Mathematics in early childhood - the early years maths curriculum in the UK and children's numerical development

Penny Munn

Research output: Contribution to journalArticle

Abstract

The recent development of the British early years (3-5 years) maths curriculum is described as a function of successive educational reforms aimed at the primary school curriculum in general and the primary maths curriculum (5-12 years) in particular. Contradictions within this curriculum development process are explained in terms of current curriculum theory. Young children's experience of the British primary maths curriculum is illustrated with data from a longitudinal study of early maths concepts from 5 to 8 years of age. Case study data show how normative assumptions embedded in the curriculum make teachers' work unnecessarily difficult, and deprive children of satisfying learning experiences in mathematics. It is argued that an efficiently implemented early years maths curriculum (from 3-8 years) would take young children's developmental characteristics into account, and would stress cross-curricular themes and indirect teaching of concepts.
LanguageEnglish
Pages99-111
Number of pages12
JournalInternational Journal of Early Childhood
Volume29
Issue number1
Publication statusPublished - 2006

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Mathematics
Child Development
Curriculum
childhood
mathematics
curriculum
curriculum theory
curriculum development
educational reform
primary school
longitudinal study
experience
Longitudinal Studies
Teaching
Learning
teacher
learning

Keywords

  • maths curriculum
  • ealy years
  • numeracy
  • primary schools
  • curriculum development
  • early education

Cite this

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Mathematics in early childhood - the early years maths curriculum in the UK and children's numerical development. / Munn, Penny.

In: International Journal of Early Childhood, Vol. 29, No. 1, 2006, p. 99-111.

Research output: Contribution to journalArticle

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