EYFS plans for Maths 'too narrow and rigid'

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.