Bristol Early Years Research and Development

Bristol Early Years Research
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Maths at Bristol Early Years Research and Development


Tally chart early mathematics at Bristol Early Years Research
Sara was a candidate on the maths leaders course and she is now exploring data handling and tallies with her group as a result of being on the course. She has written this story for her children's learning diaries  showing how the course has influenced her approach to teaching maths.

Sara's maths story


Maths at Brentry

 

 


Hannah Proud from Brentry Children's Centre has sent us this good example of how she has improved her and her setting's view of maths after attending our training.

Illustration of early maths at Brentry Children's Centre.

 

Maths Professional Development Course Progress

We are delighted, impressed and humbled by practitioners who have gone above and beyond the task set from the course. Not only have they changed and improved their maths provision in the setting but they have changed their thinking and the thinking of their colleagues. 

Here is one example from Jo Williams who attended the three session maths leaders course:

Since finishing the maths course we have had a inset day to share information and ideas. I found the course very informative and was excited to share it with rest of team, and start to make changes to our environment and how we view children learning maths.

We started by looking at how maths is already used in our setting and in all areas of learning. We recognised that as adults we don't always recognise this learning because it's not in the maths area.

Observations

We have started observing children differently.  While writing observations we now look for maths knowledge already present naturally, and then extend on the child's play and learning, by asking questions, adding props or planning activities around the child's interest.

Environment

We have looked at our environment, bringing in more natural and familiar resources into all areas of play. We've added scales, real food, bowls, utensils into our home corner.   We've included clocks, watches, calendars, phones etc.  so children can have access to these items during role play. These have proven very popular and have led to lots of adventures and ideas. We asked parents if they could donate any old items they might have at home
( utensils, pans, clocks) and have been surprised by the response.

Child-led learning

The biggest change since course is the understanding as adults that maths is everywhere and doesn't need to be adult led, using props, getting written marks and evidence from children. We now recognise maths is in the songs we sing, stories we tell and places we visit. We're  looking at areas we've always used and extend these naturally without stopping or intruding child's play.
 
It’s been exciting and fun looking at how we bring maths into our setting since the course.  

 

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