Session 13

• Early years
• Further Education (Key Stage 5)

Performance outcome 1 

Support and promote children's play, development and Early education

Session 13 

[e-mail] 

T Level in Education & Early Years 

ZE30801 

Learning Objectives 

By the end of the session, all learners will be able to:

Understand how daily routines can allow for a natural occurrence of mathematical development opportunities. (K1.12)

Explain how mathematical thinking and approaches can be supported to encourage early reasoning for children (K1.13) (K.114)

Establish the importance of understanding different stages of play in Early Years.

Starter Activity

In pairs, mindmap all of the different 

strategies that can be used to promote mathematical thinking and early reasoning.

Strategies that support early reasoning 

When supporting children to develop mathematical skills fro their routines and experiences a practitioner would need to consider this as it is occurring. 

Incidental learning

If a child has odd socks, you could encourage them to think about why the socks are odd and the differences in the patterns.

A child may have a teddy with a button missing, you could encourage the children to count how many buttons the teddy has left. 

Every day experiences 

Use the children's experiences to help them establish opportunities for spontaneous mathematical development. 

- matching objects 

- Engaging in shape, size and measure, talking about the size of the item. 

Lev Vygotsky 

Referring back to last years element 2, we learnt how Vygotsky's theory can be used to scaffold children, observe them correctly, support role modelling and encourage extended questioning with them. 

It is important you are aware that mathematical based questions in accordance to their age and stage is imperative.

provide an example of a mathematical question you could ask a 3 year old?

Spatial language for mathematical development

Using spatial language with children is important to promote early mathematical development skills with children. This helps them understand spatial reasoning, problem solve and ocnsider shape size and measure.

Spatial reasoning Article

https://www.famly.co/blog/helen-williams-spatial-reasoning

Read the article pinned below to summarise the importance of spatial reasoning, make notes in your own words. 

Establishing the benefits of routine

Daily routines and spontaneous opportunities are important when helping children develop reasoning and problem solving skills. 

In pairs discuss how the following activities can be used to promote mathematical understanding. Take notes in your books. 

Routines 

Getting Dressed

Snack time 

Washing Hands 

Bed time 

Games

Shapes and patterns

Positional language 

Weight 

Size 

Sorting 

Reflect on your placements and experiences with young children. 

Establishing the benefits of routine

Routines 

Getting Dressed

Counting buttons, matching socks, front to back, right way up

Snack time 

Size of plates / counting plates

quantities 

Cutting food (half an apple)

Volume and amount 

Washing Hands 

Counting how long to wash hands for

Counting fingers 

Amount of soap

Games

Shapes and patterns

Picture lotto

Guessing games (where is the large apple)

Building games 

Positional language 

Encouraging children to find objects 

'up' 'down'

Weight 

Comparing weight of objects / liquids

Size 

shape sorter, colouring, painting

Sorting 

Matching games, board games, smart boad games

Can an average 4 year old count confidently to 20

1. yes
2. no

Should a child aged 4 be able to understand spatial language and positional language?

1. No
2. Yes

Should a child aged 4 be able to do their timetables backwards?

1. Yes
2. No

Should an average 4 year old be able to recognise patterns between numbers?

1. yes
2. no

Mildred Parten

Stages of play and types of play 

Mildred Parten conducted the original study of understanding how children play at different stages, she focused her research of children aged 2 - 5 years. She was contemporary of Jean Piaget and Lev Vygotsky.

 This was because children under the age of 2 are not fully able to engage in meaningful social play.

Her theory focused on observing children during play but focusing on the differences between the ages. From this she was then able to determine the expectation of play types for children aged 0 - 2 years without involving them in the research process.

Using one-minute observations, taken during a period of free play at the same time each day, 42 children aged from under 2 to 4 years and 11 months were studied. 

During the process of her study, Parten observed different ways in which the children played, participated and behaved both individually and in groups. 

Mildred Parten

Stages of play and types of play - The outcome

Mildred Parten's 6 Stages of Play are as follows:

Unoccupied Play (Birth – 3 months): Exploring the world without a sense of purpose or organisation.

Solitary Play (3 months – 2 ½ years): Engaging in play while alone, exploring surroundings and objects.

Onlooker Play (2 ½ years – 3 ½ years): Observing others play without actively participating.

Parallel Play (3 ½ years – 4 years): Playing alongside others without direct interaction.

Associative Play (4 – 4 ½ years): Interacting with others in a loosely organized manner.

Cooperative Play (4 ½ years and up): Collaborating with others in organized play.

Independent theoretical and philosophical recall activity 

As you have experienced from your mocks for Assignment 1 and 3, having knowledge of theoretical and philosophical perspectives is important for your academic writing. 

Along side the theories covered last year, we have covered new approaches / theory and philosophy this year. 

Spend time recalling and revising this information. 

1. Mildred Parten - 6 stages of play
2. Margaret McMillan - Outdoor play for health and wellbeing
3. Rudolf Steiner - Creativity and expression
4. Highscope - active learning 
5. Forest schools - risk & challenge 
6. Maria Montessori - Self directed play 
7. Tina Bruce - Features of free flow play
8. Elinor Goldschmied - heuristic play
9. Janet Moyles - Spiral of play