ABSTRACT
This part introduction presents an overview of the key concepts discussed in the subsequent chapters. The part describes how children come to an understanding of mathematics in the first five years of their lives. It discusses mathematics and mathematical thinking and outlined a range of expectations of the sorts of mathematical skills and understandings that young children will develop. The part explains why the particular activities are mathematical and how these activities lead into the sorts of skills that might be expected when the children start school. It offers a range of practical activities with suggestions for adult–child interactions which will support the children in their mathematical development. The part outlines the problem solving skills that are being developed using criteria developed by Sue Gifford in her article available from the NRich website. These are: getting to grips with the problem, connecting to previous experience, planning, considering alternatives, monitoring progress, and evaluating solutions.
