Abstract
This chapter examines play and mathematics in the early years in formal school in England, which are the years between four and eleven. Most English children begin formal preschool at three years of age, and some attend nursery classes even earlier. Mathematics is one of the specific areas of learning in the early years’ curriculum in England, a subject that is a lifelong necessity. The ‘characteristic of effective learning’ Early Years Foundation Stage Development Matters highlights the approach to teaching and learning in the early years as one of ‘engagement, motivation, and thinking.’ Based on this, children will learn to explore and investigate the world around them, develop their interests, and discover and solve problems through play, which is the main source of development in the early years. Play embodies the whole child and is the precursor to the development of early learning, enabling the child to test out learning without the risk of boredom. Play is a more natural and comfortable way to learn to retain information., especially regarding mathematical experiences that build strong connections and relationships between learning and life through their daily activities, interests, questions, and conversations.
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Smith, M. (2022). Play and Mathematics in an English Early Years Classroom. In: Tunnicliffe, S.D., Kennedy, T.J. (eds) Play and STEM Education in the Early Years. Springer, Cham. https://doi.org/10.1007/978-3-030-99830-1_7
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