Abstract:
Mathematics is a subject area that is generally understood and accepted as an important part of academic learning and therefore has an important part to play in the formal education of our children. However, in New Zealand there is no such formal requirement in early childhood education and therefore mathematics is an area often overlooked by early childhood teachers and parents. This paper reports a summary of the findings of a case study where observations of toddler’s outdoor play episodes showed evidence of mathematical knowledge and skill in unstructured play activity