Qualification: Level 3 Diploma for the Early Years Educator
Unit: Unit 3.6: Develop emergent mathematical skills of children
Learning outcome: 5 Understand how opportunities support children’s emergent mathematical development
Assessment criteria: 5.1 Explain strategies to support the development of emergent mathematical development in relation to current frameworks for children from birth to 7 years
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- Section 1.10 of the EYFS sets the following Early Learning Goals for children:
- Have a deep understanding of number to 10, including the composition of each number
- Subitise (recognise quantities without counting) up to 5
- Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts
- Verbally count beyond 20, recognising the pattern of the counting system
- Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity
- Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally
- Strategies to support mathematical development in relation these goals include:
- Adult-led activities, where a practitioner introduces a new mathematocal concept to a child, with consideration of their prior knowledge and interests (e.g. introducing concepts of ‘more/less than’ after a child has learned to count to 10 etc.)
- Exploration or play activities that have no specific goals but provide children with opportunities to explore mathematics (e.g. water play using different sized vessels, playing with weighing scales etc.)
- Holistic learning – developing mathematical skills whilst participating in activities that have other goals in mind (e.g. playing a game that has ‘points system’ may be intended to develop children’s social and teamworking skills but adding up the points can offer an opportunity to use mathematics)
- Early Years Practitioners observing children and realising when they have hit a ceiling for mathematical development independently and require support to advance (e.g. a child only counting to ars up to 5 because they do not know what the next number is – the practitioners could then approach the child and introduced the numbers 6-10 to them)
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