# Problem Solving in the Early Years

## Presentation on theme: "Problem Solving in the Early Years"— Presentation transcript:

Problem Solving in the Early Years
Penny Earl Helen Spowage Katie Delaney

Introductions Penny Helen Katie
Delegates – you are a diverse audience!! Preschools, nurseries, day care, infant schools, junior schools, primary schools. North Lincs, North East Lincs Helen and Katie will be providing practical examples of their work with Foundation Stage children and their families – while this relates to their work in Westwoodside school, I hope all delegates – from whichever stage – will be able to translate this into something you can take to your own situation challenge books and creativity in maths but also the floor books we do and the link their with maths questioning and simple data handling.

EYFS Statutory Framework
Areas of Learning and Development Prime Specific 7 areas of learning and development Prime: 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. 1.5 Providers must also support children in four specific areas, through which the three prime areas are strengthened and applied. The specific areas are: • literacy; • mathematics; • understanding the world; and • expressive arts and design.

Maths 1.6 Educational programmes must involve activities and experiences for children, as follows … … Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures. EYFS Statutory Framework

Early Learning Goal 11: numbers

Early Learning Goal 12: shape space and measures
Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them. Explanatory note: The child uses everyday language to share their thinking about size, weight, capacity, position, distance, time and money. The child demonstrates that they understand that one quantity is different to another even if they do not know the correct comparative term. The child is able to recognise and describe patterns and notices them in the environment. The child makes patterns using a range of media and resources. The child notices and describes everyday objects and shapes using appropriate mathematical language. So …Maths…. 2 ELGs this is the first year of the “new eyfs” and we know that this incorporates an increased level of challenge - ELG 11 Numbers: Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing. Explanatory note: Within play and other practical situations, the child counts and orders numbers from 1-20 and finds one more or one fewer than a given number. Using every day and play objects, the child applies a range of strategies to add and subtract quantities involving two single-digit numbers such as counting on to add and counting back to subtract. In a range of practical and play contexts the child explores and solves problems involving doubling, halving and sharing, utilising his or her own methods. ELG 12 Shape, space and measures: Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them. Explanatory note: The child uses everyday language to share their thinking about size, weight, capacity, position, distance, time and money. The child demonstrates that they understand that one quantity is different to another even if they do not know the correct comparative term. The child is able to recognise and describe patterns and notices them in the environment. The child makes patterns using a range of media and resources. The child notices and describes everyday objects and shapes using appropriate mathematical language. Assessment ( This descriptor has been amended to reflect the increased level of challenge applied to the expected descriptor following the Tickell review.) 2.1 eyfs statutory framework …..In their interactions with children, practitioners should respond to their own day-to-day observations about children’s progress, and observations that parents and carers share. Link to Katie and Helen – challenge books – parental engagement

Westwoodside Church of England Primary School
Challenge Books Floor Books Helen and Katie 20 minutes

Ofsted … has yet to provide further opportunities to fully support younger children’s awareness of number, shape, space and measure during every day play opportunities … does not fully maximise opportunities to consistently support younger children’s awareness of number during daily play and activities …opportunities to use mathematical language in a variety of situations are sometimes missed Penny – 10 minutes Helen and Katie are from a school We know that we have delegates throughout the day from a range of settings – including preschools. What we know from recent reports - recommendations from Ofsted from childminder inspections in the LA September 2012 onwards.

Ofsted ….does not yet provide opportunities for older children to develop mark making skills Assessments of some children’s progress have yet to include their achievements within the specific areas of learning. This information has then yet to be used to plan future challenging experiences to effectively ensure children are making progress across all areas of learning. So…how are we supporting this?

Provision - environment
How can you use the environment to support mathematical development? Numbers and Patterns Enabling Environments – potential opportunities for enhancing day to day provision Learning Environment Audit – indoor and outdoor Development Matters Provides support for what adults can do, and what they can provide Numbers and Patterns – Enabling environments – Development matters.

Songs and rhymes Important for introducing, reinforcing and consolidating not just numbers and their names, but also mathematical concepts and early counting skills Do we give enough thought to what these types of rhymes actually achieve? Are in danger of thinking that all number rhymes and songs are beneficial to all children at all stages of their development? Analyse the mathematical concepts held within each rhyme and, in a truly mathematical approach, find the right sequence in which to present them. Maths Fingerplays and Chants - pdf NCETM Early Years Magazine National Centre for Excellence in the teaching of Mathematics Using rhymes, songs and stories – suggested in Developments Matters (Positive Relationships… what adults can do) – however… However, we often do not provide any logical sequence to the use of number songs. Let’s look again at the ubiquitous series of songs which start with 5 – those currant buns, peapods, little men etc. All these songs are based on subtraction. This is a big leap forward in the sequence of mathematical concepts and yet, time and again, we mix them up with the counting rhymes and songs in our Early Years settings. We catapult children into a world of subtraction before they have any knowledge of sound number naming and developed counting skills. And sometimes, we are not just subtracting by 1, but subtracting by 2 with each verse, as in ‘Ten Fat Sausages’. We should begin children’s journeys into the world of mathematics by consolidating their knowledge of number names and their values and developing a facility with these concepts before we begin more advanced mathematical processes like subtraction. Helen Earl’s progression in number rhymes – literacy Should we do similar for maths??

ICT resources Study Ladder – free; teacher and child log ons ) TES iBoard – subscription, but some free resources Apps – many and varied Interactive resources – Interactive Teaching Programs (ITPs), Smart Notebook Study Ladder - Free, educational resources more than 10 subjects TES iBoard Subscription – very reasonable Some free resources.

Supporting Learning and Development
Long term thinking Opportunities for maths through play Planning throughout the day Verity and Sonia – training – initially for Childminders, now being rolled out to settings. Show and explore the documents Supporting Learning and Development in the EYFS – November training

Westwoodside Church of England Primary School
Creativity in Maths Helen and Katie – 20 minutes

Characteristics of Effective Learning
Playing and exploring – engagement Finding out and exploring Playing with what they know Being willing to ‘have a go’ Active learning – motivation Being involved and concentrating Keeping trying Enjoying achieving what they set out to do Creating and thinking critically – thinking Having their own ideas Making links Choosing ways to do things Penny – 5 minutes 1.10 In planning and guiding children’s activities, practitioners must reflect on the different ways that children learn and reflect these in their practice. Three characteristics of effective teaching and learning are ….. As screen. Playing and Exploring, Active Learning, and Creating and Thinking Critically support children’s learning across all areas

EYFS Statutory Framework