ABSTRACT
This chapter shares examples of good practice in early mathematical learning in nurseries and reception classes. Evidence from research citing the importance of the role of the adult as teacher, explainer and instructor is also outlined. A selection of completed examples of curriculum plans, observational checklists and ideas for schemes of work gathered from a variety of LEAs and guidance from the National Numeracy Strategy (NNS) will show how mathematical learning can be effectively promoted in a range of early years settings. The outcomes of a longtitudinal five-year research project (Siraj-Blatchford et al. 2002) published recently and a recent HMI evaluation (Ofsted 2002) of the first three years of the National Numeracy Strategy in reception classes are disseminated to show what is happening nationally.
