Supporting Early Mathematical Development is an essential text for current Early Years practitioners and students, offering an excellent blend of theory and practice that will enable you to provide successful mathematical education for children from birth to eight years old. Charting the delivery of mathematical development in Playgroups, Children's Centres, Nurseries and Primary Schools, it forges links between current practice and fundamental Early Years principles and makes suggestions for creating effective pedagogies in maths teaching.
Promoting mathematical development through play-based learning, this book presents:
- a wealth of practical multi-sensory teaching strategies
- instructional methodologies
- activity ideas incorporating play, books, songs, cookery and the outdoors
- examples of children's work
- advice on translating theory into practice
- questions for reflective practice.
Throughout the book, Caroline McGrath breaks down the complexity of teaching and learning mathematics into simple steps and guides readers through possible gaps in their knowledge, bringing fresh enthusiasm to teaching mathematics. This is an invaluable resource for practitioners and trainee teachers wishing to strengthen their mathematical teaching and professional practice, or for students on a wide range of Early Years courses.
Table of Contents
List of tables Introduction 1. Fear, anxiety and other emotions 2. General Principals 3. Specific Principles 4. Connecting Curricula 5. Early Years Foundation Stage Mathematics 6. Understanding Number 7. Understanding number operations: addition and subtraction 8. Understanding number operations: multiplication and division 9. Problem Solving Conclusion Reflecting on your Learning References Index
Caroline McGrath writes from first-hand experience, having worked as a Nursery and Reception class teacher both in the UK and for The British Council in Spain. She is programme manager for the Foundation Degree in Early Childhood Studies at the City of Bristol College, in partnership with the University of Plymouth.