LAYING THE FOUNDATION
– the importance of early mathematics Angela Drysdale Head of Primary School Children need the knowledge and skills to fully participate in 21st century life and this is acknowledged by governments worldwide (Australian Association of Mathematics Teachers [AAMT] (2014). Policymakers recognise that quality early childhood education and care creates the foundations for lifelong learning. For example, the Organisation for Economic Co-operation and Development (OECD) early this century reviewed early childhood education in its report Starting Strong, acknowledging that 'childhood (is) an investment with the future adult in mind' (OECD 2001 p. 38).
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A growing body of knowledge related to young children’s capabilities has impacted on our understanding about the education of this age group and young children’s mathematical proficiencies. Previous thinking included the view that young children have little or no knowledge of mathematics. In the sixties, the work of Piaget recognised that children were mathematically curious and able to actively construct
SUNATA
Australia has responded to these calls by prioritising the educational programs prior to school and in the first year of primary schooling, including the development of the Early Years Learning Framework (Department of Education, Employment and Workplace Relations [DEEWR] 2009); the National Quality Standard for early childhood provision (Australian Children’s Education and Care Quality Authority [ACECQA] 2011) for childcare and kindergarten years; and the inclusion of the Foundation Year (preparatory and preschool) in the Australian Curriculum. The development
of the Australian Curriculum not only prioritised a national curriculum, but also acknowledged the importance of the year prior to Year 1 by creating a curriculum for this year, identified as the Foundation Year. The development of these documents (Early Years Learning Framework, National Quality Standard) and the inclusion of the Foundation Year in the Australian Curriculum are each testament to the nation’s commitment to early childhood education and acknowledgement of the importance of providing a quality education for children in these age groups (prior to school and first year of school). These documents acknowledge the need to provide quality mathematical experiences to children in these early years (Clements & Sarama 2016).
