Counting, and use of numbers as labels, constitutes one strand of mathematical development in the early learning goals. To foster this development, early years practitioners need to be aware how children's understanding of number develops and how then to support their learning.
Children begin to develop skills and concepts in this area at an early age. By the time they enter the Foundation Stage they will probably enjoy sorting objects, arranging animals in sets and toy vehicles in lines.
Some will be trying out counting skills in their play, chanting a sequence of numbers but not necessarily in the correct order, for example, '1 - 3 - 7 - 2 - 15 -100'. Others may already be familiar with the names and order of some numbers and have begun to understand the significance of one-to-one correspondence when counting.
As children are able to conserve numbers, they begin to compare groups of objects and to use simple arithmetic strategies.
There will be a wide range of developmental stages within any setting but the same important message applies to all: for young children, effective learning takes place through play and practical, purposeful activities. And, as is stressed in Curriculum guidance for the Foundation Stage, (page 70), 'Children's mathematical development arises out of daily experiences in a rich and interesting environment.'
Children's lives are full of numerical experiences. They hear adults using number vocabulary every day and see numbers all around them - price labels, bus route numbers, clock faces, shoe sizes, telephone dials. They are familiar with language such as a 'dozen' or a 'couple', and can often offer a correct answer to the question, 'How old are you?' When children are able to respond to, and imitate, such language it is easy to assume that they understand the use of numbers involved. But although imitation is an important part of learning, it does not necessarily indicate a true insight.
They need a 'real' context in which to build an understanding of how numbers work in the world around them, and the resources and play opportunities children are offered in the Foundation Stage are vital in shaping their future mathematical learning. Children need encouragement to verbalise what they are doing, to talk about mathematical ideas and to use simple mathematical language.
They also need time to think, to consolidate learning and to solve practical problems using their understanding. Gradually, as they begin to see the significance of using marks to represent objects or quantities, they will begin to explore their own systems for recording and communicating mathematical information.
When learning about number, children need plenty of opportunities to touch and handle objects in all areas of provision. Practitioners should think carefully about the resources they offer and observe how children use provision to develop number skills and concepts.
Of course, the way in which adults talk to and question children can be very important in prompting and extending their learning - 'Can you build a garage for each of these cars?' 'How many shells can you find in the sand?' 'How many milk bottles do we need for this group of children?' 'Ben has come to join us now, how many more bottles do we need?' Children also learn much from their peers, and group play often leads to discussion of strategies for solving problems and modelling skills.
The way areas are organised can provide good opportunities and a real purpose for counting. A limited amount of aprons available in 'messy' areas can lead to conversation such as, 'There are two more aprons left - do you and Sarah want to come and play in the water?' Number can become a part of the daily tidy-up routine and children asked to engage in activities such as counting construction components into boxes, standing play people on a number line or matching blocks to numbered templates.
However, not all counting involves tangible objects and children should be encouraged to count during activities such as skipping or bouncing a ball. Drums and other musical instruments can be used for counting beats. Clapping games (for example, clapping out names or simple rhythms) also help to raise counting awareness.
Practitioners should ensure that numbers are displayed around the setting. Number signs can tell children how many children may work in an area or can be used to label coat pegs, storage boxes or toilet cubicles/wash basins. Children will enjoy feeling and touching sandpaper numbers in the sand area while becoming familiar with their shape. Wheeled toys in the outside area can easily be fitted with number plates, and chairs in the milk area, for example, numbered to encourage numerical discussion.
Both horizontal and vertical number lines should be in evidence and available for children to use. These could take the form of a train with numbered carriages or a cardboard block of flats (mini cereal boxes are useful construction material) on the wall with windows arranged vertically and people (numbered 1-10) to be slotted in. Number trails around the setting usually arouse interest and activities such as following Rudolph's numbered footprints to find Santa's grotto offer chances to learn about number recognition and ordering.
Self-registration in areas of provision can also provide children with meaningful counting experiences. For example, as a child enters the construction area to play, he attaches his own symbol, picture or name card to a number track. Throughout the session, as children register their presence in the area, the number of cards increases along the track. This sort of activity leads to discussion and comparison of numbers and can be adapted for a range of situations. NW
Jane Drake is a nursery teacher at Cottingley Primary School, Leeds, and the author of Planning Children's Play and Learning in the Foundation Stage, (David Fulton, 14).