Susan McDonald & Louise Thomas
The past decade has seen an increase in the attention given to education in prior-to-school settings, and as a result, two areas of interest have emerged: (1) the intent and nature of this phase of education, and (2) the identity of the educator in these settings. This paper presents data from a project seeking to identify how teachers in this phase identify themselves as teachers of numeracy, and how they articulate their role in the implementation of early childhood mathematics curricula.