Abstract
This chapter considers the relationship between policy and practice in the Early Years Foundation Stage (EYFS) mathematics curriculum in England, with a particular focus on reception-class (RC) children aged 4–5 years. It explores what the policy requires teachers to do in terms of curriculum implementation; what teachers’ views and understanding of the EYFS mathematics curriculum are; and how RC teachers implement EYFS mathematics policy. A case-study design included policy text analysis, interviews with EYFS teachers and observations of EYFS mathematics practice. International comparison studies appeared to have had an important influence on early childhood mathematics policies by creating a top-down pressure for higher standards. Document analysis revealed that despite claims of a reduction and a simplification of early learning goals in the EYFS, in fact the mathematical content had substantially increased. Moreover, the teaching guidance provided to support RC teachers through this change in requirements was wholly inadequate. Tensions in policy text were reflected in mixed and ambivalent views and practices. Whilst RC teachers applauded the principle of a play-based pedagogy in the EYFS, the mathematical content required was regarded as complex and confusing and, in some cases, planned by colleagues teaching the national curriculum to 6–7 year-olds. Observation revealed predominantly child-initiated small-group work with little mathematics in nursery classes for 2–3 year-olds. By 3–4 years, a growing emphasis on large-group work for literacy and numeracy was apparent and by 4–5 years, children were receiving a structured daily mathematics lesson reminiscent of the old National Numeracy Strategy. Hence, teachers brought their own values, experience and understandings to practice. The study revealed the interplay of global influences of educational comparison and national fear of falling standards, with RC teachers and young children caught in a nexus of forces.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Adams, S., Alexander, E., Drummond, M. J., & Moyles, J. (2004). Inside the foundation stage: Recreating the reception year. London: Association of Teachers and Lecturers.
Aubrey, C., & Durmaz, D. (2012). Policy-to-practice contexts for early childhood mathematics in England. International Journal of Early Years Education, 20(1), 1–19.
Aubrey, C., & Godfrey, R. (2003). The development of children’s numeracy through Key Stage 1. British Educational Research Journal, 29(6), 821–840.
Aubrey, C., Godfrey, R., & Dahl, S. (2006). Early mathematics and later achievement: Further evidence. Mathematics Educational Research Journal, 18(1), 27–46.
Aunio, P., Aubrey, C., Godfrey, R., Yuejuan, P., & Liu, Y. (2008). Children’s early numeracy in England, Finland and People’s Republic of China. International Journal of Early Years Education, 16(1), 203–221.
Ball, S. J. (1993). What is policy? Texts, trajectories and toolboxes. Discourse, 13(2), 10–17.
Ball, S. J. (1999). Labour, learning and the economy: A policy sociology perspective. Cambridge Journal of Education, 29(2), 215–228.
Ball, S. J. (2013). The education debate (2nd ed.). Bristol: Polity Press.
Bowe, R., Ball, S. J., & Gold, A. (1992). Reforming education and changing schools: Case studies in policy sociology. London: Routledge.
Carpenter, T. P., & Moser, J. M. (1984). The acquisition of addition and subtraction concepts in grades one through three. Journal for Research in Mathematics Education, 15(3), 179–202.
Department for Children, Schools and Families (DCSF). (2008). Statutory framework for the Early Years Foundation Stage. London: DCSF.
Department for Education (DfE). (2012a). Development matters in the Early Years Foundation Stage. London: DfE. http://www.foundationyears.org.uk/files/2012/03/Development-Matters-FINAL-PRINT-AMENDED.pdf. Accessed 10 Oct 2013.
Department for Education (DfE). (2012b). Statutory framework for the Early Years Foundation Stage. London: DfE.
Department for Education (DfE). (2013). Early years outcomes. A non-statutory guide for practitioners and inspectors to help inform understanding of child development through the early years. London: DfE.
Department for Education and Employment. (DfEE). (1999). The national numeracy strategy. Framework for teaching mathematics from reception to year 6. London: DfEE.
Department for Education and Employment (DfEE). (2000). Curriculum guidance for the Foundation Stage. London: DfEE/Qualifications and Curriculum Authority.
Fuson, K. C. (1988). Children’s counting and concepts of number. New York: Springer-Verlag.
Garner, R. (2013). PISA test results are a disappointment but we should look to the future. The Independent. http://www.independent.co.uk/news/education/education-news/richard-garner-pisa-test-results-are-a-disappointment-but-we-should-look-to-the-future-8981015.html. Accessed 3 Dec 2013.
Mainardes, J., & Marcondes, M. I. (2009). Interview with Stephen Ball: A dialogue about social justice, research and education policy. Education and Society, 30(106), 303–309.
Organisation for Economic Cooperation and Development (OECD). (2013). OECD indicators at a glance. Paris: OECD.
Stake, R. (2000). Case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 435–454). London: Sage.
Sylva, K., Roy, C., & Painter, M. (1980). Child watching at playgroup and nursery school. London: Grant McIntyre.
Sylva, K., Sammons, P., Melhuish, E., Siraj-Blatchford, I., & Taggart, B. (1999). An introduction to the EPPE project: Technical paper 1. London: Institute of Education, University of London.
Tickell, C. (2011). The early years: Foundations for life, health and learning. An independent report on the Early Years Foundation Stage to Her Majesty’s Government. London: DfE.
Thompson, I. (2008). From counting to deriving number. In I. Thompson (Ed.), Teaching and learning early number (pp. 97–109). Maidenhead: Open University Press.
Thompson, I. (2009). Can we count on the Early Years Foundation Stage ‘Practice Guidance’? Primary Mathematics, Spring, 10–13.
Thompson, I. (2013a). The EYFS: Statutory versus non-statutory guidance. Mathematics Teaching. Journal of Association of Teachers of Mathematics, 232, 13–16.
Thompson, I. (2013b). The new ‘numbers’ early learning goal: On target or own goal? Primary Mathematics, Spring, 2–5.
Thompson, I. (2013c). Addition and subtraction in the early years. Primary Mathematics, Autumn, 2–5.
Wilshaw, M. (2014). Unsure start. London: Ofsted.
Yin, R. (2003). Case study research: Design and methods. London: Sage.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2015 Springer Science+Business Media Singapore
About this chapter
Cite this chapter
Aubrey, C., Durmaz, D. (2015). The Relationship Between Policy and Practice in the Early Mathematics Curriculum for Reception-Class Children in England. In: Perry, B., MacDonald, A., Gervasoni, A. (eds) Mathematics and Transition to School. Early Mathematics Learning and Development. Springer, Singapore. https://doi.org/10.1007/978-981-287-215-9_9
Download citation
DOI: https://doi.org/10.1007/978-981-287-215-9_9
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-287-214-2
Online ISBN: 978-981-287-215-9
eBook Packages: Humanities, Social Sciences and LawEducation (R0)