The introduction of the Foundation Stage guidance has at last provided money and opportunities for training in how young children learn. Early years practitioners have always been keen to learn more about the curriculum for young children, but there have been very few courses on offer. Now the balance is finally being redressed - particularly in the difficult area of mathematics.
In the past, there have always been issues about releasing practitioners for training during the working day. There has been precious little flexibility in staffing to allow supply cover in nurseries where a minimum adult:child ratio must be maintained. Now there is funding to allow more provision for release, and practitioners are jumping at the chance for ideas, training and stimulus.
Over the past year, BEAM has been working with Early Years Development and Childcare Partnerships (EYDCPs) around England to deliver training on mathematics in the Foundation Stage. What they chose to provide gives a picture of the variety of training needs and possible solutions. Here we look at some of the issues that arose.
From church hall to purpose-built nursery
One Early Years Development and Childcare Partnership (EYDCP) in the South of England has responsibility for 170 nurseries, 400 pre-schools and 80 independent schools. The provision ranges from well-resourced reception classes in primary schools to converted church halls with little equipment. The practitioners' learning needs are the same, but the settings they are in give them very different means to put theories into practice.
To tackle the concomitant problems, this particular EYDCP uses a 'hub and cluster' structure, with much of the training and professional development work that takes place in 14 'hub' nurseries working closely with their local neighbourhood groups. It devised a programme of 18 one-day workshops throughout the spring and summer terms. Each session was held in one of the 'hubs', and one or two practitioners from each of the neighbourhood groups or settings were invited.
The focus of the workshops was to use inexpensive and readily-available resources, and to provide imaginative ideas for creating mathematical games and developing role play. The challenge of the resources stimulated excitement, interest and creative energy from participants, who also shared their solutions to constraints in their settings.
Opportunities for mathematics
Early years practitioners are expert at providing imaginative and stimulating environments for children, and using these to develop children's language and social skills. It is important for early years mathematics consultants to look at each area of the setting to consider the best way for children to learn mathematics through explorations as well as structured activities.
An EYDCP in the West wanted to provide detailed and practical ideas on mathematics learning in different areas of the nursery and reception. It organised a range of half-day and twilight sessions each with a distinct focus. The programme included the mathematics of block play, sand and water play, outdoor play, games, storytelling, songs and finger rhymes. Looking in detail at the areas of provision offered practitioners a way of both organising structured activities and of providing mathematically-rich, child-initiated play.
Addressing different needs
The mathematics resourcing in nurseries and reception classes does not need to vary greatly. Children in reception classes need to explore and have opportunities for child-initiated play. However, towards the end of the reception year, there is a progression to more structured mathematical activities, and a link to the work that will take place in Year 1. It can be appropriate for early years mathematics consultants to provide separate training for practitioners in reception classes that looks specifically at the tension between exploration and structured activity.
An EYDCP in the North wanted to provide separate training programmes for practitioners in nursery settings and reception classes. Early years mathematics consultants offered a programme to give younger children a rich and interesting mathematical environment, aimed at enhancing their confidence. The course showed games, activities and play situations to encourage them to feel confident in mathematics and increase concentration and problem solving.
The reception class programme looked at creative approaches to planning the daily teaching of maths, interactive teaching strategies appropriate for children in reception and developing cross-curricular links. The course also dealt with managing the transition from an early years setting to the primary school, and the curriculum shift from the Foundation Stage to the National Numeracy Strategy's daily mathematics lesson.
Overall impressions
We have been struck by how enthusiastic practitioners have been. And it is not hard to see why. Getting new ideas for mathematics in your setting, sharing ideas with colleagues across the profession and picking up guidance on how to implement the curriculum are essential in providing a rich learning environment for young children.
Early years practitioners have always been passionate about children's learning, and about gaining ideas and further knowledge about it. There is a great opportunity now to offer them support.
Sheila Ebbutt is director of BEAM Education in London.
