QI 2.2 p25
We actively promote and effectively develop the essential aspects for early learning: wellbeing, communication, mathematics, curiosity, enquiry and creativity to secure the best outcomes for all children… All practitioners take responsibility for developing early literacy and numeracy skills across the curriculum.
QI 3.2 p42
We understand how young children develop early language and mathematical thinking… Our successful use if real-life and imaginary contexts support children effectively to develop their early language and mathematics skills very well.
QI 1.3 p24
What approaches are we using to promote children’s developing language, numeracy and literacy skills?
QI 3.2 p51
How well is our focus on literacy and numeracy leading to raising attainment across the curriculum?
p75
Numeracy and mathematical thinking encompasses many different elements including recognition of numerical symbols, verbalising numbers and being able to recognise patterns and shapes. It involves many different skills such as understanding numbers, counting, problem solving, measuring, sorting and patterning. However, numeracy is not only about developing these skills. It is also about having the ability to apply these concepts in all areas of life. Therefore numeracy should be embedded throughout the curriculum and the environment and should not simply be seen as an area on its own.
p76
Numeracy and mathematical learning can be found in all aspects of the curriculum and all areas of the setting.
Numeracy and mathematical experiences should weave, build and grow children’s interests, vocabulary and knowledge.
Numeracy learning is enhanced by adults who use purposeful mathematical language when carrying out experiences.
Numeracy and mathematical learning should be actively encouraged by providing different materials in different contexts to encourage opportunities for exploration, enquiry and problem solving.
