Active learners in numeracy: implementing guided play for early numeracy learning

Reception teachers frequently report a tension between the development of children’s academic knowledge and skills and that of the prime areas of learning (communication and language, personal, social and emotional development and physical development). This is particularly pertinent when considering support for children from disadvantaged backgrounds, who are often adversely affected by environmental factors. Play-based pedagogies, such as guided play, have the potential to address this tension; however, further practical guidance is needed on implementation. This action research project sought to develop a research-informed approach to implementing guided play in the teaching of early number concepts, which, simultaneously, addressed the prime areas of learning with a focus on physical development. A toolkit of activities and resources was developed and delivered in five schools, for 150 children. Naturalistic observation data was gathered from teachers from each school. Key observations are shared that explore how children’s number sense develops through multisensory and socially interactive approaches. An evaluation of the practical limitations of the project offers insights that may support other teacher-researchers.