilibration is a balance between assimilation and
accommodation

10. WHAT ARE THESE WORDS?

11. DESIGN A POSTER
• In pairs design a poster that will help children to
acquire mathematical knowledge terms

12. STARTER
Write down as many children’s rhymes and songs
you remember that have numbers in them.
Remember that mathematics in the early years is
broken down into numbers, space, shape
and measures.
It is important for children to know the sequence for
counting and understanding numbers and
calculating.

13. NUMBERS

14. MEASURE

15. SHAPE

16. SPACE

17. BASIC PRACTICAL SKILLS IN EARLY
MATHS EXPLORATION
Identify and describe the skills needed and the
purpose for these skills using the worksheet
provided.

18. IMPORTANCE OF EARLY
MATHEMATICAL SKILLS
• Theories and research have supported practitioners
to know the importance of early mathematical skills.
• Skills such as:
• Matching and one to one correspondence
• Pattern making
• Sorting
• Counting and ordering
• Recording

19. CREATE AN ACTIVITY TO HELP
CHILDREN TO EMPLOY A RANGE OF
STRATEGIES

20. BUILDING CHILDREN’S CONFIDENCE.
WHAT IS BEST PRACTICE? STARTER

21. RESEARCH HAS SHOWN THAT THE
PRACTITIONER PLAYS A HUGE PART.
Provide a
positive
attitude
Provide
fun
methods
to learn
Engage
all
children
Introduce
tasks in a
way that
stimulates Ensure
understanding
of concepts
Make
opportunities
to explore
mathematics
Promote
independence

22. DIFFICULTIES
If children have not had the opportunity to fully
understand a concept before moving to the next
they will face difficulties
Children can quickly start to feel that they cannot
‘do’ maths and lose confidence if they find it
challenging.

23. GOOD PRACTICE
• Ensure children have understood the concept –
consolidate
• Ensure children have understood the meaning of
specific language
• Talk to children about their understanding
• Break it down to manageable chunks
• Do not let it be too challenging that children become un
confident, dislike mathematics or find it difficult.

24. UNDERSTAND HOW TO SUPPORT
CHILDREN’S MATHEMATICAL
DEVELOPMENT
Why is it important you are linking activities to the
children’s experiences?
Consider you were setting up a morning session with
young children, what activities would you plan?
Highlight what mathematical skills you would be
promoting.

25. Board
games
Matching
activities
Making
patterns
Environment
Water and
Sand Play
Singing and
stories
Timers to count
down tidy up,
tasks.
Role play
area
Cooking
activities
Trips
Incorporate
mathematical
concepts
IT activities
Sorting activities KS1 KS2

26. DESIGN AN ACTIVITY CONSIDERING
EYFS A UNIQUE CHILD
Consider the EYFS and use examples from
placement to select activities for children that
support the development of numbers and space,
shape and measures development. Choose four
appropriate activities, for children across the age
range and in different settings, you must give
reasons for your choice of activities.

27. CHILDREN’S LEARNING OF
MATHEMATICS - STARTER
What will your role be?
In your groups discuss the role you have been given
as to what you would witness in practice.
Can you relate to using these strategies in your own
practice?
Did you use these strategies effectively?

28. CHECKING CHILDREN’S
UNDERSTANDING TO INFORM
PLANNING
In your groups discuss the following points:
How do we gain knowledge of children’s
mathematical knowledge?
When do we check children’s mathematical
knowledge?
How will you use the information you have collated?

29. YOU WILL NEED TO CHECK AND
KNOW
• Children’s level of attainment
• You may target set, particular children to support
their attainment
• Check children’s understanding and consolidate
concepts
• Ensure activities are tailored to meet the needs of
your children and provide appropriate challenge to
them.

30. THE PLANNING, TEACHING AND
EVALUATING CYCLE
Planning
Evaluating Teaching

31. METHODS TO ASSESS CHILDREN’S
MATHEMATICAL UNDERSTANDING
Observations
Practical Tasks
Questioning
Summative Assessment (EYFS profile, SATS)

32. WORKING WITH PARENTS
How did your settings
work with parents?

33. GOOD PRACTICE
• setting up a system of home study;
• helping parents understand the sequencing of
mathematical skill development;
• suggesting materials and activities that are entertaining
and suitable for their child's level and which can be
done in a reasonable amount of time;
• providing clear guidelines on how to use materials;
• giving feedback on the successes and failures of home
activities; and
• knowing when to stop working with a child on an activity
so that a good working relationship is maintained.

34. AND FINALLY ………..
Assignment brief
Qualification BTEC Level 3 National Diploma in Children’s Play Learning and Development
Unit number and title Unit 10: Supporting Children’s Literacy and Numeracy Development
Assessor name Sharon Chadd
Date issued 20th October 2014
Deadline
1st December 2014 (Summative)

35. WHAT ARE YOUR STRENGTHS AND
WEAKNESSES IN MATHS?
Children will not acquire mathematical
understanding evenly across the different areas of
mathematics