The objectives of MEYE project (Mathematics in Early Years Education) are the following: Improve the training that professionals in Early Years Education have about the area of mathematics and its didactics Develop innovative products to successfully address the teaching / learning of mathematics in Early Years Education and that are available for the educational community Encourage cooperation and joint work of different agents involved in Early Years Education: VET an HEI, nursery schools, universities and teacher training centers The project is addressed to three groups: A. Students of VET on Early Years Education with the purpose of improving their professional qualification to approach the treatment of the mathematics in their future jons. B. Early Years Education children. MEYE will generate a methodology to introduce mathematics through playful and meaningful activities innursery schools. C. Staff that currently works in nursery schools (practitioners and teachers) that will have a tool to improve the quality of their educational work and update their working skills. The intellectual results of the project will be as follows 1. MEYE CURRICULUM An analysis and proposals for improvement in the field of mathematics will be made on the curricula of Early Childhood Education and VET on Early Yeras Education in Slovenia, Portugal and Spain 2. MEYE TRAINING. A training program on mathematics and its didactic will be designed for professionals of Early Years Education and for teachers / students of VET on Early Years Education with the purpose of acquiring the basic notions about mathematics and its didactics . 3. MEYE GUIDE Methodological guide to address mathematics in Early Years Education. This product will be the result of pilot tests carried out with children in the countries participating in the project. The guide will have two parts, a first section that will be general for all countries and a second section with specific indications according to the context and the educational reality of each country. In addition, it will be divided by stages (from 0 to 3 years and from 3 to 6 years) and then by ages within each stage. In addition to the globalized approach and the insertion of mathematics in the daily routine, the guide will add proposals for specific activities to reinforce the mathematical contents and it will clasify the proposals into mathematical contents and ages. Entities from 5 European countries will participate: Spain: CIPFP FAITANAR, CONSELLERIA DE EDUCACIÓN, INNOVACIÓN, CULTURA Y DEPORTE (CEFIRE CTEM) and UNIVERSITAT DE VALÈNCIA Slovenia: GIMNASIJA CELJE-CENTER United Kingdom: HIGH HOUSE NURSERY Portugal: AGRUPAMENTO DE ESCOLAS MARCELINO MESQUITA DO CARTAXO Poland: UNIVERSITY OF WARSAW To achieve the objectives of the project, various learning, teaching and training activities will be carried out among the professionals of the participating entities and the students of VET Early Years Education . As part of these activities, pilot tests and workshops will be carried out with pupils of nursery schools in order to verify the effectiveness of the methods that have been designed. In order to disseminate the intellectual results generated in the project, 6 multiplier events have been planned in 4 countries, aimed at professionals in early childhood education, VET teachers Early Childhood Education and educational authorities.
To improve the training (initial and continuous) that early childhood education professionals have in the area of mathematics and its didactics. To develop innovative products to successfully address the teaching/learning of mathematics in early childhood education and to make them available to the educational community. To promote international cooperation and joint work between the different agents involved in early childhood education: early childhood education VET centres, nursery schools, universities and teacher training centres.
We carried out the project in order to share knowledge and pool the know-how of several organisations that had worked together on previous projects. During a job-shadowing from CIPPP Faitanar to GCC, we noticed that they were working on mathematics training for the staff of the nursery schools where they usually send their vocational training students for work experience. This fact made us think about a project that would address mathematics in early childhood education in a comprehensive way: both in the 0-6 years stage and in the vocational training of the staff working in this stage. We realised the need for both initial training (VET students) and continuous training (nursery school staff) on how children develop mathematical thinking. In addition to the lack of a methodology to intervene in this area in nursery schools in a playful way and adapted to each stage of child development.