Unit 3.

6 WB: Developing children’s emergent mathematical

skills

LO1 Understand how mathematics relates to children’s everyday lives.

1.1 Describe how mathematics is evident in children’s everyday lives.

Mathematics is a fundamental part of daily life, and children naturally
encounter mathematical concepts in many of their everyday activities,
even from a very young age. Here are some examples of how
mathematics is evident in children’s everyday lives:
 Counting Objects: Children often engage in counting activities,
such as counting toys, steps, or fingers. This introduces them to
basic number concepts and helps them develop an understanding
of quantity and order.
 Measuring: When children play with sand, water, or building
blocks, they explore concepts of measurement, such as volume,
weight, and length. For instance, filling a cup with water or
comparing the height of different blocks introduces them to the
basics of measurement.
 Time: Concepts of time are introduced through daily routines,
such as knowing when it’s time for lunch or bedtime. Using clocks
or timers during activities helps children understand the passage
of time and sequences.
 Patterns and Shapes: Children recognize and create patterns
through activities like sorting colored blocks or beads, drawing,
and arranging objects. Identifying shapes in their environment,
such as circles, squares, and triangles, also contributes to their
mathematical understanding.
 Money and Transactions: When children play shop or are
involved in real-life shopping experiences, they encounter
concepts of money, addition, subtraction, and value.
 Spatial Awareness: Playing with puzzles, navigating spaces, or
arranging furniture introduces children to spatial awareness and
geometry.
These examples illustrate that mathematics is woven into the fabric of
everyday life, providing numerous opportunities for children to explore
and understand mathematical concepts naturally.

1.2 Analyse factors which affect children’s learning of mathematical concepts.

Several factors can influence how children learn and understand mathematical concepts:
 Developmental Stage: Children’s cognitive development plays a significant role in how
they grasp mathematical ideas. Younger children might struggle with abstract concepts and
need concrete, hands-on experiences to develop their understanding.
 Cultural Background: The cultural context can influence how children perceive and use
mathematics. For example, some cultures may emphasize certain mathematical skills,
such as counting or money management, more than others.
  Language Development: Language skills are crucial for understanding and expressing
mathematical ideas. Children with limited language skills may find it challenging to
articulate mathematical concepts or understand instructions.
 Parental Involvement: Children whose parents engage them in activities that involve
counting, sorting, and measuring tend to develop stronger mathematical skills. Parental
attitudes towards mathematics can also influence a child’s interest and confidence in the
subject.
 Educational Environment: The quality of the educational environment, including the
availability of resources and the teaching methods used, significantly affects children’s
mathematical learning. An environment rich in mathematical resources and opportunities
for exploration encourages children to engage with mathematical concepts.
 Socioeconomic Status: Children from lower socioeconomic backgrounds may have less
exposure to mathematical activities and resources, which can impact their early
mathematical development.

LO2 Understand how working with others supports children’s emergent

mathematical development.

2.1. Explain how working with others supports children’s emergent mathematical
development.

Collaboration between different adults in a child’s life—such as parents, teachers, and

caregivers—plays a vital role in supporting emergent mathematical development:
 Consistent Reinforcement: When children encounter consistent mathematical
language and concepts across different settings—home, school, and childcare—
they are more likely to internalize these ideas. For example, if both parents and
teachers emphasize counting or identifying shapes, children receive reinforced
learning that solidifies their understanding.
 Shared Resources: Working with others allows for the sharing of resources and
strategies. Teachers may suggest activities or games that parents can use at
home, while parents might provide insights into their child’s interests that can be
used to tailor learning activities in the classroom.
 Professional Collaboration: Teachers, special education professionals, and early
years practitioners can work together to create individualized learning plans that
address a child’s specific needs. This collaborative approach ensures that all
aspects of the child’s development are supported, including their mathematical
skills.
 Modeling and Guidance: Parents and caregivers model mathematical thinking
when they engage in everyday activities with children, such as cooking or
shopping. This modeling demonstrates practical applications of mathematical
concepts and encourages children to think mathematically in various contexts.
 Supportive Learning Environment: By working together, adults can create a
more supportive and enriched learning environment for children. For example, a
teacher might collaborate with a math specialist to introduce new, engaging
activities that challenge children’s mathematical thinking.
 LO3. Understand how to create an environment which supports
children’s emergent mathematical development

3.1 Describe how to create an environment which supports children’s emergent

mathematical development in relation to current frameworks for children from
birth to 7 years.

Creating a supportive environment for emergent mathematical development involves

thoughtful planning and the use of appropriate resources. Here are key elements to
consider:

 Mathematical Resources: The environment should be equipped with a variety of

materials that promote mathematical exploration. This includes items such as
counting beads, blocks, measuring tapes, shape sorters, number cards, and puzzles.
These resources should be easily accessible to children, allowing them to engage in
self-directed mathematical play.
 Interactive Displays: Visual displays that highlight mathematical concepts, such as
number lines, calendars, or shape charts, can reinforce learning. Interactive
displays, where children can move items around or add their own contributions,
encourage active participation in mathematical thinking.
 Incorporating Math into Daily Routines: Integrating mathematics into daily
routines helps children see its relevance. For example, involving children in setting
the table (counting plates and utensils), tidying up (sorting toys by size or type), or
preparing food (measuring ingredients) provides real-life contexts for mathematical
learning.
 Outdoor Environment: The outdoor environment offers additional opportunities
for exploring mathematical concepts, such as measuring the length of a sandpit,
comparing the height of plants, or counting the number of steps it takes to walk
across the playground. Providing tools like measuring tapes or chalk for drawing
shapes can extend mathematical learning outdoors.
 Inclusive Practices: The environment should cater to the diverse needs of children,
including those with special educational needs. This might involve providing larger,
tactile resources for children with visual impairments or using technology to
support learning for children with physical disabilities.

Creating an environment that supports emergent mathematical development requires

careful alignment with current educational frameworks, such as the Early Years
Foundation Stage (EYFS) in the UK, which emphasizes the importance of enabling
environments and the role of play in learning.
 LO 4. Understand the role of the Early Years practitioner in relation to
supporting children’s emergent mathematical development.
4.1 Describe reasons for scaffolding children’s mathematical development
Scaffolding is a teaching technique where the practitioner provides temporary support to
help a child achieve a task they might not be able to complete independently. Here are
key reasons for scaffolding children’s mathematical development:
 Building Confidence: Scaffolding helps children build confidence by providing just
enough support to allow them to succeed. As children experience success, they
become more willing to tackle challenging tasks independently.
 Guided Learning: Scaffolding allows practitioners to guide children through the
learning process, breaking down complex mathematical concepts into manageable
steps. This guidance helps children develop a deeper understanding of
mathematical ideas.
 Encouraging Independence: Over time, as the child becomes more proficient, the
practitioner gradually reduces the level of support, encouraging the child to take
more responsibility for their learning. This gradual release of responsibility fosters
independence and self-regulation in learning.
 Addressing Individual Needs: Scaffolding can be tailored to the individual needs of
each child, ensuring that all children, regardless of their current abilities, can
progress in their mathematical development. This individualized approach helps
children overcome specific challenges and reach their full potential.

4.2. Analyse reasons for valuing individual interests when supporting children’s
emergent mathematical development.

Valuing and incorporating children’s individual interests into their

mathematical learning is essential for several reasons:
 Engagement and Motivation: When mathematical activities are
linked to a child’s interests, they are more likely to be engaged
and motivated. For example, a child who loves cars might be
encouraged to count, sort, or measure toy cars, which makes
learning more relevant and enjoyable.
 Personalized Learning: By recognizing and valuing individual
interests, practitioners can create personalized learning
experiences that cater to the unique strengths and preferences of
each child. This personalization helps children connect new
mathematical concepts to their existing knowledge and
experiences.
 Cultural Relevance: Incorporating culturally relevant materials
and activities ensures that all children see their own experiences
reflected in their learning environment. This approach not only
 supports mathematical development but also fosters a sense of
belonging and respect for diversity.
 Developmental Appropriateness: Children develop at different
rates, and their interests often reflect their developmental stage.
By focusing on these interests, practitioners can provide activities
that are developmentally appropriate and challenging, helping
children to progress at their own pace.

4.3 Describe how the Early Years practitioner provides opportunities for
sustained shared thinking to support children’s emergent mathematical
development.

Sustained shared thinking occurs when two or more individuals work together to
solve a problem, clarify a concept, or extend an idea. In the context of supporting
children’s emergent mathematical development, sustained shared thinking
involves:
 Interactive Dialogue: Practitioners engage children in meaningful
conversations about mathematical concepts. This might involve asking
open-ended questions, encouraging children to explain their reasoning, or
exploring different solutions to a problem together.
 Collaborative Problem-Solving: Practitioners and children work together
on solving mathematical problems. This collaboration might involve exploring
patterns, counting objects, or measuring items together. The practitioner guides
the child through the process, prompting them to think critically and explore
different strategies.

 Extending Thinking: Practitioners extend children’s thinking by introducing

new ideas or challenging them to think more deeply about a mathematical
concept. For example, if a child is counting blocks, the practitioner might
ask, "What happens if we add one more block?" or "Can we arrange these
blocks in a different pattern?"
 Encouraging Reflection: After engaging in a mathematical activity,
practitioners can encourage children to reflect on what they have learned.
This might involve discussing the strategies they used, what worked well,
and what they might try differently next time. Reflective thinking helps
 children consolidate their understanding and apply it to future tasks.
 Creating a Supportive Environment: A supportive environment is
essential for sustained shared thinking. Practitioners should create a space
where children feel comfortable expressing their ideas, asking questions,
and exploring mathematical concepts without fear of making mistakes. This
environment encourages curiosity and fosters a positive attitude toward
learning.

LO 5 Understand how opportunities support children’s emergent

mathematical development.
5.1 Explain strategies to support the development of emergent mathematical
development in relation to current frameworks for children from birth to 7 years.

To support the development of emergent mathematical skills in young

children, practitioners can employ several strategies aligned with current
educational frameworks, such as the Early Years Foundation Stage (EYFS).
These strategies include:
 Play-Based Learning: Play is a natural way for children to explore
mathematical concepts. Practitioners can set up play activities that
encourage counting, sorting, measuring, and problem-solving. For
example, a sand and water play area can introduce concepts of volume
and capacity, while building blocks can help with understanding shapes
 and spatial relationships.
 Incorporating Math into Daily Routines: Integrating mathematical
concepts into daily routines helps children see the relevance of math in
everyday life. Practitioners can involve children in counting during snack
time, measuring ingredients during cooking activities, or sorting toys
during clean-up.
 Use of Manipulatives: Providing children with manipulatives, such as
counting bears, pattern blocks, or number rods, allows them to explore
mathematical concepts hands-on. Manipulatives help children visualize
and understand abstract concepts, making learning more concrete.
 Modeling Mathematical Language: Practitioners should consistently
use mathematical language during interactions with children. This
includes naming numbers, shapes, and measurements, as well as using
terms like "more," "less," "equal," and "difference." Modeling this
language helps children develop their mathematical vocabulary and
understanding.
 Differentiation: Recognizing that children develop at different rates,
practitioners should differentiate their approach based on each child’s
needs. This might involve providing additional support for children who
are struggling or offering more challenging tasks for those who are
ready to advance.

5.2. Describe opportunities which support children’s understanding of:

● number
● shape, size and pattern
● weight, volume and capacity
● space and time
● matching and sorting
● data representation
● problem-solving.

 Number: Opportunities to support understanding of number include counting objects

during play, singing number songs, and engaging in games that involve number recognition
and sequencing. For example, a game where children match numbered cards to the
corresponding number of objects can help reinforce number concepts.

 Shape, Size, and Pattern: Shape recognition can be supported through activities like
shape sorting or using shape stencils during art activities. Practitioners can introduce
patterns by encouraging children to create repeating sequences with colored beads or
blocks, and size comparisons can be explored by arranging objects from smallest to largest.

 Weight, Volume, and Capacity: These concepts can be introduced through activities
like sand and water play, where children fill and empty containers of different sizes.
Practitioners can guide children in comparing the weight of different objects or discussing
which container holds more or less.

 Space and Time: Spatial awareness can be developed through activities like puzzles,
obstacle courses, or arranging furniture in a play area. Time concepts can be explored
through routines, such as discussing the order of the day’s events or using timers during
activities.

 Matching and Sorting: Opportunities for matching and sorting are abundant in
everyday activities, such as sorting laundry by color, matching socks, or grouping toys by
type. These activities help children develop classification skills and recognize patterns.

 Data Representation: Children can be introduced to data representation through simple

activities like creating a bar graph of favorite fruits or a chart of how many toys each child
has in the classroom. Practitioners can guide children in interpreting this data, discussing
which category has more or less.

 Problem-Solving: Problem-solving opportunities arise when children are faced with

challenges during play, such as figuring out how to build a stable tower with blocks or how
to divide snacks equally among friends. Practitioners can encourage children to think
through these problems, try different solutions, and reflect on what worked and what
didn’t.

LO6 Be able to implement activities to support children’s emergent

mathematical development.
6.1 Plan an activity to support children’s emergent mathematical development.

Planning an activity to support emergent mathematical development involves selecting

appropriate materials, defining clear learning objectives, and considering the needs and
interests of the children. An example activity might be:

 Activity: "Shape Hunt"

 Objective: To help children recognize and name different shapes and understand
their properties.
 Materials: Shape cards, clipboards, and pencils.
 Procedure:
1. Introduce the concept of shapes by showing children different shape cards
and discussing their properties (e.g., a triangle has three sides).
2. Take the children on a "shape hunt" around the classroom or playground,
asking them to find objects that match the shapes on their cards.
 3. Children can draw or tally the shapes they find on their clipboards.
4. After the hunt, gather the children to discuss the shapes they found,
comparing and contrasting different shapes and their properties.

LO7 Be able to review how planned activities support children’s

emergent mathematical development.
7.1 Evaluate how planned activities support children’s emergent mathematical
development in relation to current frameworks.

After implementing the activity, practitioners should evaluate its effectiveness in

supporting children’s mathematical development. This evaluation involves:

 Observing Engagement: Did the children actively participate in the activity? Were
they interested and motivated? High levels of engagement typically indicate that the
activity was well-matched to the children’s developmental stage and interests.
 Assessing Understanding: Through observation and discussion, practitioners can
assess whether the children understood the mathematical concepts being explored.
For example, during the shape hunt, were children able to correctly identify and
name the shapes they found?
 Reflecting on Outcomes: Consider the learning outcomes of the activity. Did it
meet the objectives set out in the planning stage? Were there any unexpected
outcomes, either positive or negative?
 Aligning with Frameworks: The activity should be reviewed in relation to
relevant educational frameworks, such as the EYFS. Practitioners should consider
whether the activity supported the specific mathematical development goals
outlined in the framework, such as understanding numbers or shapes.

7.2. Analyse own role in relation to planned activities which support children’s
emergent mathematical development.

Practitioners play a crucial role in the success of planned activities. Reflecting on their own
role involves:

 Facilitation: How effectively did the practitioner facilitate the activity? This
includes setting up the environment, providing clear instructions, and offering
guidance as needed.
 Interaction: Consider the quality of interactions between the practitioner and the
children. Did the practitioner ask open-ended questions, encourage exploration, and
provide positive reinforcement?
 Adaptation: Reflect on how the practitioner adapted the activity to meet the needs
of different children. Were adjustments made to accommodate varying skill levels,
interests, or developmental stages?
 Modeling: The practitioner’s role in modeling mathematical thinking and language
is critical. Reflect on how mathematical concepts were introduced and reinforced
throughout the activity.

7.3. Make recommendations for meeting children’s emergent mathematical

needs.

Based on the evaluation of the activity, practitioners can make recommendations for future
activities or adjustments to better meet the children’s mathematical needs:

 Differentiation: Consider how future activities can be differentiated to better

support children at different developmental stages. This might involve providing
additional challenges for more advanced children or more support for those who are
struggling.
 Incorporating Interests: Recommendations might include finding ways to
incorporate individual children’s interests into mathematical activities more
effectively. For example, if a child is particularly interested in animals, future
activities could involve counting or sorting animal figures.
 Extending Learning: Identify opportunities to extend learning beyond the planned
activity. For example, after a shape hunt, children could be encouraged to create
their own shape collages or build structures using different shapes.
 Enhancing Engagement: If engagement was low, consider how future activities
can be made more interactive, hands-on, or related to real-life experiences to
increase interest and participation.

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