Despite the Foundation Stage being very much about practical learning through the senses and through play, many early years practitioners are finding that parents are expecting their children to be 'producing work', preferably in the form of worksheets.
This is especially true with maths. Often people simply see maths as getting the right answer to sums, rather than the understanding of concepts and the ability to manipulate them. This approach to maths is particularly common among parents who feared the subject when they were at school themselves and who do not feel confident in their mathematical abilities. For these parents, worksheets are a security blanket. They are seen as evidence that their child is learning or being 'stretched'.
In areas where there are grammar schools or some type of selective education, nurseries are often under the most pressure to introduce formal learning, as parents are keen for their child to get an early head start. Practitioners need to make sure that parents understand that before children can do sums, they have to acquire a range of skills and concepts. 'Fast tracking' them through number acquisition and introducing formal recording at three and four years of age simply does not work. It can leave young children lacking in confidence and initiative. It also means they won't learn maths in a fun way, and could end up hating it. They will do better in the long run by doing practical activities like sorting socks!
Ways of reassuring parents that their children will learn maths more effectively through practical activities:
* Make sure that parents understand the structure of the Foundation Stage curriculum, including the 'stepping stones' that will be most relevant for their child.
* Order extra copies of Foundation Stage curriculum folders (free from the QCA) that can be lent out.
* Liaise with local reception teachers so that parents are hearing similar messages about the importance of practical activities throughout the Foundation Stage.
* Hold parents' information sessions in which someone explains the purpose of activities such as making and forming patterns, sorting and matching. Use videos and resources from the DfES to make a session feel more authoritative.
* Make sure that parents are regularly given feedback about their child's progress. For example, you could say, 'Come and look at this. Marcia has spent 20 minutes ordering these books according to size. That means that she can compare and order.'
* Encourage parents to become more involved with their child's mathematical education by giving them information about the counting songs that you will be doing, lending books and, if possible, resources such as games. Give them the photocopiable guide opposite.
* Produce displays that clearly show that maths is taking place in your setting. One pre-school in Sussex has now developed a 'sorting' display board which at the end of each session shows parents the type of sorting activities that have gone on.
Resources
The Learning journey - Ref. O122/2000
Free from the DfES and aimed at parents. This briefly explains the Foundation Stage and Key Stage 1 and gives parents advice about how they can help their child.
It all adds up - Ref IAAUMY 2
This leaflet gives advice to parents about ways in which they can help their child's maths.
* DfES order line 0845 602 2260.