Review of the first edition

"All the major areas of early childhood maths teaching and learning are covered in this powerful book... The book is also full of delightful stories... [It] would be eminently suitable for beginning and trainee teachers but would also be helpful to all those concerned in early years settings. All the relevant information is here, based on a wealth of knowledge and experience."
TES

Supporting Mathematical Development in the Early Years provides practical guidance for parents, teachers and other early years workers who want to give children a good start in mathematical development. Showing how competent children are as mathematicians from an early age, the book offers an overview of young children's mathematical behaviour at home and in early years settings.

The book de¿nes the content and the learning curriculum required to promote mathematical thinking, including an examination of the relationship between mathematics and language learning, and the role of other cross-curricular aspects such as information and communications technology (ICT). It explores the role of staff in observing, planning for and supporting children's learning by using a variety of strategies, and makes suggestions for promoting effective partnerships between the parents or principal carers and early years staff. The book also considers the importance of play and imagination to the development of abstract thought.

The second edition is comprehensively updated throughout and includes new material on Special Educational Needs, the very early years, the role of play, the role of ICT, and examples of outdoor play. It is essential reading for early years teachers and students, as well as parents who want to understand and develop their children's early mathematical learning.

Prior to working as an independent educational consultant, Linda Pound was a lecturer at London Metropolitan University.

Chapter One: Mathematics at home and at school
Chapter Two: Successful learning: enjoying thinking mathematically
Chapter Three: A curriculum to promote mathematical thinking
Chapter Four: Implementing a curriculum for mathematical thinking
Chapter Five: Observing, planning and supporting mathematical thinking and learning
Chapter Six: Parents and professional working together
Conclusion
References