ABSTRACT
This chapter offers a broader view of mathematics in the early years and aims to illustrate how, by planning a wide range of mathematical experiences for one's young learners, they will come to see how mathematics is embedded in many aspects of their day-to-day experience. It explores how every child brings with them their own mathematical understanding and is capable of developing this understanding, with a 'teacher', who may be an early year's practitioner, another adult, a parent or a friend. The chapter outlines how problem solving and reasoning underpins numeracy learning in the early years. In her article 'Handing control to 5-year-olds', Cynthia Collins describes how she allowed her group of young learners to create their own rules for playing together when engaged in mathematical activities. She explores children's personal, social and emotional development, as they negotiate their ways of playing and learning together, and at the same time support them in developing their mathematical understanding.
