In the introduction to her new book, Sally argues passionately about the value of play-based learning with children ‘picking up’ maths concepts through child-led play. She notes that one of the key roles of practitioners is to facilitate that play, ‘to ensure that we provide the gateways for these understandings to be discovered’. You can find out more about Sally’s approach to early learning on her Ark Groups Childminding page.
My first thought was that this focus on child-led play is an interesting one, especially in light of recent changes to the Early Years Foundation Stage (EYFS, 2020) which will be law from September 2021. The EYFS 2020 framework does talk about play-based learning and DfE state in requirement 1.14 that the EYFS, ‘does not prescribe a particular teaching approach’ - while linking to Ofsted’s definition of teaching in a footnote - but as you read the revised EYFS 2020, you can see that there is a clear shift towards ‘play which is guided by adults’ running throughout the new learning and development requirements.
In a similar vein, a recent article entitled ‘3 tips for teaching maths in EYFS’ (04.2020) was published by Dr Julian Grenier on the TES website. Dr Grenier is the lead writer of the revised non-statutory Development Matters (2020) guidance and the study he refers to in his article states that, ‘play experiences are not enough. It’s also very unlikely that seizing on "teachable moments" will do the trick’. Dr Grenier suggests that, while play enables children to deepen their understanding of maths concepts, ‘Adult-guided, small group sessions help them to develop the specific skills and understanding they need.’
In my opinion, the two theories do, however, align: Dr Grenier talks about the importance of a ‘progression model curriculum’ which we see in Sally’s new book where she provides ideas for ‘additional activities on the same theme’. This practice encourages practitioners to continuously develop children’s learning, first allowing them to repeat and practice new skills to fully secure what they know and can do in their memory, before moving them on.
This theory of ‘knowing and remembering more’ is something Ofsted talk about repeatedly in their blogs. It is discussed in more detail linked to school age children here, but we know that Ofsted look at how much information children remember in relation to the early years as well. I will unpick this more in future webinars for Childcare.co.uk.
As anyone who has attended my training or completed any of my teaching webinars knows, I strongly advise practitioners to develop a blended curriculum, taking the best from a variety of theories and theorists and making it work for them, in their unique childcare setting.
I will definitely use some ideas from Sally’s tuff tray maths book – in addition to our current maths curriculum and some direct teaching when assessment tells me it might be helpful – in my early years setting because I feel it will enhance children’s learning and that, at the end of the day, is why we are all here. Plus, I note that the book series is edited by Alistair Bryce-Clegg, who is one of my early years heroes – if this way of working is good enough for him, then it has to be good enough for me!
Thank you again to Sally for sharing your latest book with me.
Sarah | Knutsford Childminding