In this paper, by means of a comprehensive analysis of the statutory and non-statutory documents that govern its preschool provision, we examine how early childhood education and care (ECEC), particularly in relation to mathematics, is conceptualised by the English educational authorities. Situated within international debates about economic (school-readiness, accountability-driven) versus social (holistic, play-based, rights-oriented) models of ECEC, the study explores how curriculum expectations, assessment practices and didactical guidance collectively frame young children’s learning opportunities. Drawing on a document-based analytic approach, and guided by six literature-derived questions, the analysis reveals significant inconsistencies both within and between documents, including conflicting messages about the purpose of preschool, an uneven emphasis on school readiness, and ambivalent statements regarding the role of play, instruction and practitioner agency, as well as contradictory and shifting expectations surrounding the scope, status and pedagogical treatment of early mathematics. While statutory materials frequently privilege school readiness and narrowly defined number outcomes, non-statutory guidance promotes broader mathematical thinking, exploratory play and child-initiated reasoning. Overall, the findings demonstrate limited coherence across the English authorities’ ECEC expectations and highlight the interpretive and professional challenges faced by practitioners expected to implement this fragmented early years mathematics policy landscape.
Andrews et al. (Wed,) studied this question.
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