Mathematics Concepts and Processes and the EYLF2.0

Mathematics Concepts and Processes in the EYLF2.0

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There are 5 Learning Outcomes in the EYLF, forming part of its wholistic vision of Belonging, Being and Becoming. These Outcomes are divided into Key Components (KC). These KCs are subdivided into two sections based on observable indicators, and suggestions for educators.

Click on the  EYLF front page link to go to the full document.

There are general problem solving processes in the EYLF2.0 (AGDE, 2022) which promote a range of learning and thinking skills. These are often transferable to mathematics problem solving situations.

For this article, we will focus on those that specifically mention mathematics or appear to be associated with mathematics concepts based on aligned educator-implementation advice. New indicators, added since the first EYLF was published in 2012, are identified.

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Learning Outcome 4: Children are confident and involved learners

KC 2: Children develop a range of learning and thinking skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating

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Evident when children:

• create and use representation to organise, record and communicate mathematical ideas and concepts

• make predictions and generalisations about their daily activities, aspects of the natural world and environments, using patterns they generate or identify and communicate these using mathematical language and symbols

• contribute to mathematical discussions and arguments

• use a range of strategies and digital tools to organise and represent mathematical and scientific thinking (new)

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As a result of these observations, educators promote learning when they:

• model mathematical and scientific language, e.g. count out loud and point out patterns (new)​

• use cooking experiences, as well as sand and water play, to support mathematical and scientific skills such as observation, reasoning and measurement (new)

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Learning Outcome 5: Children are effective communicators

KC1: Children interact verbally and non-verbally with others for a range of purposes

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Evident when children:

• demonstrate an increasing understanding of measurement and number using vocabulary to describe size, length, volume, capacity and names of numbers

• use language to communicate thinking about quantities to describe attributes of objects and collections, and to explain mathematical ideas

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As a result of these observations, educators promote learning when they:

• include real-life resources to promote children’s use of mathematical language

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KC4: Children begin to understand how symbols and pattern systems work

• notice and predict the patterns of regular routines and the passing of time

• begin to sort, categorise, order and compare collections and events and attributes of objects and materials in their social and natural worlds

• begin to identify and use the names of basic colours and simple shapes

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As a result of these observations, educators promote learning when they:

• provide children with access to a wide range of everyday materials that they can use to create patterns and to sort, categorise, order and compare

• engage children in noticing, using and discussing symbol systems, such as, letters, numbers, time, money, musical notation and other symbols children are exposed to in the environment, texts and images