Report: Mathematics Curriculum in Early Childhood Education and Care

This report provides a comprehensive analysis of the mathematics curriculum for early childhood education and care, based on the Australian Curriculum. It categorizes students into distinct age groups: 0-2 years, 2-3 years, 3-5 years, primary (foundation year), and primary (stage 1), detailing expected cognitive and mathematical development at each stage. The report outlines specific mathematical concepts, learning experiences, teaching pedagogies, and assessment methods tailored to each age group. It emphasizes the importance of aligning curriculum directions with the maturity levels of the students, ensuring effective mathematics education across various grades. The report covers topics such as number sense, space, shapes, classification, sequencing, seriation, patterning, parts and wholes, graphing, and measurements, providing a practical guide for educators. The report is a valuable resource for students and educators seeking to understand and implement an effective early childhood mathematics curriculum.

Running Head: EARLY CHILDHOOD EDUCATION AND CARE
EARLY CHILDHOOD EDUCATION AND CARE
Name of the Student
Name of the University
Author’s Note

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EARLY CHILDHOOD EDUCATION AND CARE
Table of Contents
Introduction:....................................................................................................................................2
Stages of Development:...................................................................................................................2
0-2 years:.....................................................................................................................................2
Cognitive Development:..........................................................................................................3
2 years - 3 years:..........................................................................................................................4
Cognitive Development:..........................................................................................................4
3 years - 5 years:..........................................................................................................................5
Cognitive Development:..........................................................................................................6
Primary (foundation year):..........................................................................................................7
Cognitive Development:..........................................................................................................7
Primary (Stage 1):........................................................................................................................9
Cognitive Development:..........................................................................................................9
References:....................................................................................................................................11

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EARLY CHILDHOOD EDUCATION AND CARE
Introduction:
Mathematics is a vital subject that plays a very important role in human life. The
involvement of Mathematics in our daily lives have made it one of the compulsory subjects that
needs to be understood by every human life. The concept of Mathematics helps us to understand
every processes of our lives. It builds the decision making skills within a person, and helps a
person to understand a fact in a methodical manner (Rittle-Johnson, Zippert & Boice, 2019). By
teaching Mathematics, a teacher is able to ensure the alignment across grades, and making lesson
plan to teach Mathematics is a very important aspect to teach the subject across various grades.
As mathematics is a subject that has a wide range, therefor it needs to be taught across several
grades covering specific sections, depending on the age group of the students in the class grades,
so that they are able to process their minds and understand the method included in Mathematics.
In this assignment directions of curriculum for teaching Mathematics will be provided,
based on the maturity level of the students across several grades and age groups. The
classification of the age groups are as follows- birth-2 years, 2 years-3 years, 3 years to 5 years,
primary (foundation year), and primary (stage 1). The directions for teaching Mathematics across
all the age groups mentioned beforehand will be based on The Australian Curriculum of
teaching.
Stages of Development:
0-2 years:
The students who fall under the age group of 0-2 years, are able to learn new physical
skills. The toddlers are engage themselves in various playful activities, but as they arrive at the

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EARLY CHILDHOOD EDUCATION AND CARE
age of 1-2 years they slowly start to follow instructions and listen carefully (McCluskey,
Mulligan & Mitchelmore, 2016).
Cognitive Development:
 They start to predict the sequence of the various kinds of events like running, rolling,
bathing, and playing with their toys.
 Starts to understand the basic causes and the effects of certain things, like- shaking of the
rattle makes noise, clapping hands makes a different sound.
 Are able to classify toys according to the sounds generated from the toys.
 Are able to understand the relative sizes of certain objects, (Papadakis, Kalogiannakis &
Zaranis, 2017).
 Are able to develop ideas and understand words that refer to some quantity.
Mathematical
Concepts
Learning
experiences
Teaching
Pedagogies
Methods of
assessment
Mathematical
Learning
Outcomes
Number
Counting
number of
fingers in hands
and toes: The
child will be
able to
understand how
to count and
what to count,
Counting
moving objects:
Counting
moving objects
like cars,
animals and
birds, fish.
Counting dots
in a dice:
Counting the
dots and
Teaching
strategies, e.g.
Singing with the
child, counting
teddy bears,
role modelling
etc.
Photographs,
anecdotal
observation,
learning stories.
Developing
curiosity,
cooperation,
confidence, and
understanding
of symbols and
patterns.
(Australian
Government,
2020)

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EARLY CHILDHOOD EDUCATION AND CARE
identifying the
pattern of the
number of dots
in the dice.
Space
Studying in
study room,
Playing in the
playground,
Eating in the
dining room.
Teaching while
playing,
teaching will
eating, singing
and playing
together.
Use of story
books, toys and
observing daily
objects and
human
behaviour.
Developing an
understanding
of location
words such as-
above, outside,
left. (Australian
Government,
2020)
2 years - 3 years:
As the students are able learn and count numbers, along with recognizing their patterns,
they will be gradually identify the various shapes and sizes of certain physical objects. They will
also be engaging themselves into various playful activities and will be involved in learning new
techniques and solving skills (Whyte, et al., 2018).
Cognitive Development:
 Understanding of the numbers and learning of how “to count using fingers”.
 Initiation of starting to recite the numbers and also following the sequence of the
numbers.
 Developing and understanding of how to compare and measure things.
 Learning of basic matchmaking skills like joining of shapes and identifying their types,
 Improving the idea of measurements and exploring what it means to be “filled” and
“empty”.
 Sorting of things based on color, size and shapes.
Mathematical
Concepts
Learning
experiences
Teaching
Pedagogies
Methods of
assessment
Mathematical
Learning

5
EARLY CHILDHOOD EDUCATION AND CARE
Outcomes
Shapes
Identifying of
various types of
shapes: so that
have a clear
idea regarding
the basic
shapes,
Denoting the
position of the
various shapes:
identify the
areas where the
shapes can be
found,
Recognizing
daily objects
with the learned
idea of shapes:
recognize the
shapes of things
used in daily
lives.
Teaching
strategies, e.g.
Playing with
solid shaped
objects,
identifying
regular objects
and analyse its
shape.
Identification
skills,
photographs,
observation,
Fitting shapes
together etc.
Developing of
reading and
sorting of
shapes and
objects,
analytical skills,
identification
skills.
(Australian
Government,
2020)
Classification
Classifying
various things
based on the
colour, size and
shape of
objects:
developing the
measurement
skills,
recognizing
colours, and
able to assess
the size of
various shape of
objects.
Teaching while
playing, and
attaching shapes
together,
matching and
classifying
objects.
Filling of
shapes, keeping
objects in
respected colour
plates,
developing
sense of colour
and shapes.
Developing of
matchmaking
skills, analytical
skills, and
primary
decision making
skills.
(Australian
Government,
2020)
3 years - 5 years:
The child will be able to implicate the various learning ideas, they will be able to identify
the various types of numbers and also recognize the significance of the numbers. They will be

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EARLY CHILDHOOD EDUCATION AND CARE
able to identify the use of the numbers as well and carry on certain modes of mathematical
operations while using the numbers (Clements, Fuson & Sarama, 2017).
Cognitive Development:
 Learning of how to add by counting the fingers on one hand. For e.g. - 1, 2, 3, 4, 5, 6, 7,
8, 9 and then again continue on the other hand.
 Identifying of the large and small numbers,
 Recognizing the numbers based on single and double digits,
 Recognizing numbers till 20 and then moving on after practicing.
 Practicing of recognizing, copying and drawing of several types of shapes based on
primary level (Gresham & Burleigh, 2019).
 Understanding of the basic concept of time,
 Understanding the significance of the words like- first, last, next, unlikely, possible etc.
Mathematical
Concepts
Learning
experiences
Teaching
Pedagogies
Methods of
assessment
Mathematical
Learning
Outcomes
Sequencing and
ordering
Identifying the
patterns of
flowers:
Recognizing of
the types of
pattern of
flowers,
Identifying the
processes to
make a
lemonade:
Recognizing the
sequence of for
how to make a
lemonade,
Identifying
processes to
wash dishes:
Teaching by
watching
learning videos
of how to
perform daily
chores in house,
solving puzzles,
how to arrange
books etc.
Identification
skills,
developing
concepts,
performing
some daily
house hold tasks
on own.
Developing of
problem solving
skills,
developing of
ideas regarding
sequencing,
having idea of
how to arrange
and manage
work.
(Australian
Government,
2020)

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EARLY CHILDHOOD EDUCATION AND CARE
recognizing the
methods of how
to wash a dish.
Seriation
Arranging of
utensils for
dining:
recognizing the
series of
processes,
Growing of a
plant:
recognizing the
process on how
a plant grows,
arranging of
shapes
according to
ascending order
and descending
order of size of
the shapes:
Recognizing of
the order of the
series.
Teaching by
arranging
shapes
according to
certain specific
orders,
assigning tasks
to practice
arrangement by
creating a series
of cards and
scrambling it,
solving puzzles
together.
Knowing the
series of
different
processes,
maintenance of
the chronology.
Developing
ideas regarding
decision
making,
problem
solving,
developing new
ideas, practicing
of maintenance
of the
chronology and
order.
(Australian
Government,
2020)
Primary (foundation year):
The students who are in the primary foundation year will be enthusiastic in learning the
various processes of Mathematics. They are able to identify the various factors and ideas that are
related to mathematics and can easily carry on certain mathematical operations like adding and
subtracting on a primary student level (Thiel & Perry, 2018).
Cognitive Development:
 Able to recognize and analyze the patterns and capable to predict and complete the
pattern,
 Able to identify the variability of patterns and also to develop the thinking processes
according to the pattern,

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EARLY CHILDHOOD EDUCATION AND CARE
 Knowing the difference between 2 and 3 dimensional objects.
 Identifying of the primary and basic modes and types of objects like- cylinder, sphere,
cubes etc.
 Able to count up to three digit numbers,
 Will be able to count till 100 by ones, twos, fives and tens (Kinnear & Wittmann, 2018).
 Able to remember, write and recognize certain numerals from 0 to 100 and also in words,
 Able to do basic addition and subtraction up to 20.
 Recognizing the values of the coins.
Mathematical
Concepts
Learning
experiences
Teaching
Pedagogies
Methods of
assessment
Mathematical
Learning Outcomes
Patterning
Identifying the
patterns of
feathers:
Recognizing of
the different
patterns of
feathers,
Identifying the
types of keys:
Recognizing the
different types
and pattern of
keys,
Identifying
different types
of sticks:
recognizing the
patterns of
sticks.
Teaching by
playing with
the pattern
beads,
learning to
add and
subtract by
using
abacus,
playing with
puzzles.
Fitting shapes in
certain areas, unfix
of cubes, stacking
of sticks according
to their length.
Developing of
identification skills,
learning of the
various modes of
designs and patterns
(Australiancurriculu
m.edu.au, 2020).
Parts and
wholes
Cutting of cake:
identifying of
the number of
pieces,
Cutting of
Pizza:
identifying the
pieces of Pizza,
Teaching by
assigning
tasks to
define the
parts an
already cut
cake or
pizza,
Naming of the
pieces of a cake
based on the
number of the
pieces, analysing
the quantity as a
whole and as parts
of it.
Developing ideas
regarding the parts of
fractions, identifying
the notion of amount
as a whole body and
partial body.
(Australiancurriculu
m.edu.au, 2020).

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EARLY CHILDHOOD EDUCATION AND CARE
Segregating the
leaves from a
branch: identify
the number of
leaves
cutting of a
whole body
into several
pieces and
again
making
several
pieces of it.
Primary (Stage 1):
In this stage the students will be involved in the class in a full-fledged manner. They will
be starting to analyze several problems and will be developing understanding regarding doing
certain mathematical operations like- addition, subtraction, multiplication etc. The students will
be understanding the methods that should be put in the class to help them analyze the situation
(Gasteiger & Benz, 2018).
Cognitive Development:
 The students will be using not hand methods to calculate but will be including pencils
and paper to do their sums (Elia, et al., 2018).
 They will be dealing with problems regarding money and coins.
 They will be able to do subtraction and addition while regrouping.
 They will be learning about the very initials regarding the decimal system.
 Will be able to multiply and divide,
 Will be able to learn and using multiplication tables,
Mathematical
Concepts
Learning
experiences
Teaching
Pedagogies
Methods of
assessment
Mathematical Learning
Outcomes
Graphing
Identifying
the climate
change
Teaching by
drawing
graphs on
Placing of
certain
shapes and
Developing of ideas for
graphical representation of
ideas, practical approach to

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EARLY CHILDHOOD EDUCATION AND CARE
graphs:
Recognizing
of how graphs
work,
Identifying
the bar
graphs:
Recognizing
the function
of graphs,
Identifying
picture
graphs:
recognizing
the different
types of
graphs.
board and
giving
several
examples.
objects in a
graph,
arranging in
ascending
and
descending
orders in a
graph.
studies, organizational
development. 1.
(Australiancurriculum.edu.au,
2020).
Measurements
Identifying
the shape of a
grown man’s
pam and a
child’s palm:
identifying
the
measurements
of two palm
sizes,
Measuring a
table using
hand:
identifying
the way to
measure an
object,
Weighing a
heavy and a
soft ball:
understanding
how to
measure
weight.
Teaching by
giving the
student
assignments
to measure
certain
objects,
helping
them to
think new
ways to
measure an
object,
teaching the
markings
and units of
measuring.
Measuring
an object
with tape
and hands,
measuring
by
footsteps,
measuring
using a
ruler.
Developing ideas regarding
mensuration, increasing
analytical approach.
(Australiancurriculum.edu.au,
2020).

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EARLY CHILDHOOD EDUCATION AND CARE
References:
Australian Government. (2020). Early Years Learning Framework | Department of Education,
Skills and Employment. Education.gov.au. Retrieved 27 March 2020, from
https://www.education.gov.au/early-years-learning-framework-0.
Australiancurriculum.edu.au. (2020). Learning areas. Australiancurriculum.edu.au. Retrieved 24
March 2020, from https://www.australiancurriculum.edu.au/f-10-curriculum/learning-
areas/.
Clements, D. H., Fuson, K. C., & Sarama, J. (2017). The research-based balance in early
childhood mathematics (A response to Common Core criticisms. Early Childhood
Research Quarterly) 40, 150-162.
Elia, I., Mulligan, J., Anderson, A., Baccaglini-Frank, A., & Benz, C. (2018). Early childhood
mathematics education: reflections and moving forward. In (Contemporary research and
perspectives on early childhood mathematics education) (pp. 313-326). Springer, Cham.
Gasteiger, H., & Benz, C. (2018). Mathematics Education Competence of Professionals in Early
Childhood Education: A Theory-Based Competence Model. In (Mathematics Education
in the Early Years) (pp. 69-91). Springer, Cham.
Gresham, G., & Burleigh, C. (2019). Exploring early childhood preservice teachers’ mathematics
anxiety and mathematics efficacy beliefs. (Teaching Education,) 30(2), 217-241.
Kinnear, V., & Wittmann, E. C. (2018). Early mathematics education: A plea for mathematically
founded conceptions. In (Forging Connections in Early Mathematics Teaching and
Learning) (pp. 17-35). Springer, Singapore.