EYFS Articles

Early Years Activities Format Explained

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Mathematical Problem Solving in the Early Years

This article describes how the NRICH Early Years resources aim to further develop young children's natural problem-solving abilities in the context of mathematics.

A Good Foundation for Number Learning for Five Year Olds?

Age 3 to 7

This article, written by Dr. Sue Gifford, evaluates the Early Learning Numbers Goal in England, in the light of research.

Early Years Mathematics: How to Create a Nation of Mathematics Lovers?

Age 3 to 5

In this article, Dr Sue Gifford outlines how we can create positive attitudes and higher achievement in mathematics, starting in the Early Years.

The Value of Two

Age 3 to 7

Ruth Trundley outlines her doctoral research and concludes that development of an understanding of cardinality is a crucial element of counting that can be overlooked.

Developing Number Through Tidying Up

Age 3 to 7

This article describes how one nursery setting focused on tidying up time as a context in which to explicitly target the development of number and calculation skills.

What to Expect, When? Parents' Guide 2015

Age 3 to 5

This short article critiques the 'What to Expect, When' guidance, written for parents who want to find out more about their child's learning and development in the first five years.

Mathematical Problem Solving in the Early Years: Developing Opportunities, Strategies and Confidence

Age 3 to 7

In this article for Early Years practitioners, Dr Sue Gifford outlines ways to develop children's problem-solving strategies and confidence in problem solving.

Young Children's Mathematical Recording

Age 3 to 7

In this article, Janine Davenall reflects on children’s personalised mathematical recordings as part of a small research project based in her Reception class.

Developing Pattern Awareness with Young Children

Age 3 to 5

This articles explores the importance of pattern awareness with young children.

Children's Thinking

Age 3 to 5

Dr Sue Gifford outlines different ways in which you might capture young children's mathematical thinking and how to send samples to NRICH.