There is no one way teaching approach in education. Traditionally, the educator would stand at the top of a classroom and pass on their knowledge to the child while they worked from a workbook. In theory, that child would be able to digest that knowledge and become skilled (Montague-Smith et al, 2018). Chomskey, takes a nativism approach to learning in that he believes that while we can learn through other inputs, we have to be born with the skill to retain that knowledge. He argues that our brains are already prewired with certain skill sets such as how to walk and talk prior to birth and that to ignite this knowledge we have to explore the world around us (Flanagan, 2003). Early Years is built upon the constructivism approach which views children as active participants in their own learning and coincides with Chomskey’s theory that they learn and develop their understanding of the world around them through their experiences (Montague-Smith et al, 2018). 
The Curriculum for Excellence (Scottish Government, 2010) describes numeracy as a fundamental life skill which helps us to understand the world around us. Through mathematics, we can develop logical reasoning, problem-solving skills, begin to think analytically and expand our ability to think in abstract ways.
However, practitioners must be aware of their own attitudes and language used around numeracy, and the effect it may have on young children. For example, phrases like "don't worry if you can't get the answer" or "I know Maths is hard" protrays the subject in a negative light and as unrewarding. Research has shown that adult anxiety stems from early childhood experiences and Ramirez et al. (2013) found that children as young as five can display mathematic anxiety, regardless of attainment or reading ability.
The Curriculum for Excellence (Education Scotland, 2010) also highlights the importance of developing children’s higher order thinking skills by providing opportunities to expand creative capacities and acquire skills such as problem solving, risk taking, innovation, invention and curiosity all of which can be found in Science as well as Mathematics, and that is why the two subjects often go hand in hand. Within Early Years education, there should be more of a focus on rich learning experiences that enhance the children’s attitude and procedural knowledge towards science, and less focus on their conceptual knowledge. It is therefore vital that practitioners provide children with positive experiences that are developmentally appropriate for their age and stage. 
Educators can often get caught up in how lessons can look more aesthetically pleasing and can therefore over complicate things. That is why the activities you are about to see although simple, are designed to keep the children’s learning at the heart of it. They can be easily adapted if needed, are accessible, and can be made at home should another pandemic arise.

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