Developing Children’s Mathematical Understanding In The EYFS Through Outdoor Games and Activities. Terry Gould 11 March 2011

WORKSHOP OUTCOMES  To be able to provide improved outdoor mathematical learning and development opportunities for all children  To recognise, value & promote mathematics in children’s play and further develop the continuous provision of the setting to support progression in developing & using number skills  To recognise that mathematics does not depend on specific mathematical resources but on children having opportunities to develop mathematical concepts and understanding  To be more confident and able to help to “scaffold” children’s mathematical thinking

What PSRN means for children … seeking patterns and making connections …recognising relationships between numbers shapes and quantities ….using their knowledge and skills to solve problems …generating new questions and making connections across other areas of learning & development Children Thinking Mathematically 2009

Number Lines & Tracks Adults can easily refer to the number lines to support any number conversation or group activity..

 Number lines of different lengths are useful to show children that numbers go beyond 10 and that the children can also see the number sequence and how numerals are written.  Numbers that can be easily moved on a string are excellent for using flexibly where children can discuss, for example, the numbers they want to hang on the line.

Number tracks are also useful because children can jump on them or put objects on them. Number tracks are often drawn outside for the children to play on. Adults can initiate games, for example, ‘I am on number 3. I am going to jump to number 7.’

7 Key Elements of A Quality EYFS Learning Experience Outdoors Movement Play/ Active learning Sensory Experiences which include all three of these elements are more likely to meet children's learning needs. These three elements are naturally included by children in their play Children's learning will be more sustained and meaningful if all three are included

Writing Numbers Young children will begin to explore ways of writing numerals. This will be best supported by….  Practitioners who show interest in the marks they make  Settings which provide a wide range of resources and materials to write numbers with indoors and outdoors  Practitioners who model writing numbers  Practitioners who set up games and activities where children are motivated to explore and write numbers

Mathematical Vocabulary Important vocabulary for calculation includes ‘as many as’, ‘more’, ‘most’, ‘less’, ‘least’, ’make’ and phrases like ‘left over’, ‘the difference between’, ‘too many’ and ‘too few’. VERY IMPORTANT Mathematical vocabulary needs to be set in purposeful contexts and not taught as a list to be remembered

“ Give children mathematics that engages them and is relevant to their lives and their culture. Don’t expect children to be interested in mathematics if you don’t share an interest and all their mathematics is dull.” Numbers & Patterns 2010

Look, Listen & Note children’s ability to count on or back from different start numbers how well children demonstrate their understanding of the concept of zero how children demonstrate their knowledge of number order, for example, through saying that 5 comes before 6 or that 8 comes before 10 or ordering the numbers 6, 7, 8, 9 children’s ability to give the numbers before and after given numbers children’s use of the words first, second and third in appropriate contexts.

Boys and Girls Learn Differently12 Motivation and Concentration Three strands relating to this can particularly help all children and significantly boys: Emotional connection- of the brain to the experience- positive emotions are elicited by the activity/experience Challenge-the activity /experience offers something to add to what child already knows and can do Reward/payoff- something in it either intrinsic reward- satisfaction of doing well or external such as smile, sweet, sticker, praise

Boys and Girls Learn Differently13 Motivation comes from………… Success Enjoyment Appropriate challenge

A RANGE OF PRACTICAL IDEAS

KEY MESSAGES Every day is a PSRN (mathematics) day – (outdoors and indoors) Make mathematics interesting and personal. Hands-on, active learning is important. Talking mathematics clarifies and refines thinking. Seeing mathematics through models and images supports learning. Learning from mistakes should build up children’s confidence. Numbers & Patterns 2010

Key Practical Points to Remember Mathematical vocabulary needs to be set in purposeful contexts and not taught as a list to be remembered. Circle/ group times and small adult led (focused) activities should be planned for outdoors as well as indoors.

Exploring some outdoor PSRN Ideas Watching Talking Discussing Trying out Creating your own ideas Trying it back at your setting

Plenary & Evaluations