With the vast majority of three-year-olds enjoying some level of funded nursery education, it is easy to assume that this age group will have some common knowledge and experiences. In fact, their personal circumstances, needs and interests vary enormously, and all these need to be considered if practitioners are to support three-year-olds’ mathematical development effectively.
CHILD DEVELOPMENT
Some three-year-olds may have spent well over two years in a group care setting, some may have spent a lot of time with a childminder, while others may have spent the majority of their time at home with a parent or other family member.
Turning three is also a time of huge transition for many children. While some may stay within the same setting, perhaps just moving to a new room, many may move to another setting and enter a group setting for the first time. So, an average nursery class in a school will have 25 unique children, whose maths development will depend on many factors.
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