Early years practitioners’ training, beliefs and practices concerning mathematics: implications for education and practice

Abstract

ABSTRACT The early years learning environment is vital for young children’s learning and development. This study reports, for the first time in the UK, an online survey of 83 early years practitioners’ perceptions, classroom practices, and beliefs towards mathematics. Surveyed practitioners rated life skills and literacy as more important than mathematics. They reported implementing activities focused on literacy in their daily classroom routine significantly more frequently than mathematics. Mathematics activities were typically formal, despite the belief that children learn mathematics best through play. Finally, early years practitioners’ confidence and beliefs towards mathematics were associated with overall frequency of and perceived importance of mathematics in the early years, respectively. This highlights the need to enrich early years practitioners’ awareness, knowledge, and confidence surrounding early mathematics to improve provision and raise attainment. This has important implications for addressing potential challenges as part of current proposed changes to the framework guiding early years practice.