The mathematics area of learning or ‘educational programme’ in the proposed DfE Reforms of the EYFS gives little regard to the fact that it includes children in the whole of the EYFS from 0 – 5+. The description completely ignores the fact that children under three will be included and does not give any indication of how early mathematical development and learning underpins later learning. This was evident in our initial meetings with the DfE who had not realised that by changing the ELGs they had actually changed the areas of learning for all children in the EYFS!
For example, there is no recognition or understanding that children’s schematic behaviours underpin mathematical structures which develop the brain ‘architecture’ for future more complex processes. Very young children are skilled problem setters and problem solvers using logical thinking processes such as reasoning, testing, checking, trying out and metacognition. Children’s early schematic patterns of thinking must be supported and extended as they underpin later conceptual development (Kant). Later mathematical concepts include height, length, distance, speed, timelines, volume, capacity, transferring ideas and the conservation of number.
NARROW VIEW
The proposed educational programme takes a narrow, uninspiring view of mathematical learning focusing only on number, which seems to completely contradict Ofsted’s ‘mantra’ of a broad curriculum. If the DfE want to avoid practitioners/teachers from using the ELGs as a curriculum, then the educational programme needs to give an overall aim or aspiration for mathematics across the EYFS.
Instead, it gives a rigid, narrow instruction of what children should be taught and how. It is disappointing in its aspiration when it should be a more generic explanation of how mathematics engages children’s curiosity in creative and critical thinking, building on their innate mathematical lines of thinking (schema) and their interests in patterns, shape, space and measures.
If this proposed area of learning is to teach the mathematicians of the future, it needs to give regard to the Characteristics of Effective Learning – particularly creating and thinking critically. This strand is about the dispositions and skills that children will need throughout their lives in order to be flexible, confident mathematical thinkers who can problem solve, test out their hypotheses/ideas, make predictions, notice patterns, groups, sequences, cause and effect. These are all crucial lifelong dispositions for any learning, but particularly the mathematics of the future; they are all inherent in children’s sustained shared thinking and mastery orientation.
MATHEMATICAL MASTERY
The reference to mathematical mastery is concerning. The use of the word ‘mastery’ linked with the word “knowledge” may mislead people into thinking that’s this is about a particular programme (Mastery Maths programmes) which are intended for older stages, not the early years. This leaves the door open for published mastery programmes to be used in Reception classes, which is happening already, usually through trying to ‘water down’ what is used in Y1/2 classes.
Mastery should be about children understanding and applying mathematics confidently in their own embedded learning.It is called mastery orientation (Dweck 2000) and Sylva (EPPE 2004). There is no reference to children’s mastery orientation in these programmes, however the Talk for Maths Mastery Initiative has focused on what this means and looks like for all children in the EYFS birth to 6+.
The Talk for Maths Mastery Exemplification (see https://watchmegrow.uk/resources/resource-tools/talk-maths-mastery-maintaining-momentum-childrens-development-learning/) has explored this through focusing on children’s mathematically initiated play and activities. A forthcoming book ‘Recognising children’s mathematical mastery in their child-led play in the EYFS and Year One’ (2020) goes into much more depth.
There is a concern that the structured mastery programmes are taking a narrow view of mathematics, influencing these limited reforms which only focus on number and numerical patterns. There is also a danger that teachers, especially those in the EYFS and KS1, will not have a full understanding of child development theory and how children learn about maths from birth relying on structured mathematics programmes which set out a linear view of teaching and learning (see The EYFS Coalition Review 2019, page 34). Those who work with young children and understand how they learn will know that development is anything but linear, remembering that some children are nearly a whole year younger than others. Mathematical development when you are 48 months old is massively different to when you are 60+ months old.
SHAPE, SPACE AND MEASURES
Removing Shape, Space and Measures as an early learning goal is a huge mistake. There is now some reference to this in the educational programme, but this is more of an afterthought, probably due to the amount of criticism there has been at removing the goal. This is an aspect of learning that underpins children’s all-round mathematical development. For example, most children in the EYFS are imaginative builders and constructers deeply engaged in block play in many forms on a small scale indoors and a large scale outdoors, with innovative and inspirational ideas about design, testing out balance and form, how blocks fit together (tessellation), cause and effect and collaborative co-construction with others.
The profound and implicit message is that if this is not an early learning goal, it is not important. Informed, well-trained and experienced practitioners/teachers will hopefully see that it is not lost however, as new staff arrive (probably from training that has not included Shape, Space and Measures), and under the relentless pressure to meet targets and teach to the programme, it is more likely that Shape, Space and Measures will be marginalised or completely left out. It is vital that the maths area of learning (and the ELG) does not simply become about number; mathematical learning is much more than that, including key aspects of the CoEL.
Research (look particularly at the Coalition EYFS Review of the Evidence, 2019, pages 35-36) shows that children’s development of spatial awareness contributes significantly to mathematical development and learning: ‘Much research shows that spatial skills predict not only general mathematics attainment but innovation in creativity and STEM fields.’ Spatial awareness and reasoning helps children to see how shapes may fit together (for example, using jigsaws), what happens when you combine shapes; internal visualisation of number lines and using these abstractly in the brain; being able to work out abstract number problems internally and understand concepts of number so that they can solve problems in abstract ways.
Mathematics involves more than just number skills; a strong foundation in practical maths problem-solving and pattern recognition is essential to success in maths, and there is a need for an ELG in this area. In my work across the country with schools I have met many mathematics co-ordinators who, when they have heard about the removal of Shape, Space and Measures as an area of learning and an ELG have voiced strong concern as to the effect this will have when children enter KS1 and KS2 without the underpinning knowledge, experience and skills of these concepts. It is highly likely that in five years’ time, we will see the outcome of removing this aspect of learning and the impact it has had on narrowing children’s mathematical development and opportunities.
Di Chilvers is an advisory consultant in Early Childhood Education
