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Early years practitioners need to see learning – particularly in mathematics – not as abstract and ‘disembodied’ but as inherently concrete and ‘embodied’. Dr Jennifer S Thom explains why

Rather than obsess over whether activities are free-flow, child-led and so on, teachers should consider if they constitute effective learning and empower the child as a learner, says Jan Dubiel

The approach to teaching literacy and maths in Reception is a key concern of teachers and EYFS leaders, explains Jan Dubiel, one of the authors of the recently published Hundred Review

In this book extract, we discover how small-world play, using all types of resources, is an excellent way to engage young children with mathematical concepts and skills

LEYF is improving boys’ maths learning at its settings. Rachele Parker and Lisa Swales explain how

Introducing young children to the concept of number should be easy and entertaining. Penny Tassoni provides some tips

There are many developmental benefits of cooking. Penny Tassoni provides some tips for settings

In the final part of this series, Judith Dancer takes a look at supporting the maths development of four- and five-year-olds

Supporting the maths development of four-year-olds requires meeting this age group’s widely varying needs, writes Judith Dancer

How can settings best support the particular maths development needs of three-year-olds, asks Judith Dancer in the fourth part of this series