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| Acknowledgements | |
| Introduction | |
| Understanding How Children Think from a Theoretical Perspective | |
| Learning and Noticing | |
| An Historical Perspective Piaget's | |
| Theories of Development Piaget's | |
| Stages of Development Piaget's Schemas | |
| How Schemas Work to Help Children Progress Egocentric Thinking | |
| The Relevance of Piaget's Theories to EYFS Practice | |
| Vygotsky's Theories of Development Zone of Proximal Development | |
| The Relevance of Vygotsky's Theories to EYFS Practice | |
| The Development of Problem Solving, Reasoning and Numeracy Problem Solving and Reasoning Numeracy | |
| What is Number? | |
| What do we Mean by Counting? | |
| The Development of Children's Counting Skills Numbers as Symbols | |
| Why Use Ordinary and Everyday Materials? | |
| Why Sing Nursery Rhymes? | |
| The Role of the Early Years Practitioner and the EYFS | |
| A Critical Look at the EYFS | |
| The Tension between Childcare and Education | |
| The Importance of Encouragement | |
| When Encouragement Feels Like Pressure | |
| The Role of the Early Years Practitioner | |
| Learning Tools and Heuristic Play | |
| What are Concepts? | |
| Learning Tools Heuristic Play | |
| Some Number Concepts Learnt through Heuristic Play | |
| Putting the Principles of the EYFS into Practice | |
| A Unique Child Positive Relationships Enabling Environments Learning and Development | |
| Numbers as Labels and for Counting | |
| Practical Activities Birth - 11 months 10 - 20 months 16 - 36 months 30 - 50 months 40 - 60+ months | |
| Calculating | |
| Practical Activities Birth - 20 months 16 - 36 months 30 - 50 months 40 - 60+ months | |
| Shape, Space and Measures Birth - 11 months 8 - 26 months 22 - 36 months 30 - 50 months 40 - 60+ months | |
| References and Further Reading | |
| Table of Contents provided by Publisher. All Rights Reserved. |
