What is maths in the early years?

Kaiako can view children as inherently mathematical from birth and actively support and grow this aspect of development.  From birth infants develop rapidly as they make sense of their physical and social worlds showing recognition of quantity and spatial awareness (Chivers, 2022).

Understanding children’s maths learning and fostering their enjoyment and interest in maths is important. Knowledge of maths language has been shown to be a predictor of early numeracy skills, so conversations between children and adults that include maths language are valuable.

Through play and rich interactions in home and early learning settings, mokopuna have opportunities to use shapes, pair and match, sort and use principles of one-to-one correspondence, order, sequence, and identify sameness and difference in patterns. These opportunities lay an important foundation for later maths learning.

Maths knowledge is important for making sense of the world. Infants, toddlers and young children develop working theories to explore maths concepts through play and everyday experiences. Mokopuna generate and refine their theories over time to build knowledge about maths (Christodoulou et al., 2017; Leavy, et al., 2018).

“Working theories are the evolving ideas and understandings that children develop as they use their existing knowledge to try to make sense of new experiences” (Te Whāriki, p. 23).

In early childhood, working theories are a part of everyday moments, experiences, and events for children. They are constantly being revised and evolve as mokopuna gain experience and knowledge about themselves and the people, places, and things in their lives. Working theories contain a combination of knowledge about the world, skills and strategies, attitudes, and expectations.

Some examples of a working theory could be: “my reflection is always in a mirror;” “If I tell the clouds not to rain, they won’t.”

Te Whāriki states that “the outcomes of a curriculum are knowledge, skills, and attitudes” and that they “combine together to form a child’s ‘working theory’ and help the child develop dispositions that encourage learning” (Te Whāriki, p. 44).

As children develop working theories about their world, they are also developing learning dispositions. Many dispositions have been identified as valuable for supporting lifelong learning. The learning dispositions emphasised in Te Whāriki support children to be ready, willing, and able to develop a positive mindset towards maths learning. Curiosity and the joy of discovery for young children have been shown to be important contributors to maths learning, and therefore are key aspects to foster in the early years (Shah et al, 2018).

Young children are immersed in the language and tools of their culture and begin to develop the maths knowledge that surrounds them.  They learn the values, concepts, and practices of the people, places, and things they experience, coming to participate in culturally meaningful maths practices (Rogoff, 2008).

Kaiako can learn from whānau, discovering the maths used at home and in the community so that maths learning in the early learning setting is culturally responsive and connects with children’s lived experiences. In conversations with whānau, kaiako can share the kinds of interactions that support children’s maths learning and the value of maths learning opportunities in everyday experiences such as setting the table, sharing food, sorting washing, and buying groceries. 

“Children are most likely to generate and refine working theories in learning environments where uncertainty is valued, inquiry is modelled, and making meaning is the goal” (Te Whāriki, p. 23).

Kaiako in early learning settings have an important role in children’s maths learning. They can position themselves as co-learners alongside children to create a safe space for thinking creatively. Kaiako can use intentional teaching to encourage children to take risks, propose theories and collaborate with others as they work to make meaning. Kaiako can model dispositions such as curiosity and active exploration. Kaiako and whānau can get to know maths concepts such as spatial thinking, number and quantity, and patterns. They can notice maths in the world around them and use these opportunities to support children’s learning and development.