Shape, space and measures
EYFS Framework Guide: Mathematics
What is Mathematics?
In the EYFS framework, Mathematics (M) is one of
the four specific areas of learning.
Mathematics involves giving children opportunities
to know, and talk about, patterns and the
properties of flat and solid shapes. It also involves
children in using everyday language to describe
and compare size, weight, capacity, time, position
and distance.
Mathematics also involves providing children with
opportunities to practise and improve their skills in
counting numbers and calculating simple addition
problems.
Two aspects of Mathematics in the
EYFS
Numbers
Shape, space
and measures
Developing skills with shape, space and
measures
Mathematics covers the area of learning and
development which was called ‘Problem solving,
reasoning and numeracy’ in the original EYFS framework.
Shape, space and measures’ has not changed its name.
Babies’ and children’s mathematical development occurs
as they seek to make patterns, make connections and
recognise relationships as they learn about sorting and
matching and developing an understanding of shape,
space and measures.
Practitioners can make the most of the mathematical
potential of the outdoor environment by encouraging
children to discover things about shape, distance and
measures, through their physical play.
How can we support young children to
develop their skills with shape, space and
measures?
Attitudes and ethos
The physical environment
Links to the prime areas of learning
Supporting different ways of learning
Building partnerships with parents
Our attitudes and ethos
• Are all practitioners working with the Under Twos
knowledgeable about how to support young children’s
learning and development in shape, space and
measures?
• Do any of the practitioners working with the youngest
children keep up to date with the latest thinking about
how babies and toddlers learn about mathematics?
• How well do all practitioners recognise the mathematical
learning which is taking place in everyday situations?
• As a setting which provides early educational
opportunities throughout the birth to five age range, are
all staff familiar with the requirements of the EYFS in
shape, space and measures for all age groups to ensure
consistency and the planning of appropriate learning
opportunities?
Physical environment
• Do all practitioners create an enabling environment which
supports children’s learning and development in shape, space
and measures?
• When resources are selected for all age groups is this area of
learning and development taken into account?
• Does the baby room include black and white resources which
support children’s understanding of pattern, shape and
space?
• Do we provide a range of interesting opportunities, such as an
overhead projector or light box, for the children to develop
their knowledge, understanding and skills in shape, space and
measures?
• Do we make good use of the outdoor environment and the
local area to look for shapes, experience spaces and explore
opportunities for using measures, including time, distance,
speed, length, weight and capacity?
Links to the prime areas of learning
Mathematical development begins at a very early age, long before a child is
three.
‘Practitioners working with the youngest children should focus on the prime
areas, but also recognise that the foundations of all areas of learning are laid
from birth’- for example literacy in the very early sharing of books.’
[Tickell Review of the EYFS, 2011]
• How good are we at taking every opportunity to talk to the children about
the different shapes, sizes and patterns they can see around them?
• Are all staff confident in using the mathematical vocabulary relevant to
shape, space and measures, for example naming 2-D and 3-D shapes
correctly and using the correct mathematical terms to describe these
shapes?
• How often do children have the opportunity to investigate shape and
spaces on a large scale, including out of doors?
• Do we use role play, construction, small world play and physical play out of
doors as contexts for learning about shape, space and measures?
Links to the prime areas of learning
Mathematical development begins at a very early age, long before a child is
three.
‘Practitioners working with the youngest children should focus on the prime
areas, but also recognise that the foundations of all areas of learning are laid
from birth’- for example literacy in the very early sharing of books.’
[Tickell Review of the EYFS, 2011]
• Do we use the wealth of opportunities which children’s play offers to use
appropriate language to describe shape, space and measures?
• Are all staff confident in using the mathematical vocabulary relevant to
shape, space and measures, for example naming 2-D and 3-D shapes
correctly and using the correct mathematical terms to describe these
shapes?
• Do children have access to a range of books, puzzles and construction
materials which will support their learning and development in this area.
• How often do children have the opportunity to investigate shape and
spaces on a large scale, including out of doors?
Supporting different ways of learning
• How well do practitioners observe individual children’s
interests in shape, pattern and measures?
• Are all practitioners aware of the different ways in
which they could present resources which support
shape, space and measures to appeal to both boys and
girls?
• Do we ensure that we include appropriate activities
which will engage visual, auditory or kinaesthetic
learners?
• When resources are chosen for the children to use in
this area of learning to we take into account their
interests and fascinations?
Building partnerships with parents
• Could we provide parents with guidance
which will help them to support their
children’s learning and development in shape,
space and measures?
• Are parents made aware of the mathematical
opportunities in sharing puzzles, pop-up
books with flaps, and different types of
building blocks with their babies and young
children?
Building partnerships with parents
• Could we provide parents with guidance which will help them to
support their children’s learning and development in shape, space
and measures?
• Are parents made aware of the mathematical opportunities in
sharing puzzles, pop-up books with flaps, and different types of
building blocks with their babies and young children?
• Do we talk to parents about simple and inexpensive ways of
supporting their children’s learning in this area of mathematics,
such as involve them in daily activities such as cooking or baking or
making a collection of buttons in a special box or tin for their child
to arrange, order, sort and count.
• How well do we involve parents in the activities we plan for
children? Arrange a walk in the local community, to which parents
are invited, where you can model how to look for shapes, patterns
and opportunities to use a variety of measures in the local rural or
built environment.