Foundation Stage

Problem Solving, Reasoning and Numeracy

Children develop their understanding of problem-solving, reasoning and numeracy in a broad range of contexts in which they can explore, enjoy, learn, practise and talk about their developing understanding. Mathematical development depends on becoming confident and competent in learning and using key skills. This area of learning includes seeking patterns, making connections, recognising relationships, working with numbers, shapes, space and measures, counting, sorting and matching. Mathematical understanding should be developed through stories, songs, games and imaginative play.

To give all children the best opportunities for effective mathematical development, practitioners should give particular attention to:

• many different activities, some of which will focus on mathematical development and some of which will draw out the mathematical learning in other activities, including observing numbers and patterns in the environment and daily routines;
• practical activities underpinned by children's developing communication skills;
• activities that are imaginative and enjoyable;
• real-life problems, e.g. 'How many spoons do we need for everyone in this group to have one?';
• modelling mathematical vocabulary during the daily routines and throughout practitioner led activities;
• giving children sufficient time, space and encouragement to use 'new' words and mathematical ideas, concepts and language during child-initiated activities in their own play;
• encouraging children to explore problems, to make patterns and to count and match together
• the balance between learning and teaching indoors and outdoors. For example, reading the story of Mrs Mopple could lead into laundrette play indoors and washing line play outdoors, streets of clothes shops built out of recyclables, bikes and other wheeled vehicles being used as delivery vans, numbered (and lettered) parking spaces. The staff would spend time in both environments and the level of child-initiated and practitioner-led activity would be monitored and divided more or less equally across both environments. Displays would include examples from both environments;
• help for those children who use a means of communication other than spoken English in developing and understanding specific mathematical language;
• opportunities to observe, assess and plan the next stage in children's learning;
• relevant training to improve practitioners' knowledge, skills and understanding.