Exploring Math Concepts in Early Childhood Education: EYLF Framework

This presentation explores the development of mathematical concepts in early childhood education, specifically focusing on children aged 0-5 years. It introduces the importance of early childhood as a critical learning stage and highlights innovative programs designed to build numeracy skills. The presentation centers on the Early Years Learning Framework (EYLF) and its three inter-related elements: principles, practices, and learning outcomes. It emphasizes the use of various playful and exciting activities, such as counting with beads, colorful paper cut-outs, and fun games, to help children develop math skills. The presentation discusses how everyday play and readily available materials like sand and dough can be utilized to develop mathematical concepts. The effectiveness of EYLF in supporting mathematical skill development in a playful manner is also highlighted. The presentation concludes by emphasizing the role of educators in fostering a child's interest in learning through engaging methods. The work is referenced with citations from various researchers like Bierman, Black, Lindgren, Lowrie, Phillips, Ramani, Vogt, Whitebread, and others.

DEVELOPING CONCEPT OF MATH IN
EARLY CHILDHOOD
-a brief discussion ……

INTRODUCTION TO THE MATH CONCEPT
 Early childhood is the most important stage of learning.
 Many innovative early childhood programs are developed to build numeracy skill
among the children (Lindgren, Tscholl, Wang & Johnson, 2016).
 Educators help children to grow interest on learning through some exciting methods
(Bierman & Torres, 2016).
 This presentation focuses on EYLF learning concept of math for the age group of 0-5
years.

DESCRIPTION OF THE CONCEPT
 EYLF stands for Early Years Learning Framework.
 This framework helps in putting children’s learning at the core.
 It comprises of three inter-related elements and they are principles, practice and
learning outcomes (Black et al., 2017).
 It is one of the most valuable ways an educator can support a child in developing
numeracy skill (Vogt, Hauser, Stebler, Rechsteiner & Urech, 2018).

DEMONSTRATION OF ACTIVITIES
 Various activities can be introduced among the children.
 Those can help them in learning math in an exciting as well as playful way.
 Some exciting methods of developing math's’ concept among children as per EYLF are:
Counting with multiple
beads and pipes
Learning number with colorful
paper cut-outs
Counting through fun
games

DISCUSSION ON THE DEVELOPMENT
SKILLS OF CHILDREN
 Children start growing numeracy skill through everyday play and activities.
 If numerical activities are presented in a playful and relaxed way then
children find it more interesting (Lowrie, Logan & Larkin, 2017).
 Some easily available equipments as well as materials can be used to
develop mathematical concepts among children such as sand, dough, beads
and many others (Whitebread et al., 2017).

EFFECTIVENESS OF THE EXPERIENCE
 EYLF supports developing mathematical skill among children in a playful
manner (Phillips, 2016).
 The experience of the particular math concept is effective in supporting the
development of math and numeracy skill to the age group of 0-5 years.
 It will be helpful for the educators to grow numerical concept among all the
children easily (Ramani & Eason, 2015).

WORKS CITED
Bierman, K. L., & Torres, M. (2016). Promoting the development of executive functions through early education and
prevention programs. Executive function in preschool age children: Integrating measurement, neurodevelopment and
translational research. Washington, DC: American Psychological Association, 10, 14797-014.
Black, M. M., Walker, S. P., Fernald, L. C., Andersen, C. T., DiGirolamo, A. M., Lu, C., ... & Devercelli, A. E. (2017).
Early childhood development coming of age: science through the life course. The Lancet, 389(10064), 77-90.
Lindgren, R., Tscholl, M., Wang, S., & Johnson, E. (2016). Enhancing learning and engagement through embodied
interaction within a mixed reality simulation. Computers & Education, 95, 174-187.
Lowrie, T., Logan, T., & Larkin, K. (2017). The “math” in STEM practices: The role of spatial reasoning in the early
years. 40 years on: We are still learning!, 625.

WORKS CITED
Phillips, L. (2016). Human rights for children and young people in Australian curricula. Curriculum
Perspectives, 36(2), 1-14.
Ramani, G. B., & Eason, S. H. (2015). It all adds up: Learning early math through play and games. Phi Delta
Kappan, 96(8), 27-32.
Vogt, F., Hauser, B., Stebler, R., Rechsteiner, K., & Urech, C. (2018). Learning through play–pedagogy and learning
outcomes in early childhood mathematics. European Early Childhood Education Research Journal, 1-15.
Whitebread, D., Neale, D., Jensen, H., Liu, C., Solis, S. L., Hopkins, E., ... & Zosh, J. (2017). The role of play in
children’s development: A review of the evidence. The LEGO Foundation.