Space: The final frontier or one of the first?

Abstract

The often‐accepted view is that very young children do not learn mathematics until they enter the formal teaching environment of the compulsory school system, however current research contradicts this. In New Zealand, the foundations of mathematical conceptual learning is recognised as occurring in the prior‐to‐school early childhood years and is supported by a national curriculum framework (Te Whãriki). This framework is underpinned by child‐centred and holistic pedagogy and philosophy and the learning experiences are always play‐based. This paper presents examples of conceptual mathematical knowledge identified in the outdoor play experiences of a group of toddlers aged between 12 months and 3 years. Based upon empirical data from a recent case study, examples are provided of toddler’s knowledge and skill in space and spatial awareness. Experiences that include moving and rearranging objects within space, moving bodies within space and with others, and establishing spaces to fit objects are drawn upon to exemplify the foundational geometrical skill of this age group.