This guide will help you answer 2.1 Describe the process of mathematical development in relation to current frameworks.
Understanding how children develop mathematical skills within the context of current educational frameworks is essential for early years practitioners. The Early Years Foundation Stage (EYFS) framework sets out the standards for learning, development, and care for children from birth to five years old. Let’s dive into the process of mathematical development in young children and how this aligns with the EYFS.
Early Years Foundation Stage (EYFS)
The EYFS framework provides guidelines for the learning and development of children in the early years. It outlines specific early learning goals (ELGs), which include mathematical development. Practitioners use this framework to support and assess children’s progress through the stages.
The Process of Mathematical Development
Mathematical development in early years is a gradual process. This development follows certain stages which involve various skills and understandings building upon each other.
From Birth to Three Years
During the early stages of life, children begin to develop an awareness of mathematical concepts through everyday interactions and sensory experiences.
- Exploration and Play: Babies and toddlers explore their environment through play. Activities like stacking blocks, fitting shapes into sorters, and filling and emptying containers introduce basic concepts of size, shape, and volume.
- Early Number Sense: Very young children start to understand quantity and number. They might notice when one object is added or taken away from a group and begin to use words to describe this, such as “more” and “all gone”.
- Patterns: Recognising and creating patterns starts early. Babies might enjoy repetitive actions like clapping hands, while toddlers begin to notice sequences in their environment.
Three to Five Years
As children approach pre-school age, their mathematical skills become more refined. They start to engage with more structured activities that develop specific mathematical concepts.
- Number Recognition and Counting: Children begin to recognise numbers and can count objects in a sequence. They understand the stable order principle (numbers always go in the same order) and the one-to-one correspondence (each object counted once).
- Basic Addition and Subtraction: Early concepts of addition and subtraction emerge. Children use physical objects to understand these concepts concretely before moving to abstract representation like numbers.
- Shapes and Spaces: Pre-schoolers learn to identify common shapes such as squares, circles, and triangles. They explore spatial awareness through activities like puzzles, building blocks, and drawing.
- Measurement: Understanding measurement starts with concepts like big and small, long and short. Children begin to use non-standard units of measurement, such as comparing the length of objects using their own hands or feet.
- Patterns and Sorting: They develop more sophisticated abilities to recognise and create patterns. Sorting objects based on attributes like colour, size, and shape becomes a common activity.
The EYFS and Mathematical Development
The EYFS framework divides mathematical development into two key areas:
Numbers
According to the EYFS framework, children should:
- Count with Numbers: Recite numbers in order, and understand that numbers represent quantities. They should be able to count objects and actions, and understand the concept of ‘more’ and ‘fewer’.
- Solve Practical Problems: Use numbers in everyday settings. For example, solving simple problems related to addition and subtraction.
- Recognise Numerals: Identify numerals and understand their significance. This includes recognising numbers in their environment and beginning to write numbers on their own.
Shape, Space, and Measures
In this area, the EYFS framework aims for children to:
- Identify and Describe Shapes: Recognise and name common 2D and 3D shapes. They should be able to describe these shapes using terms like “sides”, “corners”, “curved”, and “straight”.
- Understand Positional Language: Use and understand positional terms like “above”, “below”, “next to”, “in front of”, and “behind”.
- Explore and Compare Sizes: Measure and compare objects by length, height, weight, and capacity using non-standard and standard units of measurement.
- Create Patterns: Identify, create, and describe patterns. This includes recognising patterns in the environment and creating their own using various materials.
Using the EYFS Framework in Practice
As a practitioner, using the EYFS framework to guide mathematical development involves several key practices:
Observing Children’s Play
Regular observation is essential. Noticing how children use mathematical concepts during play helps you understand their current level of development and identify areas for further support.
- Document Learning: Keep records of observations. Use these to track progress against the EYFS goals.
- Individualisation: Base your planning on observed needs and interests. Each child is unique, so tailor activities to their developmental stage.
Structured and Unstructured Activities
Balance structured teaching of mathematical concepts with opportunities for children to explore and learn through play.
- Structured Activities: Provide planned activities that target specific mathematical skills, such as counting games, sorting exercises, and shape hunts.
- Unstructured Play: Encourage free play where children can naturally encounter and experiment with mathematical ideas. Provide rich materials like building blocks, sand, water, and manipulatives.
Encouraging Mathematical Language
Use and encourage mathematical language in everyday interactions. This helps children link concepts with words and understand their use in different contexts.
- Modelling: Model the use of mathematical language during routine activities. For example, counting steps as you walk, talking about shapes and sizes when playing with toys, or measuring ingredients during cooking.
- Storytelling: Incorporate mathematical language in stories and rhymes. Many traditional nursery rhymes and stories include counting and patterns that reinforce mathematical concepts.
Involving Parents and Carers
Parents and carers play a vital role in reinforcing mathematical learning at home. Engage with them to ensure a consistent approach between home and the setting.
- Communication: Share information with parents about their child’s progress and suggest simple activities they can do at home.
- Workshops: Consider organising workshops or sending home activity ideas to help parents feel confident in supporting their child’s mathematical development.
Conclusion
Understanding the process of mathematical development and how it aligns with the EYFS framework allows practitioners to provide targeted and effective support. Observing children, encouraging mathematical language, balancing structured and unstructured activities, and engaging parents are all crucial steps. By following these guidelines, practitioners can help children develop a strong foundation in mathematics that will benefit them throughout their educational journey.
