Everyday Mathematical Activities of Babies and Toddlers in Early Childhood Education Settings

Abstract This study explores the everyday mathematical activities of babies and toddlers in Australian early childhood education settings. The qualitative study gathered data within six different early childhood education settings in varying geographical locations. The participants included babies and toddlers aged 2–40 months and their educators. The researcher spent up to 2 days in each site, gathering observational data in the forms of continuous video recordings, video and photographic observations, and field notes. In order to describe the mathematics noticed within the observations, the data were analysed using Bishop’s (1988) framework of six “universal mathematical activities” – counting, measuring, locating, designing, playing, and explaining. Six vignettes are presented and analysed in relation to this framework of mathematical activities. The vignettes demonstrate the mathematical opportunities that were noticed in the everyday activities and interactions of educators and children, and the ways in which the educators responded to those opportunities.