A Strengths Approach to Supporting early Mathematics Learning in Family Contexts

Abstract

EARLY CHILDHOOD PROFESSIONALS ARE increasingly being asked to work with children and families using strengths approaches1. However, what does this mean for working with families to support children's mathematical development? Specifically, how can this approach support and engage families, including those who may disengage from their child's mathematics education? This article aims to introduce a strengths framework for supporting children's mathematics learning opportunities in family and community contexts. We apply a Strengths Approach (McCashen, 2005) to an example from an early childhood mathematics program called Let's Count. Let's Count was designed as a means of assisting families to help their young children (aged three to five years) play with, investigate and learn mathematical ideas (Perry & Gervasoni, 2012). Using examples of case studies from Let's Count, we use McCashen's (2005) five-column strengths framework to present ways in which early childhood professionals can support families to explore mathematics with their children, using the unique everyday resources and opportunities of each family.

Validity, reliability and viability of pre-school educators’ use of early years toolbox early numeracy

“…A realisation of this potential, however, requires educators to be confident in their content knowledge, intentional in their teaching and accurate in their appraisals of their children’s development and needs (Bjorklund & Barendregt, 2016; Clements & Sarama, 2009; Frye et al, 2013; Knaus, 2017; Perry & MacDonald, 2015). Moreover, it is increasingly clear that early childhood educators are more effective in their practice when they have a deep understanding of children’s developmental capacities, and are empowered to shift their expectations, attitudes and beliefs on young children’s abilities, as well as their efficacy (Fenton et al, 2016; Frye et al, 2013; Perry & MacDonald, 2015). Yet, in Australia and elsewhere, the quality of early numeracy practices in ECEC remains low (e.g.…”

Achieving STEM education success against the odds

“…They were aware that their isolation limited access to the STEM learning experiences available in metropolitan areas, so they built a rich STEM curriculum using local resources. Finally, a strengths approach often involves the active participation of the whole community to address challenges (Fenton et al 2016). Again, this was evident at the schools in this study, with principals empowering STEM teachers, students supporting the STEM learning of each other, and the wider community contributing to the quality of STEM learning experiences.…”

“…However, rather than being limited by the impediments associated with isolation and poor financial resources, each of these schools used their rural environment and strong community relationships to develop and deliver a highly engaging and effective STEM curriculum. The approach to STEM education adopted by each of these high STEM performing schools can be viewed as a strengths approach (Fenton et al 2016). As opposed to a deficit approach where a school's focus on problems and weaknesses can lead to beliefs of inferiority and low expectations (Sharma 2016), the schools in this study delivered effective STEM education by utilizing their relative strengths and the opportunities afforded by their local context.…”

“…Strengths approaches are not blind to the challenges faced, but rather aim to understand core issues and take active steps to address them (Fenton et al 2016). This was reflected in the approach taken by the STEM teachers at the schools in this study.…”