Abstract Curriculum is a point of struggle within early years education, whereby the pedagogic traditions of being play‐based and child‐centred, do not overtly sit comfortably with notions of subjects and courses of study that are typically associated with curricula. Mathematics is an illustrative example of this tension within early years education curricula, whereby mathematics lends itself to established structured models of curricula, such as Bernstein's Collection Code, but this structure runs counter to the perceived freedom of play. Combine free play with the emphasis on the outdoors in early years education, and an additional point of struggle emerges as to how to combine the traditions of play, free‐flow outdoor education and formal subjects such as mathematics. Therefore, this research answers the question to what extent do outdoor activities provide a quality mathematics curriculum? Drawing on a mixed‐methods, case study approach of four different early years education settings in England (preschool, nursery school, day nursery and reception class), empirical data are used to compare the approaches and practices of mathematics education in outdoor environments. The findings identify the role of adults, the kinds of activities and resources used and in what context influence the pacing and sequencing of mathematics curriculum. The study demonstrates how educators move between curriculum types in support of both structure and child autonomy.
Mart et al. (Thu,) studied this question.