Browsing by Author "Kunnas, Tuija"

Objectives. The purpose of this study was to find out how Helsinki municipal daycare centres define early matematics in their unit-specific Early Childhood Education and Care (ECEC) cur-riculums. Adults attitude towards mathematics define at the end how early mathematics is put in practice in daycare. Another purpose of this study was to find out what kind of concrete methods and ways are listed in unit-specific ECECs to support early mathematical thinking. The previous research has shown that mathematical difficulties are increasing over the time and growth of children. Early allocated and timed support for mathematical thinking in daycare will reduce and prevent mathematical difficulties in school. Methods. For this study was analyzed Helsinki municipal daycare centres ECEC curriculums, which are present in day care centres webpages. From each thirteen (13) Finnish speaking daycare areas was chosen the first and the last one in alphabetical order. This way in the sample was selected daycare centres evenly throughout Helsinki. Results and conclusions. In most unit-specific ECECs mathematics was defined by concrete, everyday activities and play. From mathematical definitions came to the fore especially calculating, comparing and sorting. Early mathematical thinking was supported mainly by everyday sequencing and counting different objects. There were no mentions about supporting learning difficulties in any unit-specific ECECs. Some of the daycare centres did not mention mathematics at all in their ECEC.