Preschool Teachers’ training, beliefs and practices concerning mathematics in pre-schools in the UK: implication for education and practice

Abstract

The preschool learning environment is vital for young children’s learning and development. This study reports, for the first time in the UK, an online survey of 83 preschool practitioners’ perceptions, classroom practices, and beliefs towards mathematics. Surveyed preschool practitioners rated life skills and literacy as more important than mathematics. They reported implementing activities focused on literacy in their daily classroom routine significantly more frequently than mathematics. Mathematics activities were typically formal, despite the belief that children learn mathematics best through play. Finally, preschool practitioners’ confidence and beliefs towards mathematics were associated with overall frequency of and perceived importance of mathematics in the early years, respectively. This highlights the need to enrich preschool practitioners’ awareness, knowledge, and confidence surrounding early mathematics to improve provision and raise attainment. This has important implications for addressing potential challenges as part of current proposed changes to the framework guiding early years practice in the UK.