Numeracy Skills Development in Early Childhood: A Presentation

This presentation examines the development of numeracy skills in early childhood education. It begins by introducing the importance of counting and the relevant age group (1-3 years old), aligning with the Early Years Learning Framework (EYLF). The presentation details an activity involving counting different objects and recognizing multiple objects with similar dimensions, with an example of a child's engagement with the activity. The evidence and justification section draws on research by Chigeza & Sorin (2016) and Cohrssen & et al. (2017) emphasizing intentional teaching strategies and numeracy assessment frameworks. Sumsion (2019) is also referenced to highlight the early development of counting and mathematical language. The presentation concludes by reiterating counting as a key learning concept within the EYLF for developing mathematical skills. References to key research papers are included to support the presented information.

M AT H E M AT I C S A N D N U M E R A C Y S K I L L D E V E L O P M E N T
PRESENTATION

TABLE OF CONTENTS
Introduction
Activity explanation
Evidence and justification
Conclusion
References

INTRODUCTION
Counting
Age group of 1to 3year old children
EYLF

ACTIVITY EXPLANATION
Counting different objects
Recognition of multiple objects with similar dimensions
Counting and remembering the digit

ACTIVITY EXPLANATION (Cont.)
Test of identification
Ability to count and describe
Testing creativity and sense of recognition

ACTIVITY EXPLANATION- EXAMPLE
Valerie, two years old
Identified and counted four legs of table which was not intended
Got confused but was persistent in obtaining number

EVIDENCE AND JUSTIFICATION
According to Chigeza & Sorin (2016), the students tend
to develop early mathematical skills but this development
is different for every individual and is in a overlapping
phase. It is important to implement the intentional
teaching strategies that are based on the early childhood
numeracy progress monitoring framework.

EVIDENCE AND JUSTIFICATION (Cont.)
The authors, Cohrssen & et.al. (2017), state that
numeracy monitoring framework can help in the
assessment of the development of the numeracy skills and
the rate at which each child is developing these. Based on
this analysis, interactive sessions can be held in the
classrooms where the intention is to challenge, scaffold
and extend the development of the numeracy skills in
children.

EVIDENCE AND JUSTIFICATION (Cont.)
Sumsion (2019), have also illustrated that children begin to
differentiate between the different objects in the context of their
numbers and counts at around 1 to 2 years and hence the work on
the development of these skills can be started earlier. The concepts
of counting and use of mathematical language for the description
etc. are some of the key aspects on which work can be done.

CONCLUSION
The counting was identified as the key learning concept
in the EYLF for development of maths skills.

REFERENCES
Chigeza, P., & Sorin, R. (2016). Kindergarten children
demonstrating numeracy concepts through drawings and
explanations: intentional teaching within play-based
learning. Australian Journal of Teacher Education, 41(5), 5.
Cohrssen, C., & Pearn, C. (2019). Assessing preschool children’s
maps against the first four levels of the primary curriculum:
lessons to learn. Mathematics Education Research Journal, 1-18.
Sumsion, J. (2019). The Australian early years learning
framework: Becoming and children in their first 1000 days.
In The First 1000 Days of Early Childhood (pp. 73-92).
Springer, Singapore.