BLOGS
Note: most recent first
Carruthers, E. and Worthington, M. (2025). 'Who is listening to children's mathematics?" BECERA conference, Birmingham, February 17th, 2025.
'There needs to be a crucial focus in early mathematics teaching which concentrates on the wealth of mathematical
knowledge children bring to nursery and school. However, in early childhood curricula the beginnings of ‘written’
mathematics are seldom addressed. Children have their own ways of communicating their mathematical thinking. A
significant factor is the extent to which children have agency to communicate their mathematical thinking in their own
ways, in contexts that are personally meaningful' (Carruthers & Worthington, 2025).
Carruthers, E. (2024). "Are we aware of Babies' scientific and
mathematical thinking?" Bristol & Beyond: Stranger Practice Hub.
'Babies and toddlers have a natural urge to explore the scientific and
mathematical phenomena of their world. Adults working with very young
children, therefore, play a very important role in ‘intellectually bonding’ with
them' (Carruthers, 2024).
Kay, L. (April 2024). Identifying tensions between school readiness policy and teacher beliefs, knowledge and practice in early childhood education. BERA Blog.
'School readiness has become a dominant discourse in early childhood education (ECE) policy frameworks at a global
level […] The policy push to ready children for school has led to a focus on more formal outcomes – such as
Mathematics, Literacy and Phonics (OECD, 2017), resulting in a shift from play, child-led and adult-led activities, to
formal approaches with teacher-led activities (Ofsted, 2017)’ (Kay, 2022).
Carruthers, E. & Worthington, M. (May, 2022). Playful, play and children’s mathematics? Education Journal 486, 14. Please scroll down.
'Some researchers, in an effort to combine play and mathematics, have opted for a focus on what is termed, ‘playful
mathematics’, which appears to refer largely to adult-led mathematical activities that appeal to young children. [...]
Children’s impetus to play freely is a natural and fundamental drive, and whilst lack of free play may not damage
children physically, it can dampen the spirit and stunt mental growth. Our own research underscores the importance of
play that belongs to the children, that is self-initiated, owned and led by them' (Carruthers & Worthington, 2022).
Gunning, C.(2022). Teaching Maths in Early Years. Early Education.
'I wanted to explore graphical representation using an open maths concept so I tried it out during a day teaching
nursery children. […] I was fascinated by the children’s graphical representation, their knowledge of number, their
excitement and ability and their interest [...] If you are less confident in maths and need inspiration, I encourage you to
try it yourself' (Gunning, 2022).
Manyukhina, Y., & Wyse, D. (May, 2021). Children’s agency: What is it, and what should be done? BERA Blog.
'Building on our previous work on agency and the curriculum (Manyukhina & Wyse, 2019) we have started work on a
new research project, Children’s Agency in the National Curriculum (CHANT), funded by the Leverhulme Trust. The
first phase is a critical discourse analysis [...] to reveal whether and to what extent England’s curriculum texts are
conducive to creating affordances for children’s agency' (Manyukhina & Wyse, 2021).
Wood, E., & Chesworth, L. (May, 2017). Play and pedagogy. BERA Blog.
'The research indicates that, despite powerful claims for its importance in all areas of children’s learning and
development, play in Early Childhood Education is particularly vulnerable to being marginalized or sidelined. For
example, in England the school readiness discourse takes priority during the Reception year, and privileges formal
approaches. The apparent certainties of adult-led activities may be favoured over the uncertainties and complexities
of where play leads children' (Wood & Chesworth, 2017).