Community Engagement: Home School Partnership
Five year old children starting their formal education in primary schools bring with them a range of informal mathematical understandings. Transitioning from an early childhood setting to the reception class at school can have a profound impact on their developing mathematical concepts. Traditionall...
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| Format: | Others |
| Language: | English |
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Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden
2012
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| Online Access: | http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80198 http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80198 http://www.qucosa.de/fileadmin/data/qucosa/documents/8019/Proceedings-636pages-Dresden2009_246-249.pdf |
| Summary: | Five year old children starting their formal education in primary schools bring with them a range of informal mathematical understandings. Transitioning from an early childhood setting to the reception class at school can have a profound impact on their developing mathematical concepts. Traditionally
their first teachers (parents, caregivers and whanau) gradually remove the support and encouragement and some of the familiar surroundings of their early childhood centres are no longer there. As children from 5 – 13 years of age spend approximately 85% of their time out of school it is important that their first teachers are encouraged to continue that support. This paper outlines a New Zealand project ‘Home School Partnership: Numeracy’ that gives one approach to enhancing children’s mathematical learning through shared understandings between home and school. |
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