When children make patterns, they are learning to apply rules. To be able to repeat a sequence pattern of blocks of colour, shapes, numbers, sounds or movements, children must identify the implicit rule in the sequence. The rule here is about the unvarying order of a set number of components: red, blue, blue, green, red, blue, blue, green; loud, loud, soft, loud, loud, soft.
To make growing patterns, you have to apply the same rule again and again to form an increasing or decreasing sequence. When singing and enacting 'Five little ducks went swimming one day', you have to remember the rule 'subtract one' each time the rhyme comes round again.
Creating symmetrical patterns (as in a butterfly's wings) requires a different set of rules to following a sequence: to reflect red, blue, blue, green in a mirror, you start with the green and work back.
Pattern in everyday life
There is a pattern to children's daily lives. Focusing on the order and repetition of this is mathematical in itself. The days of the week repeat in a set and regular order. The day itself follows a pattern: it gets light in the morning and we get up, we do regular and irregular things in the day, then it gets dark, and we go to bed.
Some of these things children will know intuitively, but others will need help. It can take a long time to know the order of the days of the week or be able to remember if you have had lunch yet.
Each of us gets up, washes, dresses, and has breakfast in a different way. But some things have to be done in a certain order: you cannot put your shoes on before your socks.
Understanding pattern
Children have an intuitive idea of pattern. When playing with building blocks, for example, they often make symmetrical patterns unconsciously. They line toys up in order, they paint regular stripes, they have a sense of 'balance' in design.
As children develop, they start to recognise, then copy, extend and create more complex patterns. For example, they get to recognise simple alternating patterns, such as drum, triangle, drum, triangle, then more complex repeated patterns such as drum, drum, triangle, drum, drum, triangle.
Gradually they learn how to discuss and describe their patterns, using a wider range of vocabulary. They extend their understanding by making sequences of repeated patterns in more than one direction, such as across, up, down, across, up, down, or one, two, three, turn, one, two, three, turn.
Young children become interested in patterns once they begin to perceive them, then begin to recreate the patterns around them.
Adult support
Although children can develop a sense of pattern through play, not all children use pattern in their play. For example, in block play, some children explore pattern, whereas others use the blocks for role play. It is clear that appropriate adult help is needed for children to develop their ideas about pattern.
Providing an environment that is rich in pattern, and with a wide variety of materials, offers opportunities for adults to help children discover the patterns. Children need opportunities to structure materials themselves, to initiate their own patterns, and to share this work with other children and adults.
What is important here is that children work on creating their own patterns, and do not copy adult patterns. Children often struggle to recognise patterns made by others, but can create their own. To develop their understanding of pattern: * Talk with them about each other's pattern work and share ideas to help them develop a vocabulary for pattern.
* Encourage them to find and recreate patterns in the world around them - on their clothes, their toys, at home, outside (see the Nursery Topics poster).
* Provide a collection of patterned wallpapers, wrapping paper and fabrics for children to examine and replicate.
* Ensure there is a variety of coloured bricks and beads.
* Use pattern in artwork, with blocks and potato cuts for printing, with coloured paper, paints, scissors, mirrors, and so on.
* Include physical patterns, such as sitting, standing, sitting, standing, or moving in different directions.
* Encourage children to learn patterns in music, movement and dance.
* Explore rhythms and chants. Discuss the patterns made by the children.
The study of pattern helps children find order in the seeming chaos of parts of their world, and there is great enjoyment to be had in the exploration.
Nursery Topics - Pattern is by Sheila Ebbutt, managing director, and Carole Skinner, product development manager, BEAM Education (tel: 020 7684 3323)