This chapter is written to inform the subsequent design of intentionalexperiences for young children, especially in family settings. There is clearly aworld of mathematical possibilities for young children but it will assist in ensuringthat children have experiences that can assist them in interpreting the worldmathematically and in adapting to the demands of schooling. Based on analysis ofresearch and critique of similar documents, the chapter presents a set of key focithat can inform the design of suggestions in which parents (and educators) canengage with children.
|Title of host publication||Engaging Families as Children's First Mathematics Educators|
|Number of pages||16|
|Publication status||Published - 2017|
- Early years mathematics
- Space and location
- Early years curriculum