Marianne Knaus - Academia.edu (original) (raw)
Papers by Marianne Knaus
Australasian Journal of Early Childhood
Early childhood pedagogical practice in primary schools is often challenged by academic demands, ... more Early childhood pedagogical practice in primary schools is often challenged by academic demands, debate about best practice and ongoing change through new policy initiatives. This paper reports an investigation of how early childhood pedagogical leaders assist early years teachers in schools to embrace change and embed early childhood pedagogy. Framed within a constructivist epistemology, this paper reports on findings from three case studies drawn from a larger mixed-methods study from Perth, Western Australia. Data collected through shadowing pedagogical leaders, undertaking contextual interviews and analysing school documents revealed that pedagogical change was promoted, encouraged and sustained through a number of strategies. These included utilising early childhood champions, developing relational trust with staff, establishing communities of practice and empowering teachers as decision-makers. This paper highlights the critical role early childhood pedagogical leadership can ...
Journal of Early Childhood Teacher Education
Early Childhood Education Journal
This paper reports on Aboriginal parents’ perceptions about their involvement in a Western Austra... more This paper reports on Aboriginal parents’ perceptions about their involvement in a Western Australian pilot initiative called KindiLink. The program seeks to support parents as their child’s first teacher and thereby enhance Aboriginal children’s early-years development, while strengthening relationships between families and schools. A constructivist paradigm was used to inform the methodology which placed Aboriginal voices at the centre of the research. Data were collected from 125 participating family members, over two years and across 37 school-based KindiLink sites. The results show that parent contribution to and engagement in KindiLink provided a powerful context to acknowledge, encourage, and support parents. Parents identified the development of strong and mutually respectful relationships; the engagement in working with their child; and the incorporation of families’ cultural and linguistic knowledge into the program as positive contributing factors. The paper concludes with recommendations and implications for the further development, implementation, and evaluation of Kindilink and other programs targeted at disadvantaged communities.
Encyclopedia of Teacher Education, 2019
Embedding STEAM in Early Childhood Education and Care, 2021
In the early stages of learning, children engage with mathematics concepts through play, their en... more In the early stages of learning, children engage with mathematics concepts through play, their environment and social interactions. Children are naturally curious and investigate their world through exploration, questioning and wondering. Informal everyday experiences incorporate opportunities for mathematical thinking and the context for deeper understanding. It is meaningful opportunities and hands-on experiences that stimulate inquiry. Using existing knowledge, play and intentional teaching can support deeper thinking and more abstract concepts. Problem-solving is embedded in mathematical thinking, and as children navigate their world, they are discovering and exploring using trial and error. Using an inquiry-based learning approach, purposeful investigations can be explored in realistic contexts to embed mathematics and other STEAM disciplines
Australasian Journal of Early Childhood, 2020
This paper reports on findings from four case studies, as part of a large-scale study undertaken ... more This paper reports on findings from four case studies, as part of a large-scale study undertaken to evaluate the KindiLink initiative across Western Australia in remote, regional and metropolitan communities. KindiLink is an educator-led playgroup initiative in public school sites in Western Australia targeted at Aboriginal children and their families. KindiLink aims included the cultivation of Aboriginal families’ and children’s developing sense of belonging and engagement at their local primary school. A constructivist paradigm was used to describe the subjective experiences of individuals, which was important to ascertain if the aims of KindiLink had been met. To complement the meaning-making of the experience, qualitative data were collected via detailed studies of four KindiLink sites to capture similarities and differences of the settings and gain depth of experience through the voices of the participants. The study found KindiLink successfully connected Aboriginal children an...
Reflective Practice, 2021
Revitalising reflective practice in pre-service teacher education: Developing and practicing an e... more Revitalising reflective practice in pre-service teacher education: Developing and practicing an effective framework Reflective practice plays a significant role in effective teaching. However, for pre-service teachers (PSTs) it can be a difficult process to not only think reflectively but to understand its importance in their teaching practice. This research focused on the development of a framework for written reflective practice embedded within professional experience (PEx) units. In tutorials, PSTs were provided with video technology to film themselves performing teaching tasks. A reflective framework provided a structure to assist in reflecting on the teaching task. Dialogical teaching and coaching by tutors as well as peer discussion scaffolded the reflective process. At the end of the semester, PSTs and tutors were invited to complete a survey on the reflective processes they had used. This paper focuses on the development of the reflective framework and the feedback received on the use of the framework as a reflective tool. The findings reveal that the PSTs and most tutors found the format useful in structuring reflective practice. The framework and its repeated use over time has potential to build professional knowledge and skills and sustain ongoing reflective practice into the PSTs professional careers.
The Little Maths Books are packed with advice and ideas for everybody working with children in ea... more The Little Maths Books are packed with advice and ideas for everybody working with children in early years settings and aiming to meet the goals of the EYLF. All activities are carefully planned to meet the objectives for each stage of development, particularly between two and five years old. The more senses children use and the more active their bodies are, the more they will learn and remember. Maths is no exception. The activities in The Little Book of Maths Songs and Games will help children to learn new maths skills while playing the games. They will also be developing personal and social skills — patience, turn-taking, negotiation and coping with the disappointment of losin
The Little Maths Books are packed with advice and ideas for everybody working with children in ea... more The Little Maths Books are packed with advice and ideas for everybody working with children in early years settings and aiming to meet the goals of the EYLF. All activities are carefully planned to meet the objectives for each stage of development, particularly between two and five years old. The Little Book of Maths from Stories provides a range of exciting mathematical activities and investigations using stories and rhymes as a starting point for exploration. Young children will be excited and engaged by the well-known stories and rhymes featured in the book
Every child, 2014
Young children need a rich range of child-centred, hands-on, play-based experiences and intention... more Young children need a rich range of child-centred, hands-on, play-based experiences and intentional teaching to develop the early learning required for future academic achievement. It is paramount for young children to be engaged in high-quality early childhood education programs if later academic success is to be achieved.
New Zealand research in early childhood education, 2015
Children in the early years of life face many changes and transitions and the provision of a supp... more Children in the early years of life face many changes and transitions and the provision of a supported playgroup on a school site enables the continuity of early childhood programmes and offers a pathway for a smooth transition to the school environment. Research has shown that when children from disadvantaged families participate in playgroups, better social and emotional outcomes are realised. The findings of this research offer insights into the importance of the formation of relationships between parents, children and the school community when transitioning children to school.
The Little Maths Books are packed with advice and ideas for everybody working with children in ea... more The Little Maths Books are packed with advice and ideas for everybody working with children in early years settings and aiming to meet the goals of the EYLF. All activities are carefully planned to meet the objectives for each stage of development, particularly between two and five years old. The Little Book of Maths Outdoors shows you how to take popular maths activities, using low cost resources, and make them work outside. Most young children love being outdoors and many will be encouraged to try new things and learn more effectively when they are in their preferred environment. The wide range of different activities in this book supports children’s mathematical development through concrete, active, hands-on activity and play
Benchmarking: An International Journal, 2021
PurposeIn Australia, political imperatives that drive the Tertiary Education Quality and Standard... more PurposeIn Australia, political imperatives that drive the Tertiary Education Quality and Standards Agency (TEQSA) and Australian Institute for Teaching and School Leadership (AITSL) call for a new understanding of assessment at the tertiary level. Assessment strategies are under the microscope to provide accountability but are increasingly called to measure a wider set of attributes considered important in equipping graduates to meet 21st century opportunities and challenges. This paper reports on a shared benchmarking exercise between two universities to ensure the current assessment strategies in their undergraduate early childhood programs meet such requirements.Design/methodology/approachData were collected using qualitative methodology and conceptualised using an interpretivist frame that enabled the collaborative groups to socially construct the meaning of assessment and identify what was specific, unique and different across the two programs. A cross-case analysis enabled a r...
Australian Journal of Teacher Education, 2020
In 2017, a new Humanities and Social Sciences (HASS) curriculum was introduced into all of Wester... more In 2017, a new Humanities and Social Sciences (HASS) curriculum was introduced into all of Western Australia’s classrooms. The aim of this study was to investigate how teachers transitioned to that new HASS curriculum. Using case study methodology, the experiences, opportunities and challenges faced by the early childhood (EC) staff in two Perth schools were investigated as they prepared for and implemented a new HASS Curriculum. The results suggested the need for strong leadership in times of change. The results also indicated that these small, independent schools needed good resources and professional development to help understand the changes. The research is significant because it starts a much-needed conversation about prioritising HASS in the early years of schooling as well as addressing the challenges faced by early childhood teachers as they transition to teaching new curriculum in a core learning area.
Australasian Journal of Early Childhood, 2019
This paper presents findings from a study investigating the multiple perspectives of attachment t... more This paper presents findings from a study investigating the multiple perspectives of attachment theory and practice through the voices of early childhood educators. Attachment theory has influenced research, policy and practice over the last six decades, offering a framework for understanding risk and protective factors in early childhood. Despite the increasing literature highlighting the importance of attachment relationships, attachment theory has been primarily considered from a medical health or psychological perspective and little is known about educators’ perspectives of attachment theory. In total, 488 Australian educators responded to the online survey, demonstrating a wide interest in the topic of attachment. One early childhood service was selected to participate in semi-structured interviews and observations. Findings indicate diverse perspectives in how educators support attachment relationship development, which varied according to their knowledge, understanding and ex...
Australian Journal of Teacher Education, 2018
Governments and their policy decisions inevitably influence the pedagogical practices of teachers... more Governments and their policy decisions inevitably influence the pedagogical practices of teachers. There have been considerable curriculum changes and national reforms in Australia with the implementation of two very different national curricula documents in the early childhood sector in the last decade. The political landscape in Western Australia is even more complex with the mandating of the National Quality Standard (NQS) in all public schools from Kindergarten to Year two. The introduction of the NQS has impacted on the teaching and learning in the early years of school, and in particular, the inclusion of play-based teaching strategies. The tensions that arise from the juxtaposition of these mandated documents is significant to teachers in Years 1 and 2 who in past years have been used to a more didactic and structured approach to early learning. The researchers in this study have sought to explore relevant and current issues impacting on junior primary teachers' pedagogy and practice in relation to the use of play to engage children in learning. Using qualitative methodology, a case study design was chosen and included semi-formal interviews as well as data collected at teacher collaborative meetings. The research identified the necessary supports required for implementing play in the early years of school as well as the challenges experienced by the teachers.
Australasian Journal of Early Childhood, 2016
IN WESTERN AUSTRALIA, EARLY childhood educators have been asking whose agenda does early childhoo... more IN WESTERN AUSTRALIA, EARLY childhood educators have been asking whose agenda does early childhood knowledge serve and for what purpose? This has come to the forefront of debate as play as a pedagogical tool is disappearing from programs for four- and five-year-old children in favour of early academics through a pushdown curriculum. Such a trend was confirmed from research conducted with 200 Western Australian early years educators (mainly teachers) to discuss their most concerning early childhood pedagogical issue. This paper describes the educators' most significant concern, which was the erosion of play-based learning and the tension about the use of play as a legitimate pedagogical tool in early years programs. The analysis revealed competing knowledge about current moves in early childhood education. The knowledge shared by educators has implications for quality learning and teaching in the early years and impacts on children, educators, parents and schools, and in particul...
Australasian Journal of Early Childhood, 2016
THE TRANSITION TO KINDERGARTEN is a period of change that can be challenging for many children an... more THE TRANSITION TO KINDERGARTEN is a period of change that can be challenging for many children and their families. While there is wide recognition for the need to support children before and during periods of transition, there is little research on the role of how supported playgroups assist children and families. This research tracked a cohort of children who attended a supported playgroup located on school grounds and their transition to kindergarten the following year. The study was conducted at a metropolitan school in a low socioeconomic suburb of Perth, Western Australia and included data from the children, families and school staff. The social and emotional development and learning dispositions of the kindergarten class were observed in the early weeks of the new school year. Interviews with the families and school staff examined perspectives on how the children transitioned into kindergarten. The supported playgroup and the relationships formed between all stakeholders were ...
Australasian Journal of Early Childhood, 2017
DESPITE A GROWING BODY of research that demonstrates young children have the capacity to learn ma... more DESPITE A GROWING BODY of research that demonstrates young children have the capacity to learn mathematical concepts, early childhood educators are still strongly influenced by dated ideas that mathematics education should be delayed until formal schooling. Such attitudes are contributing to Australia's poor rating of young children's mathematics skills as compared to other Organisation for Economic Co-operation and Development (OECD) countries. Negative perceptions about mathematics as well as a lack of knowledge of curriculum content and pedagogy are major factors limiting mathematics experiences in the early years. This project employed a multi-site case study approach to investigate the teaching of mathematics in early childhood education and care (ECEC) centres and the impact of a professional development intervention on the type and frequency of mathematics experiences for children before starting formal schooling.
Australasian Journal of Early Childhood
Early childhood pedagogical practice in primary schools is often challenged by academic demands, ... more Early childhood pedagogical practice in primary schools is often challenged by academic demands, debate about best practice and ongoing change through new policy initiatives. This paper reports an investigation of how early childhood pedagogical leaders assist early years teachers in schools to embrace change and embed early childhood pedagogy. Framed within a constructivist epistemology, this paper reports on findings from three case studies drawn from a larger mixed-methods study from Perth, Western Australia. Data collected through shadowing pedagogical leaders, undertaking contextual interviews and analysing school documents revealed that pedagogical change was promoted, encouraged and sustained through a number of strategies. These included utilising early childhood champions, developing relational trust with staff, establishing communities of practice and empowering teachers as decision-makers. This paper highlights the critical role early childhood pedagogical leadership can ...
Journal of Early Childhood Teacher Education
Early Childhood Education Journal
This paper reports on Aboriginal parents’ perceptions about their involvement in a Western Austra... more This paper reports on Aboriginal parents’ perceptions about their involvement in a Western Australian pilot initiative called KindiLink. The program seeks to support parents as their child’s first teacher and thereby enhance Aboriginal children’s early-years development, while strengthening relationships between families and schools. A constructivist paradigm was used to inform the methodology which placed Aboriginal voices at the centre of the research. Data were collected from 125 participating family members, over two years and across 37 school-based KindiLink sites. The results show that parent contribution to and engagement in KindiLink provided a powerful context to acknowledge, encourage, and support parents. Parents identified the development of strong and mutually respectful relationships; the engagement in working with their child; and the incorporation of families’ cultural and linguistic knowledge into the program as positive contributing factors. The paper concludes with recommendations and implications for the further development, implementation, and evaluation of Kindilink and other programs targeted at disadvantaged communities.
Encyclopedia of Teacher Education, 2019
Embedding STEAM in Early Childhood Education and Care, 2021
In the early stages of learning, children engage with mathematics concepts through play, their en... more In the early stages of learning, children engage with mathematics concepts through play, their environment and social interactions. Children are naturally curious and investigate their world through exploration, questioning and wondering. Informal everyday experiences incorporate opportunities for mathematical thinking and the context for deeper understanding. It is meaningful opportunities and hands-on experiences that stimulate inquiry. Using existing knowledge, play and intentional teaching can support deeper thinking and more abstract concepts. Problem-solving is embedded in mathematical thinking, and as children navigate their world, they are discovering and exploring using trial and error. Using an inquiry-based learning approach, purposeful investigations can be explored in realistic contexts to embed mathematics and other STEAM disciplines
Australasian Journal of Early Childhood, 2020
This paper reports on findings from four case studies, as part of a large-scale study undertaken ... more This paper reports on findings from four case studies, as part of a large-scale study undertaken to evaluate the KindiLink initiative across Western Australia in remote, regional and metropolitan communities. KindiLink is an educator-led playgroup initiative in public school sites in Western Australia targeted at Aboriginal children and their families. KindiLink aims included the cultivation of Aboriginal families’ and children’s developing sense of belonging and engagement at their local primary school. A constructivist paradigm was used to describe the subjective experiences of individuals, which was important to ascertain if the aims of KindiLink had been met. To complement the meaning-making of the experience, qualitative data were collected via detailed studies of four KindiLink sites to capture similarities and differences of the settings and gain depth of experience through the voices of the participants. The study found KindiLink successfully connected Aboriginal children an...
Reflective Practice, 2021
Revitalising reflective practice in pre-service teacher education: Developing and practicing an e... more Revitalising reflective practice in pre-service teacher education: Developing and practicing an effective framework Reflective practice plays a significant role in effective teaching. However, for pre-service teachers (PSTs) it can be a difficult process to not only think reflectively but to understand its importance in their teaching practice. This research focused on the development of a framework for written reflective practice embedded within professional experience (PEx) units. In tutorials, PSTs were provided with video technology to film themselves performing teaching tasks. A reflective framework provided a structure to assist in reflecting on the teaching task. Dialogical teaching and coaching by tutors as well as peer discussion scaffolded the reflective process. At the end of the semester, PSTs and tutors were invited to complete a survey on the reflective processes they had used. This paper focuses on the development of the reflective framework and the feedback received on the use of the framework as a reflective tool. The findings reveal that the PSTs and most tutors found the format useful in structuring reflective practice. The framework and its repeated use over time has potential to build professional knowledge and skills and sustain ongoing reflective practice into the PSTs professional careers.
The Little Maths Books are packed with advice and ideas for everybody working with children in ea... more The Little Maths Books are packed with advice and ideas for everybody working with children in early years settings and aiming to meet the goals of the EYLF. All activities are carefully planned to meet the objectives for each stage of development, particularly between two and five years old. The more senses children use and the more active their bodies are, the more they will learn and remember. Maths is no exception. The activities in The Little Book of Maths Songs and Games will help children to learn new maths skills while playing the games. They will also be developing personal and social skills — patience, turn-taking, negotiation and coping with the disappointment of losin
The Little Maths Books are packed with advice and ideas for everybody working with children in ea... more The Little Maths Books are packed with advice and ideas for everybody working with children in early years settings and aiming to meet the goals of the EYLF. All activities are carefully planned to meet the objectives for each stage of development, particularly between two and five years old. The Little Book of Maths from Stories provides a range of exciting mathematical activities and investigations using stories and rhymes as a starting point for exploration. Young children will be excited and engaged by the well-known stories and rhymes featured in the book
Every child, 2014
Young children need a rich range of child-centred, hands-on, play-based experiences and intention... more Young children need a rich range of child-centred, hands-on, play-based experiences and intentional teaching to develop the early learning required for future academic achievement. It is paramount for young children to be engaged in high-quality early childhood education programs if later academic success is to be achieved.
New Zealand research in early childhood education, 2015
Children in the early years of life face many changes and transitions and the provision of a supp... more Children in the early years of life face many changes and transitions and the provision of a supported playgroup on a school site enables the continuity of early childhood programmes and offers a pathway for a smooth transition to the school environment. Research has shown that when children from disadvantaged families participate in playgroups, better social and emotional outcomes are realised. The findings of this research offer insights into the importance of the formation of relationships between parents, children and the school community when transitioning children to school.
The Little Maths Books are packed with advice and ideas for everybody working with children in ea... more The Little Maths Books are packed with advice and ideas for everybody working with children in early years settings and aiming to meet the goals of the EYLF. All activities are carefully planned to meet the objectives for each stage of development, particularly between two and five years old. The Little Book of Maths Outdoors shows you how to take popular maths activities, using low cost resources, and make them work outside. Most young children love being outdoors and many will be encouraged to try new things and learn more effectively when they are in their preferred environment. The wide range of different activities in this book supports children’s mathematical development through concrete, active, hands-on activity and play
Benchmarking: An International Journal, 2021
PurposeIn Australia, political imperatives that drive the Tertiary Education Quality and Standard... more PurposeIn Australia, political imperatives that drive the Tertiary Education Quality and Standards Agency (TEQSA) and Australian Institute for Teaching and School Leadership (AITSL) call for a new understanding of assessment at the tertiary level. Assessment strategies are under the microscope to provide accountability but are increasingly called to measure a wider set of attributes considered important in equipping graduates to meet 21st century opportunities and challenges. This paper reports on a shared benchmarking exercise between two universities to ensure the current assessment strategies in their undergraduate early childhood programs meet such requirements.Design/methodology/approachData were collected using qualitative methodology and conceptualised using an interpretivist frame that enabled the collaborative groups to socially construct the meaning of assessment and identify what was specific, unique and different across the two programs. A cross-case analysis enabled a r...
Australian Journal of Teacher Education, 2020
In 2017, a new Humanities and Social Sciences (HASS) curriculum was introduced into all of Wester... more In 2017, a new Humanities and Social Sciences (HASS) curriculum was introduced into all of Western Australia’s classrooms. The aim of this study was to investigate how teachers transitioned to that new HASS curriculum. Using case study methodology, the experiences, opportunities and challenges faced by the early childhood (EC) staff in two Perth schools were investigated as they prepared for and implemented a new HASS Curriculum. The results suggested the need for strong leadership in times of change. The results also indicated that these small, independent schools needed good resources and professional development to help understand the changes. The research is significant because it starts a much-needed conversation about prioritising HASS in the early years of schooling as well as addressing the challenges faced by early childhood teachers as they transition to teaching new curriculum in a core learning area.
Australasian Journal of Early Childhood, 2019
This paper presents findings from a study investigating the multiple perspectives of attachment t... more This paper presents findings from a study investigating the multiple perspectives of attachment theory and practice through the voices of early childhood educators. Attachment theory has influenced research, policy and practice over the last six decades, offering a framework for understanding risk and protective factors in early childhood. Despite the increasing literature highlighting the importance of attachment relationships, attachment theory has been primarily considered from a medical health or psychological perspective and little is known about educators’ perspectives of attachment theory. In total, 488 Australian educators responded to the online survey, demonstrating a wide interest in the topic of attachment. One early childhood service was selected to participate in semi-structured interviews and observations. Findings indicate diverse perspectives in how educators support attachment relationship development, which varied according to their knowledge, understanding and ex...
Australian Journal of Teacher Education, 2018
Governments and their policy decisions inevitably influence the pedagogical practices of teachers... more Governments and their policy decisions inevitably influence the pedagogical practices of teachers. There have been considerable curriculum changes and national reforms in Australia with the implementation of two very different national curricula documents in the early childhood sector in the last decade. The political landscape in Western Australia is even more complex with the mandating of the National Quality Standard (NQS) in all public schools from Kindergarten to Year two. The introduction of the NQS has impacted on the teaching and learning in the early years of school, and in particular, the inclusion of play-based teaching strategies. The tensions that arise from the juxtaposition of these mandated documents is significant to teachers in Years 1 and 2 who in past years have been used to a more didactic and structured approach to early learning. The researchers in this study have sought to explore relevant and current issues impacting on junior primary teachers' pedagogy and practice in relation to the use of play to engage children in learning. Using qualitative methodology, a case study design was chosen and included semi-formal interviews as well as data collected at teacher collaborative meetings. The research identified the necessary supports required for implementing play in the early years of school as well as the challenges experienced by the teachers.
Australasian Journal of Early Childhood, 2016
IN WESTERN AUSTRALIA, EARLY childhood educators have been asking whose agenda does early childhoo... more IN WESTERN AUSTRALIA, EARLY childhood educators have been asking whose agenda does early childhood knowledge serve and for what purpose? This has come to the forefront of debate as play as a pedagogical tool is disappearing from programs for four- and five-year-old children in favour of early academics through a pushdown curriculum. Such a trend was confirmed from research conducted with 200 Western Australian early years educators (mainly teachers) to discuss their most concerning early childhood pedagogical issue. This paper describes the educators' most significant concern, which was the erosion of play-based learning and the tension about the use of play as a legitimate pedagogical tool in early years programs. The analysis revealed competing knowledge about current moves in early childhood education. The knowledge shared by educators has implications for quality learning and teaching in the early years and impacts on children, educators, parents and schools, and in particul...
Australasian Journal of Early Childhood, 2016
THE TRANSITION TO KINDERGARTEN is a period of change that can be challenging for many children an... more THE TRANSITION TO KINDERGARTEN is a period of change that can be challenging for many children and their families. While there is wide recognition for the need to support children before and during periods of transition, there is little research on the role of how supported playgroups assist children and families. This research tracked a cohort of children who attended a supported playgroup located on school grounds and their transition to kindergarten the following year. The study was conducted at a metropolitan school in a low socioeconomic suburb of Perth, Western Australia and included data from the children, families and school staff. The social and emotional development and learning dispositions of the kindergarten class were observed in the early weeks of the new school year. Interviews with the families and school staff examined perspectives on how the children transitioned into kindergarten. The supported playgroup and the relationships formed between all stakeholders were ...
Australasian Journal of Early Childhood, 2017
DESPITE A GROWING BODY of research that demonstrates young children have the capacity to learn ma... more DESPITE A GROWING BODY of research that demonstrates young children have the capacity to learn mathematical concepts, early childhood educators are still strongly influenced by dated ideas that mathematics education should be delayed until formal schooling. Such attitudes are contributing to Australia's poor rating of young children's mathematics skills as compared to other Organisation for Economic Co-operation and Development (OECD) countries. Negative perceptions about mathematics as well as a lack of knowledge of curriculum content and pedagogy are major factors limiting mathematics experiences in the early years. This project employed a multi-site case study approach to investigate the teaching of mathematics in early childhood education and care (ECEC) centres and the impact of a professional development intervention on the type and frequency of mathematics experiences for children before starting formal schooling.