The stepping stones that focus on measurement in the Foundation Stage curriculum highlight the importance of vocabulary in understanding measurement (see Curriculum guidance for the foundation stage, p78-80, and left). Young children need to be given opportunities to discuss their ideas on length, weight, time and capacity with practitioners in various different contexts. Such discussions help children to relate the language of measures to a practical situation and extend their knowledge of measures.
Sharing mathematical conversation is just as relevant when children do not yet talk as when they use recognisable words. Using mathematical vocabulary in a discussion gives children an opportunity to hear the words used in context.
To encourage children to be part of the discussion, it is important to make sure that there is an actual pause in the word flow. Such breaks will give the child time to reply, even when the child is not yet able to make a response. Some practitioners model the supposed reply, which means that children will have an opportunity to imitate adult behaviour. Copying the style of discussion in this way increases maths vocabulary, which especially supports children who are trying to overcome restricted language or are learning in more than one language.
To meet children's diverse mathematical needs, many early years settings are developing positive learning experiences where children are encouraged to express opinions and ask questions. Some practitioners identify the vocabulary they will focus on, use descriptive language and suggest alternative solutions to give children scope to make decisions. Good practice uses conversation to give children correct words to describe what they see and feel and so work towards developing a wider maths vocabulary.
Providing a rich multicultural learning environment is important for children so that bilingual learners can see their experiences reflected in the provision. Of course, the resources need to be backed up with mathematical language development and well-focused questions.
All areas of provision offer opportunities for mathematical learning, but the following have particular potential for exploring concepts of measure.
Outdoor area
Resources
Large building blocks, giant cardboard boxes (for example, from kitchen appliances), tunnels, climbing frames and other play equipment, soil, bulbs and various sizes of flower pot, rain collecting equipment (such as a bucket, jar and funnel, rain gauge), chalk, paint, water and brushes
Activities
* Make a cave/den/tunnel/house big enough for children to hide in.
* Give instructions to climb on to something high(er)/low(er)/big(ger)/ small(er)/wide(r)/tall(er) close/far away.
* Find a pot large enough for one/three/ five bulbs.
* Collect rain overnight, see how deep the water is in the bucket/jar, then pour it into a small jug and count the jugfuls.
* Draw or paint on the ground and talk about the marks made. Can the children make marks even bigger/wider/longer?
Things to say
* 'That's a very tall tower. Are you going to make it any taller?'
* 'If you climb a bit higher you'll be as high as Marie.'
* 'Would I fit in your den? How many of you fit in?'
* 'That pot is too shallow. We need a deeper one.'
* 'If you stand further away then you can see better.'
Water area
Resources
Baby dolls and baths * paddling pool and hose * containers * funnel * sieve * watering can * water wheel * plastic lids * boats and stones * five-minute, one-minute and half-minute sandtimers
Activities
* Find a bath that fits the doll.
* Guess whether the pool will fill up before the sand runs through the timer.
* Discover whether a jar will overflow when another full one is poured into it.
* Fill a boat with stones without sinking it.
Things to say
* 'That pot is full/empty/half full/nearly empty.'
* 'That bath is a bit big. The baby might drown. Can you find a smaller one?'
* 'If you put the baby in the bath, will the water overflow?'
* 'The pool is about half full now. It should take another five minutes to fill.'
* 'Do you think I can fit any more in here?'
Science area
Resources
* Metre rule * ruler * height chart * sandtimers * balance and conkers * fir cones * stones * dinosaurs * cubes * bathroom scales
Activities
* Find out your height and mark it on the height chart.
* Guess whether your arm/leg is longer than the metre rule/ruler.
* Count while the sand runs through a half-minute timer.
* See what happens when you climb on the scales, and when a friend gets on there with you.
* Try to make the conkers on one side balance the doll on the other side.
Things to say
* 'The metre rule is longer than your arm.'
* 'Who is taller, Evie or Hannah?'
* 'Let's see what happens when you put more conkers in there... Can you say what happened?'
* 'Watch the dial down there. What will happen if Samuel gets on too?'
Cooking
Resources
* Recipe and ingredients * measuring spoons and cups * stop clock * balance and weights
Activities
* Make play dough for modelling.
* Make sandwiches and cut them in half.
* Bake scones.
* Make jellies for a special meal.
* Dilute squash or juice.
Things to say
* 'The spoon is rather long. Hold it with both hands.'
* 'Stir the mixture while I count to 20.'
* 'I'll put enough flour on the weighing scales to balance the egg; tell me when the pans are level.'
* 'Let's guess how many jelly cups we can fill.'
* 'Is there enough dough to cut one more scone?'
* 'Fill the jug with water up to here.'
Construction area
Resources
* Wood offcuts * woodwork tools * vice * nails * glue * cardboard boxes * tubes and packaging * scissors * sticky tape
Activities
* Make a bird table, a car, a table for the role play area.
* Make a box for storing bricks or cutlery.
* Help drill holes in a block of wood in which to keep scissors/pencils.
* Make a basket for Easter eggs, or a boat to hold the lamps for Diwali.
Things to say
* 'That needs to be shorter or it won't fit.'
* 'Let's find a piece of wood longer than this one but the same width.'
* 'Are there any tubes the same size?'
* 'We need to make some smaller holes for these pencils.'
Key vocabulary
Measure
* compare, order
* guess, estimate
Length
* length, width, height, depth
* long, short, tall, high, low
* wide, narrow, deep, shallow
* thick, thin
* longer, shorter, taller, higher, etc
* longest, shortest, tallest, highest, etc
* far, near, close
Volume and capacity
* full, half full, empty
* holds, container
Size
* big/small, bigger/smaller biggest/smallest
Weight
* weigh, balance
* heavy/light, heavier/lighter, heaviest/lightest
Time
* Monday, Tuesday, Wednesday, etc
* minute, hour, day, week, month, year
* morning, afternoon, evening, night
* today, yesterday, tomorrow
* before, after, next, last
* now, soon
* early/late, earlier/later, earlest/latest
* quick/slow, quicker/slower, quickest/slowest
* old/new, older/newer, oldest/newest.