Unit 3.6: Develop emergent mathematical skills of children

This unit is part of the Level 3 Diploma for the Early Years Educator and has the following learning outcomes and assessment criteria:

  1. Understand how concepts of mathematics relate to children’s everyday lives
    1. Describe how mathematics is evident in children’s everyday lives
    2. Analyse factors which affect children’s learning of mathematical concepts
  2. Understand the curriculum requirements that inform mathematical learning for children from birth to 7 years
    1. Describe the process of mathematical development in relation to current frameworks
    2. Explain how working with others supports children’s emergent mathematical development
  3. Understand how to create an environment which supports children’s emergent mathematical development
    1. Describe how to create an environment which supports children’s emergent mathematical development in relation to current frameworks for children from birth to 7 years
  4. Understand the role of the Early Years practitioner in relation to supporting children’s emergent mathematical development
    1. Describe reasons for scaffolding children’s mathematical development
    2. Analyse reasons for valuing individual interests when supporting children’s emergent mathematical development
    3. Describe how the Early Years practitioner provides opportunities for sustained shared thinking to support children’s emergent mathematical development
  5. Understand how opportunities support children’s emergent mathematical development
    1. Explain strategies to support the development of emergent mathematical development in relation to current frameworks for children from birth to 7 years
    2. Describe opportunities which support children’s understanding of: number, shape, size and pattern, weight, volume and capacity, space and time, matching and sorting, data representation, problem-solving
  6. Be able to implement activities to support children’s emergent mathematical development
    1. Plan an activity to support children’s emergent mathematical development
    2. Lead an activity to support children’s emergent mathematical development
  7. Be able to review how planned activities support children’s emergent mathematicaldevelopment
    1. Evaluate how planned activities support children’s emergent mathematical development in relation to current frameworks
    2. Analyse own role in relation to planned activities which support children’s emergent mathematical development
    3. Make recommendations for meeting children’s emergent mathematical needs
  8. Be able to work with parents/carers in a way which encourages them to take an active role in their child’s play, learning and development
    1. Work with parents/carers in a way which encourages them to take an active role in their child’s play, learning and development

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