to Graphics of Past Months
Centre, Bristol: Wednesday May 14th, 2008. National Conference,
Thinking and Imagination: Understanding Children's Play'.
1 Teachers take
ownership of their professional development and inspire children!
I enjoyed an inspiring visit to a school
in Bristol recently, to see the children’s mathematical graphics in
their nursery and Reception classes. It was one of their teachers -
Philippa Cook - who founded the Children’s Mathematics Network
group in Bristol in January 2007 and I was thrilled to
see what they had achieved in such a short time. The value of such a
group is that the teachers have ownership of what they do and steer
their professional development in ways that relate to their settings
and children. Everywhere I turned I saw inspiring examples and
children whose mathematical thinking was stretched and challenged.
Congratulations to Philippa, Beth and their colleagues – and to
their school for supporting and valuing what they have done! The
Children’s Mathematics Network is a grassroots network with children
and teachers at its heart and we are pleased support teachers and
practitioners in any way we can.
like to start your own Children’s Mathematics Network group?
play in England and the Netherlands:
it’s interesting (and sometimes confusing!) that a little word like
‘play’ can be interpreted in many different ways in Early Years
settings and schools, and in different countries. The Williams Review - Interim
Welcome to new members:
From London and the South East:
welcome to Rachel Chapman, Dorothy
Gardner Centre, Westminster; Becci Hutchins,
Pools Park Primary School, Finsbury Park and
Jenny Washbrook, Jubilee School, Thamesmead. From the
Midlands, welcome to Kath Clark,
Cherry Trees Nursery School, Bedford and Dawn
Brown from Kingsfield Primary School, Bidulph, Staffordshire.
The following items have been added to
the website this month:
We would like to encourage you to
contribute to some of our online discussions! We share
the concern of many in that in England the curriculum become
increasingly formal from Year 1. We’ve added a new discussion thread
'How far should the Foundation stage go?'
Please contribute your views!