Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/10121
Title: Numeracy in the early years
Contributor(s): Sims, Margaret (author)orcid 
Publication Date: 2012
Handle Link: https://hdl.handle.net/1959.11/10121
Abstract: Our children are performing poorly in numeracy. The Australian Research Alliance for Children and Youth (ARACY) report card (ARACY, 2008) showed that Australian children came 8th out of 30 OECD countries in their levels of numeracy. Australian Indigenous children were 29th out of 30. Recent results from the Australian Early Development Index (CCCH & TICHR, 2009) show 8.9 per cent of Australian children are developmentally vulnerable in basic numeracy sills when starting school, meaning that they have significant difficulty with numbers, cannot count, recognise numbers, name shapes nor understand time concepts. These children are most likely to come from very remote areas (30%) and from disadvantaged communities (24%). More boys than girls have these problems (11.3% compared to 6.4%), as do Indigenous children (28.6%) compared to non-Indigenous children (7.9%). It is clearly important that we ensure young children are given a good grounding in numeracy to redress this level of disadvantage. Early childhood professionals need to understand how numeracy develops and how learning meets the outcomes identified in the 'Early Years Learning Framework' and the 'National Quality Standard' (Commonwealth of Australia, 2010).
Publication Type: Journal Article
Source of Publication: Every Child, 18(1), p. 26-27
Publisher: Early Childhood Australia Inc
Place of Publication: Canberra, Australia
ISSN: 1322-0659
Field of Research (FOR): 130102 Early Childhood Education (excl Maori)
130208 Mathematics and Numeracy Curriculum and Pedagogy
HERDC Category Description: C3 Non-Refereed Article in a Professional Journal
Other Links: http://www.earlychildhoodaustralia.org.au/every_child_magazine/every_child_index.html
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Appears in Collections:Journal Article
School of Education

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