Articulating a Rights-based Argument for Mathematics Teaching and Learning in Early Childhood Education

Abstract

MATHEMATICS IS COMMONLY CITED in Australian and international literature as an integral component of quality early childhood education and care (ECEC) programs. This article presents a rights-based argument for early childhood educators to integrate mathematical concepts into daily ECEC practice. There is a lack of educator confidence in the ECEC sector regarding teaching mathematics concepts to preschool-aged children. At the same time, many children from low socioeconomic status backgrounds underperform in mathematics and girls are under-represented in so-called STEM (science, technology, engineering and mathematics) subjects in later schooling. Providing opportunities for young children t..