Learning & Development: Mathematics - Summing up

Like the majority of the early years sector, I welcomed the introduction of the prime areas in the Early Years Foundation Stage (EYFS) and agreed that they are the most important aspects of a child's development.

As the statutory guidance points out (2012, paragraph 1.4): 'Three areas are particularly crucial for igniting children's curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. These three areas, the prime areas, are:

• Communication and Language;
• Physical Development; and
• Personal, Social and Emotional Development.'

I remember delivering introductory training, including statements such as: 'We all know the prime areas are key to all learning - a child needs to feel safe, secure and valued in order to become an effective learner, reader, writer and mathematician.'

I still believe all this is true, but more recently I have become aware of rumblings in parts of the early years community. I am lucky enough to visit lots of UK schools and settings, and I see outstanding practice and meet amazing practitioners, often working in challenging situations.

Sometimes, though, mainly in baby and toddler rooms, I am aware of a gap in the curriculum that reflects one niggle I had about the introduction of the prime areas, and that is the notable absence of mathematics.

If speaking, listening and interaction are fundamental to the human condition and 'prime', isn't numeracy fundamental too? Isn't an awareness of shape, space and quantities innate to human existence? Indeed, a recent study (Harvey, 2013) identified numerosity as 'the sixth human sense'.

A MATHEMATICAL VOID

So, why does a mathematical void appear to have developed in some settings, particularly those caring for the youngest children?

I think the answer may lie within the statutory guidance (point 1.7): 'Practitioners working with the youngest children are expected to focus strongly on the three prime areas, which are the basis for successful learning in the other four specific areas.

'The three prime areas reflect the key skills and capacities all children need to develop and learn effectively, and become ready for school. It is expected that the balance will shift towards a more equal focus on all areas of learning as children grow in confidence and ability within the three prime areas.'

Now, this paragraph is clearly open to misinterpretation, particularly when taken out of context. Focusing 'strongly on the three prime areas' appears, in some settings, to have been interpreted as 'plan for the three prime areas with under-threes'.

In fact, the final part of the paragraph reinforces this - 'the balance will shift towards a more equal focus on all three areas of learning as children grow in confidence and ability within the three prime areas'.

So practitioners working with some of our most vulnerable children, who at age two may have just one or two words in any language and may find interactions with other children and adults difficult, could interpret this as meaning 'stick to the prime areas; don't worry about the specific areas yet'.

This view could be further reinforced by the assessment requirements in the statutory guidance (paragraph 2.3): 'When a child is aged between two and three, practitioners must review their progress, and provide parents and/or carers with a short written summary of their child's development in the prime areas.'

Historically, we know, that whatever is 'reported on' in education, forms the focus for much of the teaching and attention.

MATHS AS A PRIME AREA

The recent Maths and Numeracy in the Early Years report from the All-Party Parliamentary Group (APPG) for Maths and Numeracy (see box) includes making maths a prime area as a key recommendation.

It reads, 'The Government should increase the focus of maths and numeracy in the early years curriculum, by including number sense as a prime area of development (alongside Communication and Language, Physical Development and Personal, Social and Emotional Development).'

Pros

There is support in the early years community for such inclusion, as Carole Skinner, early years and maths specialist, says: 'Maths is an important window on the world and by not emphasising its importance in the early years we are denying children the opportunity to open wide that window. Creating patterns, solving problems and number talk is part of the mathematical environment of all adults and rightly identified by Government as a vital part of the primary curriculum. It seems, therefore, extraordinary that maths learning and skill building is not given such status in the early years curriculum.'

There is no doubt that identifying maths as a prime area would bring a renewed focus on the subject - planning for mathematics would be scrutinised and observations of practice made. Displays and provision may become richer in mathematical opportunities. Practitioner training in maths would increase, as perhaps would their confidence and the quality of their teaching of the subject. So far, so good, you may think, but what of the 'cons'?

Cons

Well, as always when one element has a renewed emphasis, something is likely to slip by the wayside - so what would drop out of favour?

It is also likely that, in the absence of regional support, with shrinking, or decimated, local authority early years teams, any new 'guidance' would be open to further misinterpretation, possibly leading to inappropriate provision - 'number sheets' for two-year-olds or 'reciting numbers' by rote in baby rooms.

There is the possibility, as has been seen in the past, of 'fragmentation' and 'mathematics' being 'taught' separately from other areas, as a discrete subject, in groups. As Elaine Bennett, teacher, author and early years maths specialist, says, 'Children are born mathematical, so it seems only logical that maths becomes a prime area. However, the danger of this is how it could be misinterpreted and lead to formal practice. This could "turn children off" from maths learning in a society where maths already has an image problem.'

Other maths specialists have similar reservations. One concludes, 'I would be nervous about "maths" being a prime area of learning. On reflection, I would rather it was "reasoning and problem solving, and finding which is the focus.'

FINDING A SOLUTION

I am a mathematician and an early years specialist; I know that before we find a 'solution' to anything, we need to identify the problem. So, is there a problem, and if so, what is it?

Perhaps the 'problem' isn't that mathematics isn't a prime area, but that there is misinterpretation by some leaders, managers and practitioners about the very nature of the prime areas and the specific areas? In fact, is there more than one problem?

As the recent APPG report also pointed out, 'Too many early years settings fail to provide young children with a good start to their maths education,' while the 'main problems' are 'the attitudes, mathematical confidence and understanding of those who work with young children'.

The APPG calls for better training for early years practitioners, including learning about brain development in number ability.

The paper says, 'The quality of maths learning varies substantially in early years settings and this often depends on the qualifications and attitudes of the practitioners.'

THE WAY FORWARD

As in many things, it is perhaps best to return to the very beginning. As the statutory framework (paragraph 1.4) states, 'There are seven areas of learning and development that must shape educational programmes in early years settings. All areas of learning and development are important and inter-connected'.

Providers must also support children in four specific areas, through which the three prime areas are strengthened and applied (paragraph 1.5). When practitioners take time to reflect on what they do and believe, they know that this makes sense.

I believe that this is a time for all managers and leaders to revisit the EYFS 2012 and how it is becoming embedded throughout the setting - by those who work with babies, two-year-olds and beyond. There are crucial questions that need to be asked:

• Are practitioners confident in supporting children's mathematical development?
• Do practitioners identify children's own mathematical learning throughout the provision?
• Is children's own mathematical learning reflected through displays and photos?
• Are number rhymes included on a regular basis as part of all rhymes and rhyming experiences?
• Is mathematical vocabulary and talk included on a daily basis and as part of everyday conversations?
• Is mathematical learning planned for and observed at all stages of development?
• Do practitioners engage families to support their child's mathematical development?

ALL-PARTY PARLIAMENTARY GROUP RECOMMENDATIONS

Curriculum

Government should increase the focus of maths and numeracy in the early years curriculum by including number sense as a prime area.

The Government should conduct more research into the ways young children learn maths to inform teaching methods.

Workforce education

All early years practitioners should be trained in children's mathematical development.

Government should extend its Maths Hubs to include pre-schools.

Government must provide more practitioner guidance on the use of effective approaches and resources.

Parents

More information directly to parents on how to develop their children's maths skills.

Early years settings to work with parents to support children's development.

A national 'positive about maths' drive to draw in parents as well as early years staff.

MORE INFORMATION

Judith is chairing 'Reconnecting with Maths - engaging practitioners and parents in children's mathematical learning' in London and Leeds on 23 and 25 June. See http://4children.org.uk/event

Foundations of Mathematics: an active approach to number, shape and measures in the early years by C Skinner and J Stevens

Maths and Numeracy in the Early Years (2014), APPG for Maths and Numeracy, www.nationalnumeracy.org.uk/sites/default/files/media/ appg_paper_-_eys.pdf

The Building Blocks of Early Maths: bringing key concepts to life for three- to six-year-olds by E Bennett and J Weidner

'Topographic Representation of Numerosity in the Human Parietal Cortex' by B Harvey, B Klein, N Petridou et al, Science Magazine.

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