Three-year-old Temi approaches an adult. She is proudly holding a drawing in front of her. 'That's an interesting picture, Temi. Do you want to tell me about it?' Temi replies, 'It's a pattern.' Every practitioner will have had similar conversations at some point in their working life - and usually when a child identifies their effort as being a pattern they are showing a non-representational drawing. It's not a house, or a dog, it's a pattern.
But what does pattern actually mean? How should we respond? What should we provide to help children come to an enhanced understanding of pattern? The focus here is on visual and mathematical patterns. In a follow-up article, there will be a look at the pattern of language, movement and sound.
WHAT IS PATTERN?
Most of us just take the word pattern for granted without really thinking about its full implications. We admire a particular wallpaper pattern and are attracted to a particular scarf or book cover because of its pattern. Inevitably, young children's concept of pattern is constantly developing in the light of their experiences.
Pattern is an integral part of the everyday world and it is also the means by which we make sense of that world. It is all around us - visible and invisible. The most obvious and visible patterns are found in clothes and curtains, trees and flowers. But there are lots of invisible patterns too.
Patterns of how we vote in an election, for example, are identified by mathematicians using abstract numerical ideas. We search, in vain, for patterns of numbers coming up on the lottery and attempt to work out the odds for or against something happening by identifying the patterns in which numbers come up. Patterns in games of chance are pretty random! Patterns in time, on the other hand, are made visible by seasonal changes in trees and flowers and the changing position of the sun, moon and stars.
Where do we find pattern?
Since we are by nature pattern-seekers and makers, we find patterns everywhere. In every area of provision and in every aspect of life patterns exist. There is pattern in flowers, in knots, in animal markings, in stories, songs and seasons.
Marcus du Sautoy, an Oxford professor responsible for the public understanding of science and enthusiastic broadcaster and writer on the subject of mathematics, describes the human mind as being 'desperate to find patterns'. Since the brain is always looking for patterns we sometimes try to find them where none exists. As he reminds us, 'Pattern implies meaning. But sometimes things can be random and without patterns.'
The human brain has been described as a 'pattern-seeker' and it has been suggested that the human brain thrives on pattern. We probably all find it easier to identify a pattern than to define it. For mathematicians, pattern refers to the regularities that can be recognised and identified. Whether colouring, threading beads, or making a quilt, repeating patterns are the most common. But there are many other kinds of regularity such as growing patterns, symmetrical patterns and so on (see box for further discussion). Scientists too look for patterns in the data they collect from experiments - attempting to impose order on what they have observed. Does the same action always result in the same response? If there are differences in the patterns of their findings, what causes those differences?
For artists, pattern involves repetition of colours, lines and shapes. In both cases, there is an element of subjectivity - that is to say that a pattern recognised by one person may not be recognised as such by another.
The work of artists such as Kandinsky involves a great deal of repetition of colour, line and shape - but is it a pattern? Some people will say 'yes' and others 'no'. But if we look at animal patterns such as a tiger's spots or a zebra's stripes, although they are far from regular, they are instantly recognisable. Keith Devlin, author of a number of highly readable books on mathematics, comments on this, arguing that 'a bird recognises the black and yellow bands of a wasp, man recognises that the growth of a plant follows the sowing of a seed. In each case a mind is aware of pattern.'
THE IMPORTANCE OF PATTERN IN CHILDREN'S LEARNING
Australian research into patterning suggests that children have both pattern-detecting and pattern-making areas of the brain and that using them is essential to the development of thinking. Pattern recognition is part of human survival.
Seeing a pattern helps us to make connections or make rapid judgements and guesses - and this, in turn, leads us to look for patterns to help us. If early humans noticed, for example, a pattern in the times at which their predators hunted, they could avoid being taken by surprise and take steps to protect themselves.
Although unlikely to be hunted these days, understanding pattern helps children to predict, to make logical connections, and to reason. Being able to predict the pattern of the day, perhaps through the use of a visual timetable or because there are clear routines, helps children to feel secure and in control.
The non-statutory guidance Development Matters in the Early Years Foundation Stage draws attention to the way in which noticing patterns in their experiences helps children to become more effective learners. A sense of pattern enables them to make links and notice connections between events and ideas, promoting thought and learning.
It is also important in developing knowledge of the world as children compare similarities and difference and notice changes. An understanding of pattern makes it possible for children to understand regularity, notice the impact of rules and to generalise. They may identify rules in a sequence visually as when they are building with blocks or aurally when singing a song such as 'Five little ducks' or 'Heads, shoulders, knees and toes'.
Awareness of patterns is particularly important in the development of scientific and mathematical understanding. Being able to identify and create patterns is key to mathematical thinking. As Devlin tells us, 'Mathematics is the classification and study of all possible patterns'. Once children are aware of patterns they will begin to see and enjoy them in everything. Their brains lead them to search for pattern and this is the key to all mathematical work with young children - involving as it does, ordering, classifying, sequencing and prediction.
Despite this central importance, pattern is a very neglected aspect of mathematics in the early years. It is key to understanding all areas of mathematics, yet it receives little mention in the revised EYFS. Although explicitly included in Shape, Space and Measures, with Development Matters' suggestions that children should be encouraged to see patterns in routines and in illustrations, there is little reference to pattern in relation to number.
CHILDREN'S DEVELOPING UNDERSTANDING OF PATTERN
Piaget studied young children's understanding of pattern. His work suggested that although from around two years of age children could put together the necessary components of a pattern they had been shown, it was not until the age of four or five that they were able to copy it accurately. However, his work focused on bead-threading and draws a limited picture of what young children can achieve.
We now know that from the moment of birth, babies search for face-like patterns around them, and that all human minds seek out pattern. We know that babies are particularly good at pattern recognition of faces - they can differentiate between the faces of different cats and monkeys. They enjoy strong black and white patterns, but overall little is known about the development of understanding of pattern. It is clear, however, that young children have a strong sense of pattern - just try reading a favourite story and missing out any bit of the crucial sequence!
Research into young children's understanding of patterning in mathematics indicates that when children understand 'what comes next' in relationship to 'what came before', they have no difficulty in understanding and making patterns. They also need to be able to make comparisons - to be aware of similarities and differences.
SUPPORTING CHILDREN'S EXPLORATION OF PATTERN AND THE DEVELOPMENT OF PATTERNING
The first and most important step is that adults value pattern and understand its relevance to learning and development. Then practitioners need to become pattern-aware - research suggests that practitioners tend to take pattern for granted and do not bring it to children's attention. It also suggests that pattern-aware adults are more likely to support the development of patterning in children.
In order to become pattern-aware, make a special effort to notice patterns - patterns in clothing; nature; tyre and shoe tracks; furnishings. Think about what makes it a pattern and what differentiates it from other patterns - or from things that appear to have no pattern. Consider the vocabulary you might use to think and talk about the patterns you see.
How do we draw children's attention to pattern?
It shouldn't be difficult to draw children's attention to the patterns around them since their interest is apparent from the moment of birth. However, children develop interest in the things they think we are interested in so we need to demonstrate interest in pattern.
The boxed text provides some of the relevant vocabulary and you can use this when talking to children about patterns. However, don't try to teach the vocabulary in isolation - just introduce it gradually into conversations with children. Children's development as pattern-seekers and pattern-makers will be further supported when adults give children the vocabulary to talk about pattern and opportunities to explore it through a range of materials and experiences.
The other thing needed to draw children's attention to pattern is opportunity. Try to make sure that in every part of the environment and in thinking about every area of learning and development there are resources that will allow for conversations about pattern. The resources shown in the boxed text are ideas that can be used.
Pattern in the Prime areas of Communication and Language and Physical Development will be considered in a subsequent article. The third prime area of Personal, Social and Emotional Development is one of what might be described as invisible patterns but one in which drawing older children's attention to patterns of behaviour can be useful in helping them to regulate their own actions. The physical environment, indoors and out, can be enhanced in relation to pattern making in a number of ways for the specific areas of learning - some of which will be explored in the next article on pattern.
Expressive Art and Design, of course, offers countless opportunities for patterning - but don't think this stops at the use of art materials. Blocks and other construction materials are rich sources for pattern identification and creation. Some children make good use of peg boards and beads in making patterns - but others find them boring so make sure you provide for all tastes.
Mathematical patterns can occur throughout the environment. Graded stacking cups, sets of boxes that nest are one way of exploring what came before and what comes next. Understanding the World involves consideration of comparison and change - both of which can be considered indoors and out.
It is important to give opportunities to explore pattern in numbers. Simple board games using a dice provide more opportunities for talking about those patterns - but don't make the mistake of only presenting numbers in the pattern of the dice. Children need to see differences as well - in order to make comparisons.
Resources to promote patterning
Pattern blocks
This type of blocks enable children to create patterns and are a fantastic resource for developing children's awareness of pattern. If you only going buy one resource specifically for mathematics, make it this. See, for example, Pattern Blocks at www.beam.co.uk; 0.5cm Plastic Pattern Blocks from www.learningresources.co.uk; and Melissa and Doug Pattern Blocks and Boards, at www.amazon.co.uk. You can do things with these small blocks that you can't do with any other materials. Unbreakable mirrors to use alongside the blocks provide fantastic opportunities for discussion of pattern too.
Top tip: Provide children with a piece of non-slip matting (such as you might put under a rug or on an elderly person's tray). It helps to prevent frustration when they are trying to place shapes close to one another.
Wooden blocks
These have enormous potential for patterning. The regular shapes and pleasing look and feel invite exploration of symmetry. Community Playthings (www.communityplaythings.co.uk) has a wide range of blocks suitable for all ages. They are expensive but virtually indestructible.
Natural materials and phenomena
Stones, shells, leaves, twigs, cones, etc are very inviting and will readily be used to create all sorts of intricate patterns. Attractively presented in baskets they provide provocation for children to play with them. And, of course, the outside area can provide a rich range of natural materials.
Riding through puddles on vehicles with differently patterned wheels or splodging through them in boots with differently patterned soles gives lots of opportunities for playful exploration and discussion of pattern. Paint patterns in the snow using squeezy bottles with different coloured paint; exploring the patterns made by shadows - the possibilities of being outside are endless.
Books and postcards
Art books of patterns are a wonderful resource but often expensive. Children will spend hours browsing through a collection of postcards or photographs illustrating different kinds of pattern. This could be art postcards, or photographs of patterns in the setting or neighbourhood. Try to include a range of cultural traditions - Islamic patterns, for example, are very complex and very interesting. It could be holiday postcards - a line of windmills, for example, appearing smaller as they disappear into the distance offers a wonderful talking point about repetition, similarities and differences.
Small trays of coloured sand
Children may just enjoy the tactile sensation of tracing patterns in the sand. But adding laminated pictures of spiders' webs or tree rings gives ideas as a starting point for children's pattern-making and related conversations. You can also add exciting treasure items such as cones sprayed gold; silver stars and glass jewels to encourage pattern making in the sand tray.
Collections
Collections of buttons, pegs, keys, shells, socks - in fact, almost anything encourage pattern-making and categorisation. Many early years suppliers market collections for heuristic and discovery play, and for treasure baskets for babies but anything which promotes comparisons and which allows for repetition can be used. It could be pine cones of different shapes and sizes; cars; dolls and so on. If money is tight look for free items. This could simply be small packaging or lids of jars and bottles - in different sizes and colours. Just follow children's interests. The key to success is having large enough collections in order to ensure that categorising, selecting and sequencing items is a challenge.
Workshop area
An enticing, clean and tidy workshop area will promote pattern-making. Include patterned fabrics, and a variety of interesting papers - such as patterned wrapping paper, glossy paper, transparent paper, tissue paper, gold paper, shiny paper and so on. Different thicknesses of paintbrushes and crayons or pens will enable children to explore pattern in a different way.
In the malleable play area, bun tins are great for helping children to see number patterns - two lots of six; three lots of four and four lots of three. You can buy small rolling pins for dough with patterns carved into them - but you can achieve a similar effect by gluing string of different thicknesses to a short length of wooden dowelling - and using that for a rolling pin.
Role play and dramatic play
Dressing-up clothes can include lots of different patterns which give opportunities for discussing pattern. When choosing or looking for a particular item children may be drawn to particular aspects of pattern - stripes, circles and so on. Dolls of different sizes; clothes and bedding for them including a variety of patterns will all provide further chances for discussion of pattern and sequence. Avoid choosing a single set of dishes but include different colours and sizes - again with enough repetition to ensure that children can compare and discuss sequence and categories. Egg boxes and pretend eggs - pieces of wood or other small objects will do.
IN CONCLUSION
Pattern-seeking and creating is an essential part of human thinking and learning. In order to promote children's patterning, adults need to:
- Become more pattern-aware themselves
- Use the language of pattern more frequently
- Create rich opportunities for children to explore and discuss pattern.
THE LANGUAGE OF PATTERN
Try to include some of these words and phrases when talking to children about what they are doing.
Some words to describe the process of pattern-making:
- before
- after
- follow
- next
- start
- finish
- between
- copy
- repeat.
REPEATED ELEMENTS
Words that might describe repeated elements in a pattern
- lines
- loops
- zig-zags
- shapes circle, square, oval, etc
- colours
- numbers - for example, two yellow followed by three red.
MAKING COMPARISONS
Words that might be used when making comparisons
- Big/little
- Straight/curved
- Thick/thin
- Same/different
- Tall/short.
TYPES OF PATTERN
Don't get too hung up on the different types of pattern listed below. The categories are not exhaustive and they do overlap. What matters is that adults begin to give children a vocabulary which supports their thinking about pattern.
- repeating patterns (123, 123, 123, etc)
- increasing patterns (yellow; yellow and red; yellow, red and blue; yellow, red, blue and green)
- descending patterns (10, 8, 6, 4, etc)
- symmetrical patterns (such as the pattern created when a mirror is held at right angles to a design)
- cyclical patterns (spring, summer, autumn, winter).
Other categories of pattern include 'growing', 'staircase', 'ascending', 'decreasing', 'sequences', 'reverse order', 'radial' and 'relationship'.
MORE INFORMATION
- Montague-Smith, A and Price, A (2012) Mathematics in Early Years Education. David Fulton
- Pound, L (2008) Thinking and Learning about Mathematics in the Early Years. Routledge/Nursery World. Both books have a chapter on pattern and offer a good introduction to pattern in early years' mathematics.
- Devlin, K (2000) The Language of Mathematics. Holt Paperbacks
- du Sautoy, M (2008) Symmetry: A journey into the patterns of nature. HarperCollins.
Although written by 'real' mathematicians, both books have some accessible insights which could help you to become a 'pattern-aware' practitioner.
Linda Pound is an early years consultant and author
Pattern Part 2
Pattern in language, movement and music sound
Photographs at Camborne Nursery school and family services, By Apex news and pictures.