The importance of mathematics subject knowledge for the early childhood educator
It is an assumption in early childhood education that children learn through play and their daily routines. However to maximise this learning an early childhood educator needs an apprioriate knowledge-base and an awareness of a variety of strategies to make use of when enhancing children’s learning1. Subject knowledge in mathematics can support educators in enriching children's own mathematical thinking and understandings, and to create continuities2 for the children's mathematical journeys.
A question sometimes heard is:
How much maths does an early childhood educator need to know?
Responses from early childhood educators themselves might include:
- as much as it takes to comfortably provide, support and enhance mathematical moments observed in children's play and routines
- as much as I think I need to enable me to) notice, recognise and respond3 confidently to children's mathematical ideas
- as much as will help me engage in meaningful self-review4 on the teaching and learning of mathematics in my/our setting.
Before reading further, consider this question for yourself. To help you think about it maybe engage in dialogue with others about the teaching and learning of mathematics in your centre/setting5.The range of responses could form the basis for some mathematically-focused personal professional development.
1 Parsonage, N. (2001). Teacher knowledge: a crucial factor in supporting mathematical learning through play. ACE Papers 11, 51-61.
2 Ministry of Education. (2004). Kei Tua o te Pae. Assessment for learning: early childhood exemplars (Book 7). Wellington: Learning Media.
3 Ministry of Education. (2004/5/9). Kei Tua o te Pae. Assessment for learning: early childhood exemplars. Wellington: Learning Media.
4 Ministry of Education. (2006). Ngã Arohaehae Whai Hua. Self-review guidelines for early childhood education. Wellington: Learning Media.
5 Craw, J. (2000). "Mathematics is a beautiful way of communicating": a teacher's voice: a case study of mathematics in the early years in a New Zealand early childhood context. Unpublished dissertation for the Diploma in Mathematics Education, University of Auckland, Auckland.