Abstract:
The notion of numeracy in early childhood education is undoubtedly seen as a valid and important aspect of all young children’s learning. This is supported by the Literacy and Numeracy Strategy which stresses the important nature of early experience as a catalyst for high levels of success in future numeracy. However, it seems that our youngest citizens are not being deliberately exposed to numeracy experiences in early childhood settings. Although there is evidence that children tested at school entry have skills and knowledge above the first stages of the numeracy framework, early childhood teachers could be making a greater difference to children’s future success in numeracy if these resources were made available, and their use encouraged, in early childhood education and care settings