2 Agenda and ObjectivesTo recognise the developmental stages in early mark making and counting.To consider effective resources and activities to support progression.To be familiar with EYFS Early Learning Goals and Area of Learning and approaches to counting within the new National Curriculum.
3 The EYFS (revised) 2012 What do you notice? 3 Prime Areas of Learning: Personal, Social and Emotional DevelopmentCommunication and LanguagePhysical Development4 Specific Areas of Learning:LiteracyMathematicsUnderstanding the WorldExpressive Arts and DesignDfE (2012) Development Matters in the Early Years Foundation Stage available atns/eOrderingDownload/Development-Matters.pdfDfE (2012) Statutory Framework for the Early Years Foundation Stage available at:
4 Interesting changes … Discuss these points and any others: Now ‘Mathematics’ not ‘PSRN’The arrows represent the ‘characteristics of effective learning’:‘Creating and Thinking Critically’ – critical thinking not really included specifically before.What do you think about that?Let’s look at the key documentation …
5 The Early Learning Goals Mathematics (Specific Area)Numbers: children count reliably with numbers from 1 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.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 themDoes maths link to any other specific area?
6 Prime Areas Do the examples above link clearly to maths? Should they? Communication and languageListening and attention: children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.Understanding: children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.Speaking: children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or eventsDo the examples above link clearly to maths? Should they?Does maths link to any other prime areas? Is this made clear?Does EYFS planning in your school take this into consideration clearly enough?How aware are you of EYFS planning?It is the foundation of everything else so extremely important to get right
7 Williams Review (2008)Recommendation 4: That the DCSF commissions a set of materials on mathematical mark making and children’s mathematical development which can be used to support early years practitioners’ CPD.
8 Mark Making Matters The National Strategies Early years Matthew (3 years, 1 month)He knows that marks carry meaning and they can sometimes represent numbers. He also knows that you write numbers down.)
12 Marks have meaningWorthington and Carruthers’ research and guidance: Gallery
13 Essential elements to support mark making What is an ‘enabling environment’ for mark making?Discuss and collect key ideasShare these key points
14 The Pedagogy of Children’s Mark Making Providing an ‘enabling environment’ for mark makingFor example …An environment that gives children many opportunities to explore mark makingAssessment that is positive and responsive to children’s marks and informs the next steps of learningAdults that model mathematics in meaningful contextsAdults that understand and value children’s marks… and does not move children on before they are ready
15 … but they do need to move on Are there implications for older children?How important is it to allow children to record in their own way? APP evidence? SATS?We need to help them make progress by careful planning and excellent teaching
16 Numbers and Patterns: laying foundations in mathematics (written to support old EYFS) How well has your school engaged with the ‘Numbers and Patterns’ Material?Is there some scope for development here?Let’s look at page 11 and 15Early Years Magazines (NCETM)(now recently combined with ‘Primary’ as one)Does this regularly feature in EYFS planning in your school?Let’s look at some of their recent issues:NCETM