Numeracy and New Zealand early childhood education

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dc.contributor.author Babbington, Shiree en
dc.date.accessioned 2015-04-10T02:09:54Z en
dc.date.available 2015-04-10T02:09:54Z en
dc.date.issued 2005-9 en
dc.identifier.citation ACE papers, Issue 16: Approaches to Domain Knowledge in Early Childhood Pedagogy, Paper 6. en
dc.identifier.uri http://hdl.handle.net/2292/25151 en
dc.description These ACE working papers were a publication of the Auckland College of Education and the last of these was produced in 2006. en
dc.description.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 en
dc.language.iso en en
dc.relation.ispartofseries ACE papers en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title Numeracy and New Zealand early childhood education en
dc.type Technical Report en
pubs.issue 16 en
dc.rights.accessrights http://purl.org/eprint/accessRights/OpenAccess en


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