1111 2 3 4 5 6 7 8 9 1011 1 2 3111 4 5 6 7 8 9 20111 1 2 3 4 5 6 7 8 9 30111 1 2 3 4 5 6 7 8 9 4011IntroductionThis book is about young children mathematical development.The area of learning and development that practitioners have been accustomed to thinking of as mathematical development in the foundation stage has been closely linked to mathematics or numeracy in the National Curriculum and Primary National Strategy for numeracy.With the publication of the Early Years Foundation Stage (EYFS) (DfES 2007), practitioners are now having to get used to calling the same set of early learning goals Problem-solving, Reasoning and Numeracy (PSRN). However, whatever the name of the area of learning and development, there are a number of issues associated with it. In addition, practitioners who work with children up to the age of three will be used to thinking about development in the way outlined in Birth to Three Matters (Sure Start Unit 2002).The framework focus on a strong child a skilful communicator a competent learner, and a healthy child. has now to be merged with ways of thinking about the growth of children understanding in terms of the areas of learning and development. This book will focus on the importance of making mathematics in the early years playful and cross-curricular. Many books about maths aimed at early years practitioners talk mostly about what adults will do. The part that children play in that process (with the support of adults) is often neglected. In this book the emphasis is on the value of child-initiated activity. This book will also underline the value of practitioners working closely with parents and carers since they know their own children best, and their involvement in learning is invaluable, in mathematics as in all other areas of learning and development.1
