1. SEAL (S TAGES OF E ARLY A RITHMETICAL L EARNING )

2. THE EMERGENT CHILD At this stage the child: Attempts to count May not understand all counting tasks (social counter?) May not know all the number words. May not be able to coordinate number words with items. May not have the organisational skills

3. THE PERCEPTUAL CHILD At this stage the child : Can count perceived items May involve seeing, hearing or feeling items May create perceptual replacements for abstract problems

4. T IME TO T HINK AND DISCUSS … Can you recognise children in your nursery in these descriptions? What are the strengths and challenges of what you currently offer these children?

5. SEAL L EARNING AND T EACHING Teaching progressions give clear, small-stepped learning and teaching experiences to move forward a child’s understanding of number The emergent and perceptual progressions cover the number and number processes outcomes (MNU 0-02a and MNU 0-03a) at early level. Best advice is to start all children at emergent (some will progress quicker than others)

6. L EARNING AND T EACHING – W HAT ? (F IVE K EY S TRANDS IN T EACHING N UMBER ) Counting Numerals Number Structures Addition and Subtraction Multiplication and Division (from perceptual only)

7. 5.1 N UMBER W ORD S EQUENCES FROM 1 TO 20 Forward Number Word Sequences (FNWSs) Backward Number Word Sequences (BNWSs) Number word after/before

8. 5.2 N UMERALS FROM 1 TO 10 Numeral Recognition (“Point to the number 12”) Numeral Identification(“What number is this?”) Sequencing Numbers Numeral Tracks Numeral Rolls 13 30 25 11

9. 5.3 AND 5.6 A DDITION /S UBTRACTION Counting items in one collection (“How many are there?”) Establishing a collection of given numerosity (“Can you give me 7?”) Counting items of two collections/rows Temporal Patterns and Sequences

10. 5.4 AND 5.5 N UMBER S TRUCTURES Spatial Patterns Finger Patterns