Bob Perry, Sue Dockett & Elspeth Harley
Published in Early Childhood Research and Practice (ECRP) vol. 9 no. 2
This paper reports work done with preschool educators as part of a research project. It traces how 'powerful ideas' in mathematics were identified in current preschool practice, how they were linked to the Developmental Learning Outcomes in the mandatory curriculum documents, and how the technique of learning stories (narrative assessment) was established as a valid assessment regime compatible with key principles of preschool education. The professional development focus on children’s powerful mathematical ideas, combined with action research that encouraged educators to identify these ideas within children’s experiences and to document these through learning stories, form the basis of this paper.
